What attitudes do you think your students will need to be successful?

Students need the knowledge, skills and attitudes to be prepared. Prepared for what you ask? Everything that is thrown at them. They need to be prepared for the next grade level. They need to be prepared for state expectations. But, most of all, they need to be prepared for the outside world. They need to be problems solvers and learn to think for themselves.
As an third grade educator, I feel like I am constantly trying to move the students into becoming more independent. I teach and teach, and just as I try to hand over the reins, many of them grab back on to me for support. Even when I feel like they really have a good grasp on something, sometimes they just aren't completely independent.
I need to continue to give positive reinforcement, and give the children the confidence to work to the best of their ability. I need to put them in more situations where they must think for themselves and encourage their natural talents. If the child finds worth in their assignment, and goes about completing it in ways that are comfortable for them, they will begin to learn ways to become more independent.

What do curriculum documents look like?

Our recent review by QSAC has identified one weakness that is in need of improvement, and that is our curriculum. I teach 6 subjects and have recieved curriculum maps for a one of them. We are in the process of a district wide crackdown on the curriculum, starting with the framework. It will be long process, but we are in great need of this. One problem I foresee is the the change of standards that will be implemented this summer. Will all of this work need to be started over again once this happens?
A good curriculum should incorporate many things while tring to remain interactive and easy to read. It should address the current standards and have a layout that helps pace the teacher from month to month leaving a space of time at the end of the year for any lessons that may run over. Although many items can be added to a curriuculum binder for a particular subject (ie. teacher made assessments, benchmarks, support materials) the actual curriculum guide should be brief enough to see a whole picture from start to finish. In addition to specific topics to be taught, the guide should include resources to assist the teacher. These include text books, websites, technology, projects, assessments, differentiated options and any other materials that may support the lesson. Perhaps some blank space for notes would be needed in helping to keep your document fluid from year to year.

Student Generated Question

At what age is it appropriate to assign students a task using technology?

Any by this question I mean, not classroom directed assignments, but work outside of the classroom. Should projects be typed and researched online by an 8 year old? Should technology be an option rather than mandatory? I have given many projects and assignments which would allow for additional research on the internet, but a majority of my third grade students choose not to use that medium. So much of their interaction with a computer up until now has been with the mouse, and occassional keyboard action when plugging in websites. They are very slow to use the computer for typing or research. Many of them don't have the permission of their parents to use the internet unless monitored directly by them, and then we run into problems of parents doing the assignment for the child.
I do use technology in the classroom, but I think I can only expect to expose them to it and try to make them comfortable with it rather than expect it to be used independently. Infact, third grade is the first year they recieve a computer class, so it is very new to many of them. I'm curious to hear what others might think.....

When to teach to the test

Two major things that I try to focus on when preparing the children for the NJASK is the layout of the test and the time limits that they will be expected to complete their tasks in. Simple test taking strategies are covered throughout the year. Because my students are third graders, they need to be taught how to take a multiple choice test, address a multi-bulleted question, explain their mathematical ideas in writing, and realize that the blank page is for prewriting, not their actual story.
I'm not very keen on counting the amount of minutes the children need when doing an assignment, but in preparation for the test I will begin to use a timer just so that the students get a better feel of what they can accomplish in a given amount of time. I won't necessarily make them stop when that buzzer goes off, but I would hope that they are getting a better feel for their own personal time management.

How does NCLB and state testing affect me in the classroom?

I began teaching shortly before NCLB. At the time I remember the uproar of complaints from teachers, but to me it was not a big change in routine because I was still developing myself as an educator. I was not really forced to change any old habits. Over the next few years I continued to hear the grumbles, but also began to see a change in attitude and effort as new ideas were implemented. I truly see this as a time of separation between those teachers that were willing to change with the times and those that were not.
Since NCLB, and a change in state testing from the ESPA to the NJASK, I've noticed a strong focus on words like proficient, rubric, highly qualified, and professional development. These words have helped to develop other expectations from the teacher and the classroom. Standardized quarterlies and benchmarks have been put into place to help drive instruction. Rubrics have been organized, simplified and adopted by teachers and students to help them assess their work.
I personally begin my year with talking to the parents about the expectations of third grade standardized testing, which is often viewed as cruel and unusual punishment. Throughout the year I try to address higher order thinking and self creativity so that the child is better prepared for the NJASK. Simple problem solving techniques and thoughtful responses are necessary in the pursuit of proficiency. I keep the children in constant discussions about what to expect in their testing so that they are not stressed out or caught off guard. Even things like multiple choice decisions and the visual layout of the test are shown to the children throughout the year in hopes of maintaining a comfortable relationship with standardized testing.
However, I am beginning to feel the strain of higher expectations through NCLB. Meeting a goal of achievement is so rewarding, but the constant raising of the bar leaves me with the feeling that one day my goal will be unattainable. I feel like I may be at the brink of success, but I am willing to try any new ideas or teaching practices that will help me continue to meet the state expectation. If the demanding needs of NCLB are attainable by other teachers, than I can meet them too.