Kathleen Frys

teacher

[Rep. Frederica Wilson @RepWilson]

In years past, we may have sent a bouquet of flowers or a card to our child’s teacher. This year, give educators what they really want: a livable salary.

With equitable compensation, teachers could stop working second jobs and buy themselves the bouquet. https://t.co/FQCX0M71qD

[Kathleen Frys @Miss_Morgese]

@FlaglerSchools @OKESOwls First graders coded their own dance party today! #HourOfCode
#FlaglerHourOfCode

[Kathleen Frys @Miss_Morgese]

A4: it's always been my goal to make math fun and engaging where students are working hard without realizing it. My biggest takeaway is to spend more time having kids explain, work together, and focus on the process. Math is not just about the quick answer. #becomingmath

[Kathleen Frys @Miss_Morgese]

A3: random groupings that change frequently, vertical nonpermanent writing surfaces, cross pollination#becomingmath

[Kathleen Frys @Miss_Morgese]

A2: Time in math class should be spent proving, not just answering. Proving takes time, discussing, being confused, and explaining to others so they can understand your thinking. #becomingmath

[Kathleen Frys @Miss_Morgese]

A1: I loved the analogy made between the writing process and mathematical reasoning on page 246. #becomingmath

[Kathleen Frys @Miss_Morgese]

Glad to be a part of the final #becomingmath chat. I am Kathleen and teach first grade. I attended Hartwick College and Binghamton University.

[Kathleen Frys @Miss_Morgese]

A3: I've used estimation 180 and would you rather in 3rd grade, now to bring them into first grade. I've been using which one doesn't belong this year and I also love the idea of "is this true?" and "find the mistake." #becomingmath

[Kathleen Frys @Miss_Morgese]

A2: Allow students to talk, discuss, critique, explain, work together and alone so that they build each other's levels of understanding. Students are teachers too and they'd rather learn from each other. #becomingmath

[Kathleen Frys @Miss_Morgese]

A2: I think it's important to teach big picture before focusing on skills and ideas that will develop through the unit. We all like to know where we are going! End in mind🙂🗺️ #becomingmath

[Kathleen Frys @Miss_Morgese]

A1: I need to remind myself that my job is facilitator, guide, supporter, and probe while students investigate in focused ways to push deeper understanding. #becomingmath

[Kathleen Frys @Miss_Morgese]

A1: I'm interested in the idea of giving the end test before the unit to some of my students. #becomingmath

[Kathleen Frys @Miss_Morgese]

A1: immediately I started questionless story problems with the daily application problem. day 1, we came up with 12 different questions! #becomingmath

[Kathleen Frys @Miss_Morgese]

@tmchiepp I hope I didn't just jinx myself🚓
I met my husband I'm college

[Kathleen Frys @Miss_Morgese]

#BecomingMath
A5: productive struggle begins with understanding. Destructive struggle lacks understanding of what is trying to be figured out. Make sense and persevere

[Kathleen Frys @Miss_Morgese]

#BecomingMath
A4: building number sense and counting strategies will lead to learning facts. Speed and memorization isn't for all learner's and leads to anxiety for some.

[Kathleen Frys @Miss_Morgese]

#BecomingMath
A3: critiquing and discussing become a regular part of math class. We learn from each other! I find it so powerful to externalize internal dialogue. We need to teach how to think.

[Kathleen Frys @Miss_Morgese]

#BecomingMath
A2: start with routines and add rigor to build on. We can also require and teach precise language regarding vocabulary.

[Kathleen Frys @Miss_Morgese]

#BecomingMath
A1: Julie begins discussion without seeming like there's only 1 answer and 1 right way. Her classroom is thought oriented about an opening question. She has speaking protocols in place and language has been directly taught.