Kristen Jackson Field Seminar Artifact 10: Introduction of Exit Tickets (Comments from Penn Mentor) One of the

major challenges with my inquiry focus has been that it is not at all linked to content. My inquiry does not focus on students understanding of material, but rather, creating an environment in which all students feel safe. I believe that the self-assessment techniques I have tried to instill in my students has reinforced responsibility in them. Hopefully, as they begin to take ownership over their academics, they will grow to do so in daily life as well. However, my inquiry focus does not easily lend itself to mesh with content and instruction. This is evident in the notes attached, during which my classroom mentor was present and noted at the bottom that Ms. J seemed more concerned today with managing students and clarifying behavioral expectations than instructing content. What is the best workable balance between the two? How does one know? This has been a continued concern of myself, my Penn mentor and my classroom mentor, since the inception of my formal inquiry focus, and I will address it in the grand scheme of my inquiry here. This past semester, I instituted two management policies that have continued to help me encourage the growth of agency in my students. The day that I introduced these tools, my classroom mentor was present to observe. The two tools I have woven into everyday practice is the participation point system and the exit ticket assessment. Everyday, students will lose participation points if they break one of my established rules. On this day in particular, we went over the point system, and the rules I expected them to follow. As Sandi notes, I told them that the point system was my way of letting you know there are consequences. I wanted my students to understand that the little things they did would have consequences, but I was

personally attempting to avoid sending kids to the office for every small infraction. This system has manifested itself into a self-policing system. Whereas before, I would give students arbitrary warnings, now if they curse or have to be spoken to multiple times or call someone a name or break any other rule, then they are subject to lose a point. Not only do students police each other, they inherently police themselves. By calling out a peer for saying d***eater or calling someone a retard, they are forced to internally consider the ramifications of their own words and actions. Thus, in a way, they have to consider if they are hypocritical in pointing out the proverbial log in their neighbors eye. This system, although difficult to measure, has seemed to limit the amount of time I spend each day policing behaviors, as well as lowered the foul language and phone usage in my class. Because students know that I am not afraid to sweat the small things and know that there is a numerical value on their behavior in class, overall the class has been much easier to manage. And moreover, I have subtly infused self-assessment with this system. By policing one another, students police themselves and call attention to not only their neighbors actions, but their own. Additionally, it continues to contribute to the safe space I attempt to create. During the discussion, Sandi notes that a female says her pen is retarded, Ms. J says it's offensive to use the word that way, explains gay and retarded are often used as less thanHowever people identify in this classroom, they should feel safe here. Sandi goes on to comment that it was a Beautiful, powerful explanation of word connotations and a safe classroom. Aside from feeling like I did something right, this scenario resonated with me and reminded me why management is so important. In a social studies classroom especially, safety is crucial to our ability to push the boundary with our discussions. If students feel uncomfortable or unsafe, certain topics will be out of bounds. This system helps to ensure that students actively engage in creating a safe space for their peers.

The second tool has been the exit ticket assessment. During a visit to Olney Charter High School, I witnessed a teacher use a classroom assessment to gauge students perceptions of their effort and behavior that day. I decided, in order to supplement my inquiry, to infuse that also into my daily routine. Everyday, students answer three questions on their exit ticket slips (as discussed in prior artifacts). Although these questions have evolved some over time, my Penn mentor was also present for the introduction of this system. Sandi notes that at the end of the day, Ms. J asks them to do exit ticket about their behavior today, best effort, one interesting thing. The questions ask my class to rate their behavior and effort in order to get them in the practice of evaluating their progress daily. This will hopefully contribute positively to their ability to take responsibility and ownership automatically. I have realized over time that my students will often not take responsibility and will deflect blame and ownership with ease unless prompted or goaded. I do not want to push my students to take responsibility, and Im tired of asking them whos job it is to do better. They recognize that only they can truly affect change in their academics if they want to, and I do not want to be the bee in their ear constantly buzzing about responsibility. My Penn mentors notes ask a fundamental question that I have also been continuously discussing with my Classroom Mentor: how much is too much focus on management? Although my inquiry does not focus on management, it inherently asks if I can get students to begin managing themselves. As I just said, I want to be able to stop harping on respect, responsibility and safe spaces, but I cant or else I feel my students will lose sight of what I find important. However, within the classroom, although this is my inquiry focus, at what point have I done too much managing? My class seems to flow extremely well, students often stay on task and complete their assignments but there is a level of comfort where we can listen to music and I can

allow side conversations, knowing that its not derailing us from our objective. I feel that my management skills have contributed in large part to this dynamic, but with an inquiry focus so intrinsically separated form content and instruction, how much is too much? I actually dont have an answer, but in reading Sandis comments, I am reminded that this is a question I must continue to consider.

1/29/13 Notes - 9th Grade World History, 9:33-11:03 * = my questions and comments Students trickle in, Ms. J greets them warmly, "Hi, Russell", starting in 10 seconds 9:36 - 5 students, Do Now, new policy handed out, she says they'll be receiving a participation grade, certain types of behavior will result in losing points, not many warnings "If you are late, and I see you chopping it up in the hall, you will lose a point", Muhammad just demonstrated, system can do good or damage "Any questions?", male asks about late notes, "I want to listen to the fact that being in my class matters", says Ms. J * A strong, clear, and important statement expressed by the teacher. Students keep flowing in, Ms. J says "It's my way of letting you know there are consequences" 9:40 - 7 students She says they're trying teams again, she will now ask 5 questions at the end of class, to a student with head on desk, "We're all tired. You can be tired and still do the work" Safe space matters, she gives examples of unsafe space, bad language, asks Shaheed to restate the new policy Female, "If were late, our grade go down?", Ms. J explains, yes, by one point, class participation goes beyond being in class Ms. J, "Does this make sense? Does anyone understand why I'm doing this?" 9:45 - 11 students Ms. J strolls around as she speaks, says when they hit 50 points they'll have a sweet party, pizza party for 100 points "This space is what we're trying to create", more examples of safe space, no bullying, respect for peers DN, she hands out papers and instructs them to collect DN sheets in folders, she will collect randomly * Is there an organizational shift also with the use of folders "It is your job to keep your papers", says she's been doing too much for them "Behoove. What does it mean?", Natasha's phone rings, Ms. J says "Turn it to silent. it is your responsibility to keep your work" DN, 3 min., you break your phone, where do you go to get it fixed?, what if they can fix it but you can't text anymore, just call?, do you still want it? Female says her pen is retarded, Ms. J says it's offensive to use the word that way, explains gay and retarded are often used as "less than" "However people identify in this classroom, they should feel safe here" * Beautiful, powerful explanation of word connotations and a safe classroom. 9:55 - she invites DN verbal responses, students don't want phones without texting, Ms. J links to ancient Rome, trying to replicate what it used to do, "We're going to examine how the Byzantine Empire tried to restore Rome" * A creative, effective, relevant framing of history lesson. Ms. J tells Shaheed to subdue talking, he gives lip, she doesn't accept it Timeline activity, she shuffles some groups, skills papers distributed, 15 min., "We'll evaluate at end", timer on screen * Are the directions clear? Why is the timeline important?

Most students get to work immediately except for solo boy, Ms. J speaks with him, threatens he will lose Muhammad, 25 points if he sits and doesn't work, he moves to group with two females in back 10:07 - male student arrives, he sits with two females in front, Ms. J helps Muhammad with work, then moves to another group "What kind of sentences do I want these in?", several say "complete" 10:14 - "We done", says Natasha, Ms. J asks Muhammad "are you participating?" 7 more minutes to work, "I think you can do it in 7", she munches on cereal Female about Muhammad, "He's not doin' nothing", Ms. J does math on board to help them with questions on sheet Muhammad says he "borrowed" a male's paper, Ms. J tells him to step outside of classroom, "You obviously need time to get yourself together and be respectful", Muhammad saunters out, takes him a long time, Ms. J gets more forceful with him 10:25 - "Wrap it up. We're going to go through this together", she adds answers on overhead as students give them out loud 10:28 - Ms. J goes to hall and gives Muh. a chair * Before transitioning from group work to full-class discussion, provide a framework and try to instill a curiosity or excitement about the material. Make it clear why this work and content are worth everyone's time. * Remind them to add information they missed or answered incorrectly. Church and state, she explains relationships between government and religion, she changes mind and moves on to new subject, she elaborates on Catholic and Eastern Orthodox churches, tells individuals they're losing points 10:35 - Quiamani/Kiamani (sp) enters for first time today Ms. J says they have just begun talking about Byzantine Empire. each group has a different activity to work on the rest of class, will present next time * Why the change of plans? Be transparent about your reasoning and intentions. "I will come around to make sure you understand activity", she fields questions, students work together with subdued voices 10:54 - 6 min. warning, then exit ticket, Ms. K begins to roam around, Muhammad is still in the hall, Ms. J asks them to do exit ticket about their behavior today, best effort, one interesting thing "Before you leave, I must have everything in my hands" Students hand in work, pack up * What accommodations were made today for students who required them? * Ms. J seemed more concerned today with managing students and clarifying behavioral expectations than instructing content. What is the best workable balance between the two? How does one know?