Category: Goal Setting

Attempt #2 at goals

Back in September I was writing about my goals and this process. And somehow, everything crashed and I lost the post. I also lost some of my motivation. This process is not easy for me as I feel like the 7C’s are not what I see as being the important thing in my classroom. Of course I care about my students, and I want them feeling safe in my classroom. But the survey is worded in such a way that I don’t believe the kids get the point.

Do my students know what they are learning and why? Can they make their thinking visible? Do they know how to deconstruct a problem and develop strategies for solving problems? Do they have a voice in the classroom? Do they receive constructive feedback? Those things are important to me. That is what I want happening in my classroom.

This year we have the opportunity to re-write the grade 10 and 9 mathematics programs. Integrating, getting away from the Algebra, Geometry, Algebra 2 cycle! Yes! So my goal is to create a curriculum which is meaningful for students.

One of my co-workers came into my classroom one day, and left these notes. Nicest thing I have seen in years, kind of gave me a re-boot. I’ll attach them if possible. Cause what she saw is what I want to happen all the time.

Goal 2019-2020

Hello again,

Back to another year.

My focus will be on Captivating and Clarifying. Pretty much for the same reasons as last year.

Goal Setting

My goals for this year are

  • Stronger concept-based inquiry lessons
  • More integration of applications and real-life problems
  • Challenging- more rigorous thinking, quality work, persistence these are things I’d like to see in my students.

Reading through the document of the 7 C’s there were a number of areas which I realized my students were not going to respond well to me.

Classroom management:

I know that I have a strong classroom management style. While students are in my classroom, I expect them to be engaged and involved in the learning process. I also expect them to be courteous towards all members of the classroom.


I believe I am courteous and respectful with all students, although I am not certain that students would feel the same. A good number of students are willing to ask questions for clarification, or help. There are a few who are unwilling to ask questions-maybe, they are afraid that I might judge them by their question.

There have been instances where a parent has complained that his son does not like to ask questions I my class. When asked why, the parent explained that it was because I answered the question with another question.


I do want to share their thoughts and try to link their comments and questions back to the learning. There is not a lot of diversity of ideas in mathematics.



Not always easy to do. Sometimes there are some basic things to be looked at before getting to the fun stuff. Application problems are a help. Logic puzzles via the internet definitely motivate some students.

I do ask open ended questions, in hopes of finding different paths to a solution. Again not always practical in mathematics.


The comments students receive on their assignments (via Powerschool) reflect the areas that need some further work. Complex tasks are broken down.

Need to work on more variety. I do not think direct instruction, modeling steps to a problem necessarily leads to understanding.  The concept is the most important, the process is a result of understanding the content.


We often begin by looking at what we have already learned.

We do not always summarize what we have learned at the end of the day, as some people are at different places. We revisit what we learned the following class.


I try to keep them challenged, part of their learning involves challenging themselves and inquiring into what they are doing. I do not let them give up and ask them to explain often.





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