Get ready, get set, more paperwork

Well, I didn't officially start my non-intervention units yet - November 16 is now the official start date. However, my students did participate in one survey, and I used the results from two class assignments to do the mock up of my data analysis and conclusions.
I can say that my students have a fairly accurate concept of how well they can perform algorithms in math and chemistry classes. This is a very good thing.
After a bit of a panic last night, I have received official permission from my adviser to start my project. Now I need to get permission from the school, the students, and their parents to report what I find out. I can do the research without permission, but I need permission to use what I learn for the MSSE. I also need to submit a draft to a MSSE peer for input, submit the improved draft to three colleagues for more input, submit a proposal to my MSU reader, and make constructive comments about a peer's draft. All this by next Sunday.
More paperwork.

Get Ready, get set,

I'm working on the time line for my action research project. I am investigating the effects of a writing-rich format in my math 11 class. To do this I will need to compare student's attitudes and abilities before the "intervention" with their attitudes and abilities afterward. I want to see if writing and thinking about what they are doing helps in math class, and whether there is any carryover to their science classes. Therefore it stands to reason that I will need to do a 'non-intervention' unit - not much journaling about their though processes as they problem solve; and not many activities which work to make students think about what they are doing, and why they would follow a particular algorithm. So, Tuesday is the big day - I'll start journaling myself as I observe the students working in both math and chemistry.
I think this 'non-intervention' phase will last 4 weeks - until term 1 ends.
I'm nervous about how much writing I'll be doing, but excited to finally be underway.

Tuesdays with Morrie

This weekend I've read two Mitch Albom books. The first "Five People You Meet in Heaven" left me thinking about the connections between people. "Tuesdays with Morrie" has left me wondering about the quality of my relationships with family, friends, and students. "Tuesdays" is a very personal series of essays about his relationship with a former teacher who dies from ALS. What Morrie is able to help Mitch learn is what really matters - Live Life Abundantly, Forgive Others and Yourself, Love Your Family.
The book ends:
"Have you ever really had a teacher? One who saw you as a raw but precious thing, a jewel that, with wisdom, could be polished to a proud shine? If you are lucky enough to find your way to such teachers, you will always find your way back. Sometimes it is only in your head. . . . . The last class of my old professor's life took place once a week. . . The subject was the meaning of life. It was taught from experience. The teaching goes on."
I don't think I have ever had a teacher like that, but wouldn't it be wonderful to BE a teacher like that?
The capstone project I completed in 2003 dealt with qualities which are found in outstanding secondary teachers. The capstone project I'm working on right now deals with ways to help my students see the connections between what they learn in math class and how to problem solve in science classes. Both projects are little stepping stones in my path to becoming a teacher who truly makes a difference in the lives of her pupils.
I have found another role model.