Pre-service Teachers' Assessment Activity

When I give my Geometry for Teachers students an exam, I always give a take-home portion that contains what I refer to as ‘teacher-type’ problems.  These are problems that they need to be able to do when they are a teacher.  Typically, they involve writing directions, grading a test question, creating a rubric, writing a test question, or evaluating curriculum.  For their first exam, I gave them the following problem.

Two of your student’s solutions to finding the radius of the inscribed circle are below.  One of the solutions is correct and one is incorrect.
     a) Write up a detailed solution and rubric to finding the radius of the inscribed circle.
     b) Grade both students' solution according to your rubric.
     c) Which student has the correct solution?

I am going to focus this post on the rubric and how they graded the students' solutions. I was very impressed with their rubrics and wanted to share them.

Natalie's solution

 

Logan's solution

Some items that we discussed about their rubrics when I returned the exam:

• Point values on the question ranged from 5 points to 15 points.  What is the best way to determine the point value of a test question?
• Was notation specifically listed in the rubric?  Some students listed it and some didn’t.  One of the students that didn’t list notation felt that she could take off a point for notation under the justification portion of her rubric.
• What is the best way to make a rubric?  We talked about how you need to make a key for a question before you could really determine the number of points that you should allot to that question?

Below are some of the rubrics and how they graded the students’ work.  I was very pleased with their work and feel that they are well on their way to becoming great teachers!

Student A

Student B

Student C

 

It’s About Building Relationships

During the Geometry for Teachers course, on more than one occasion this semester, the students and I have talked about the need to know your students.  It is one of the most important tasks of a teacher.  How do you successfully build relationships with your students?

• Make an effort to get to know them.  Find out their interests and ask them questions about those interests once in a while.
• Be personable.  Share stories about your own experiences.  The more you share, the more they are willing to share.
• Create a safe classroom environment.  Make your classroom a place where students feel safe to make mistakes and express themselves.
• Make use of structure.  The previous items don’t preclude classroom management.  Students need structure and routine—both of which often make them feel safer.

Think back to your favorite classes.  They were likely taught by teachers who built a relationship with you. 

Some students don’t have a support system at home.  This is why their relationship with their teachers is so important—teachers often fill a void in their students’ lives.  Looking back throughout all of my schooling, I always had great relationships with my favorite teachers.  Those teachers not only made a positive impact on my life, they helped me become a better teacher.

How do you work to build relationships with your students?

South Dakotans are up to bat; will they take a swing?

This weekend I encountered two items online that have made me even more concerned about K-12 education funding in South Dakota.  Yesterday I read Kevin Woster’s blog, http://bit.ly/1sEsj6P, in which he eloquently states one of the huge issues with education funding in the state is that people in South Dakota are okay with being last in teacher pay because they don’t want to pay any more taxes.  Then today I saw the following image posted on Twitter.

It was then that I realized that South Dakota is missing one of these key ingredients:  a dedicated society.  I believe that politicians in our state who have become more informed are finally realizing that we have a serious teacher shortage and that teacher pay needs to be increased.  I also believe very strongly that we have many excellent teachers in this state.  What we are currently lacking in South Dakota is a dedicated society.  So, the question becomes:  how bad does the teacher shortage need to get before the citizens of our state are willing to take money out of their own pocket and put it towards K-12 education?  I feel like South Dakotans have a unique opportunity here, and I hope that more information will help them become that dedicated society.

The South Dakota Budget & Policy Institute has gathered great data on South Dakota K-12 education funding, comparing us to neighboring states.  I had the privilege of hearing Joy Smolnisky present her research.  The average teacher salary in South Dakota is 76% of the average in the neighboring states, but the hourly wages of private non-farm workers are about 88% of the regional average.  And South Dakota teachers can increase their purchasing power between 17% and 34% by just moving across the border to a neighboring state.  I would encourage you to read the entire PowerPoint presentation, which can be found at http://bit.ly/XNL5vF.

So, fellow South Dakotans, it is the bottom of the ninth and you are up to bat.  Are you willing to take a swing to improve K-12 education funding?

I am cheering for a home run!