Willing to share? Help a teacher new to #flipclass

I'm leading a workshop next Wednesday (2/20) for about 40 teachers in my district new to the idea of Flipped Learning as well as new to teaching (they are in our BTSA induction program).

While I am quite experienced with high school math "flipping", and have had many conversations about flipping in other subject areas and grade levels, I'd love to have some concrete places to send my attendees to for examples and answers.

The workshop is mainly grades 6-12 from all subject areas, although there are a few elementary.  We are in a low income district - my school is 75% Free and Reduced lunch, but the other schools in my district are upwards of 80-90%.   They are concerned about having a flipped classroom where most students don't have technology at home (yes I hear that a lot, and I have answers!) but also where most students do zero schoolwork outside of school and how that would work in their subject area.  They also want examples of flipped lessons (both the "at home" part and the "in class" part for their specific subject area... and that's what I don't have :)

Thanks for your help in filling out what works for YOU in hopes that it will inspire someone else!

CCSS and Student Blogging

Love this post on student blogging and how it is connected to the Common Core Standards for the Mathematical Practice. I'm excited to explore blogging more with my students next year now that I have a few kinks ironed out.  I might even try to incorporate some of these ideas in the remaining months.

Just wanted to share :)

What's the Point?

My students have really made me think this year about "What's the Point?"... meaning, what is the purpose of what I have them do?  Why do I have them make student videos (which they either love or completely loathe)?  Why do I want them to take quizzes every day or two instead of waiting until the end of the chapter?  Why do I "make" them write a summary and ask a HOT question?

These are all valid questions.  I haven't done a great job thus far of communicating the purpose of every assignment, and it's my goal for the rest of the year to do that.

Today as I was chatting with one of my classes, I explained the purpose of student videos.  From the first semester survey, many students don't like them and see them as a pain because "I don't need any more practice, I already understand the concept good enough from the PQs".  They have seen the purpose of the student videos as practice work for them, which turns into busy work when it's just something they do to get done.  Those comments really stood out to me because the purpose (to me) of student videos is not for "more practice" - I use them as an assessment tool of a students' ability to create their own problem (usually) and explain verbally using proper mathematical vocabulary, notation, etc.  Can they actually explain what they are doing?  That is an important skill I want my students to have.  I assess them with that using student videos.  When I explained that to my last class today, most of their eyes were like, "Oh... that makes sense now!".  Now, will they still complain about having to use technology and stuff... yes.  But, I think knowing the purpose behind their work will really help the quality of their work and their attitude towards it.

I also had similar conversations with my classes about quizzes.  I explained the difference between "summative" and "formative" assessment (in as simple terms as possible).  I said that "formative" assessment is used to inform both them and me of their progress.  Do they need more help?  Where are they getting stuck?  What mistakes are they making?  What connections are they missing?  All of these can be answered by them taking quizzes the day after the lesson to see if we need to re-teach something before it gets too late.  Again... eyes wide open... "that makes sense!"

So, I decided to put together a Google Doc of all the assignments/activities I have my students participate with.  What do I have them do... and WHY do I have them do it?  It's a work in progress (first draft of Friday night thoughts, but pretty close to being complete), but I thought it would be good to share...

I notice that most of my assignments are somehow used as an Assessment tool.  And, most of them are formative (informing) assessments.  Most of them are continually resubmitted until students show proficiency, with no "deduction" on grade for needing to submit it again.  It's pretty clear that one of my goals is to constantly be "informed" about my students' needs and progress by continually assessing them in a variety of ways.

The struggle between freedom and responsibility

This is a 9pm one take post.  It kind of rambles.  Hopefully it makes sense. I'd love your thoughts.

In my honors class, I'm struggling with the balance between asynchronous "work at your own pace" and "here's the deadlines, you need to meet them".

Here's what I'm doing now:

Students have their WSQ chart with "deadlines" for when certain WSQs need to be submitted and when we are going to have our discussions for certain concepts.  They are expected to be keeping up with the pace of the class in terms of being introduced to the content...

However, I try to be flexible with the students and understanding if they are a day behind or if they just couldn't get the WSQ done for some reason.  My mantra is, "You can work ahead, but you can't fall behind", but I definitely have students who are a day behind here or there.

The problem is that they don't catch back up. 

I want to give them that little bit of freedom.  I want to relieve a little bit of stress in their lives if they have a lot going on one day/week.  But I also expect them to take responsibility and make sure they get caught up instead of always being a day behind.

Because of the freedom I give my students, I'm already sensing some students are starting off the 2nd semester taking advantage of that freedom.  They aren't working 100% in class, they are very unfocused, and there is no drive or desire to make sure to get their work done... they'll "get it done later". (That doesn't mean they aren't doing ANYTHING in class... it just means they are behind and aren't making any effort to catch back up, they are just going with the flow at a slow pace).

Tomorrow is the first test of the 2nd semester.  Students have known for 2.5 weeks that they must:

• Finish 6 PQ assignments
• All PQ assignments were supposed to be completed by the end of class on Friday.  On Tuesday when I saw my students again after a 3-day weekend, I had some students who hadn't even begun PQ6
• Submit "Collaborative Answer Key" (a picture of ONE of their PQ problems to share with classmates)
• Collaborative Answer Key submissions could have been submitted for over a week and a half as students worked out problems.  I had received less than half by class time on Tuesday.
• Take 6 Concept quizzes
• Concept quizzes are supposed to be taken the day after they practice the assignment to assess their true knowledge, comprehension, and application.  I had at least 40% of the students on Tuesday who hadn't even started them.  I used to "demand" that certain quizzes be taken certain days, but again I like giving them the freedom (and thus responsibility) to take the quizzes when they are ready for them.  However, when they wait until the last day to take the quizzes, they (and I) don't get the formative feedback needed to make corrections and provide support before the test.  Most of them don't see it that way, so I need to do a better job of explaining purpose (like most things).  However, it also causes me stress because I'm sitting here the night before the test seeing horrible errors that should have been caught way beforehand.  However, students do great when they are working in groups, able to ask questions, and able to refer to their notes.  They think they don't need the help.  That is why the quizzes are so vital - can they really do it on their own?  If not, where are they struggling?  If they never take the quizzes with time for feedback, how can we discuss that?

I don't want to "enforce" quiz days because it goes against one of my goals of relieving student anxiety and, again, giving them freedom and responsibility for their learning.  But if they can't manage it on their own, do I need to re-think that?  Also, it's not all kids, so how do I enforce it with some and not with others who don't need it?  I have to do this with my lower Alg1 kids, but I feel like my honors 11th-12th graders should be able to handle it.  Have I gotten too lax??

Maybe I'm just tired and frustrated tonight.  Maybe they will surprise me greatly on the exam tomorrow.  Honestly, from what I've seen, I highly doubt it.  Regardless, we need to talk about "you can work ahead but you can't fall behind" and talk about what that really means.  Making no progress is not an option.  For example, I have a student who consistently is behind but consistently blames it on going out of town for extracurricular events many weekends... but this student does nothing during the week to try to get ahead or caught up.  Once in a while, that is okay... but when it becomes a consistent habit, it just doesn't cut it anymore.  This student is taking advantage of the "freedom" I am giving and not taking "responsibility" for him/herself, his/her actions, his/her commitments, etc.  The excuses have to stop and responsibility must be taken.

~~~~~~

That comes to students not taking tests with the rest of the class, which was a total bust first semester.  Those students never ended up catching up and were my only F's.  Pretty much all A's and B's with a few C's... and then some F's.  Only 10 total I believe out of 95 - but still way too many when these students were capable of passing but just didn't have the inner drive and dedication to succeed.

When students don't take the test with the class, they are given a make-up date.  It's on my schedule and my calendar, usually about a week later.  However, I did nothing to hold the students accountable between original and make-up test dates.  They had to start the new unit with the class (so they didn't fall further behind), but tested with a new version on the make-up date.  The only reason they would not be prepared is if they didn't take advantage of all the time given to them in class and tutoring opportunities available.  For example, we have done nothing new all week - just practice and review... test tomorrow.  If a student isn't ready, then what were they doing the last 2 days to get ready?  I did not see a lot of urgency during class time from any of the students who have contacted me saying they don't think they'll be ready...

My only thoughts is something like, "If you don't test on the class test day, you must come for ____ outside of class tutorings before the make-up day".  I might try that and see how it works - tutoring is big at our school anyways so it's not something new for the kids.

~~~

Okay, I need to get to bed.  If you got through this, I'm impressed.  And wondering if it made any darn sense, so please let me know your thoughts.   

I want to give my students that freedom.  But I also want them to take responsibility for that freedom and not take advantage of it.  I think that is the line that is not clear right now.

Remember... these are my Honors kids.  Juniors and Seniors.  Great kids, smart kids,... busy kids..., but totally capable kids.  But, like most teenagers, I'm giving them an inch and they are taking that mile...

The only question is - how do I make it more clear?

Flipped Classroom in the News!

I was excited to find last night that the article I was interviewed for a few weeks ago was published!  It is AP, so you can find it just about anywhere (including USA Today!!!), but here is the link to it in my local paper, the OC Register.

Arranging a room for #flipclass

I finally remembered to take some pictures (and a short video + aerial view at the bottom) of my classroom so you could see the layout of how I have it organized.  

I am VERY happy with the layout this year and the changes I made from last year until now (plus, some awesome new acquisitions in the form of tables and computers helped a bit :)).  It's must more efficient but more importantly, conducive to the collaborative, somewhat asynchronous classroom environment I want.  It allows the students to do everything they need to do during class time, and there is space for individual, large group, and small group work - or anything else we need to do!

(By the way, yes I am lucky to have a large classroom, one of the largest on campus.  And the fact that I took these pictures today in my smallest class of 28 kids (the rest are between 33 and 38 students) makes it seem like there is a TON of room!  I have seating for 49+ students between the tables, rows, and stations.  Thank goodness the largest class this year was 39 at one point, but I love having the flexible space.)

There are basically four "areas" to my classroom:

1. Groups - I have 6 tables (or groups of chairs) each for 6+ students.  This is where students are most of the time during class.  They have their discussions in these groups and then are free to move to other tables to work with classmates when doing practice problems.

2. Small Group "U" - This is set up for easy small-group teaching, remediation, support, etc.  Sometimes I will bring a standing whiteboard to the opening and actually go over a problem while the students sit around it (they pull up their own chairs).  Other times, I just sit in the middle in a rolly chair and can easily get around to all the students who need a little extra help or re-teaching one-on-one. I love it!

3. Quiz/Test area - These rows of chairs are used for anyone taking concept quizzes or tests.  On test days, the three tables that are made up of chairs also turn facing the whiteboard so everyone has a spot as needed.  On most days, there are never more students than what the rows have right now.  This makes it easy for me to see who is quizzing.

4. Computer "lab" - I have 3 desktop computers, 2 laptops, and then a half-class set of iPods for students to use.  The desktops are all together and then the two laptops are on desks throughout the room.  iPods are (obviously) portable to wherever students want to use them.  Students can use computers whenever they want/need to in order to watch a lesson, submit a WSQ, or otherwise check something out on the internet!

The view from my desk area.  Here you can see several groups of students working, a student using an iPod (lower right), some girls on the computers, and the small group "U".  This view used to face the "front" of my room and I had a screen that pulled down in front of the whiteboard so it couldn't be used efficiently.  The screen is now moved (you'll see soon...) so we can use that whiteboard space for whatever we need to.

The rest of the previous picture, still from my desk (lots of papers on it and the "U"... that's what happens during finals week!). A few more groups working (you can see these groups are self-chosen of 3's, 4's, and 2's... there's even a girl in the far corner using an iPod with her feet up but she's blocked from view).  Another whiteboard that can be used for... whatever we need!

One of my "computer lab" laptops, as well as where I moved the screen so now it covers a small piece of wall in between two bulletin boards instead of half a whiteboard!

Students LOVE the new iPods. I have 15, but only 4 available right now as I'm still waiting for the color-coded cases to come in (I ordered them from Amazon and they are shipping from Hong Kong... guess that takes a while!).  It's funny how there will be computers available but they will prefer to use the iPods.  I'm still figuring out the system for all this, since I just got them in December.  Not sure how I'm going to do the check-in, check-out process, etc.  Hence why this student is sitting how he is with the iPod plugged in - the iPods were all dead from last week but none of the students mentioned that so I didn't have them charged!  I'm hoping to figure out how to manage all of it once the rest of the cases come in.

The "Quiz/Test Area". Students come here whenever they are ready to take quizzes, which are completely self-directed and self-paced.  They are not on a computer (I check too much of their work in math!), but everything is organized on the side wall (right where the picture cuts off) with a different version of the quiz every day (I love Kuta Software!) and I hardly have to do any management at all.

My "U". Empty now, but well used, enjoyed, and appreciated.  This is so great for small group teaching and help.

My mini "Computer Lab" of desktops.  Thank you to the school for providing them!!

A view from the back door of the classroom.  Here, (from left to right), you can see my desk, the small group "U", the screen for daily announcements or any whole-group information, some groups working, and the front door. 

And, for you visual readers... here's what it looks like all put together:


A quiet day during finals week... but you can see the room arrangement :)



And, an "aerial" view.  See bigger document here.

Hope you enjoyed a glimpse into my classroom!

Flipped Learning Network Podcast #28 - Collecting Student Feedback

Had a blast on Monday talking with Troy Cockrum about how I collect student feedback on the flipped classroom (oh, and some other stuff, like Survivor!!!!).  You can see my first semester student feedback posts listed here.  

Why collect feedback?  Oh there are so many good reasons.  Just a few that come to mind right now...

I think we all have the goal of helping our students succeed to the highest level, and hearing their thoughts on the positives and negatives helps us to see it from a new perspective.  Sometimes the suggestions they make are things we would have never thought of, and sometimes just the smallest tweak will make a huge difference for the students in ways you wouldn't have considered.  Giving them the opportunity to have their voice heard gives them ownership of the classroom and builds a deeper, more trusting relationship between teacher and student.  While constructive feedback must be taken with professional discretion (i.e. when I have students say "We shouldn't have to take quizzes anymore because they are hard"), it is very eye-opening.

So my challenge to you as the semester ends is... have YOU collected feedback from your students yet??  If not, DO IT. Then share. Blog. Reflect. Analyze.  Think. Modify.  Do it.

Listen to the podcast episode here, 

or find it in the iTunes store under the 

Flipped Learning Network Podcast.

Happy One Year Blog-aversary To Me!!

One year ago today, I decided to start blogging.

One year ago today, I put my teaching practice out there for all to see and read.

One year ago today, I committed myself to reflect upon the transition to a flipped classroom in order to truly see if this "mindset shift" (because that's really how I see it now) would help my students learn, grow, and succeed.

One year ago today, I began the journey towards a transformed classroom, one that is more student-centered and focused on TWIRLS (hopefully pretty HOT TWIRLS) every single day.

One year ago today, I set the stage for friendships and collaboration beyond anything I could have expected or imagined.

All I started with was a little post, "Why I am flipping my classroom".  That was quickly followed the first day by my letter to administration and counselors about the change in my classroom, my letter to parents about the flipped classroom, my vision for the flipped classroom, and a little about TWIRLS.   One of the most popular (still!!) posts on my blog to this day was written the next day, called My Favorite WSQ.

I have grown so much over the last 365 days.  I have learned so much about teaching, learning, students, education...

I have learned that your closest colleagues (and friends!) don't have to be the ones down the hall, or even in your own city, state, or country.

I have learned that sharing ideas and reflecting on practices is essential in teacher growth and effectiveness.

I have learned that it's a lot easier to remember stuff when you write it down - and it's amazing to take the time to read back through and see growth, changes, progress, and development...in both my students AND in me!

I have learned that everybody has different classrooms, demographics, and experiences...and only I can truly be the judge of my own situation.  As public educators, we are all on the same boat with the same goal, even though we may go about it in different ways.  We should strive to continue to encourage and inspire one another and not tear one another apart over differences in opinion.  

I have learned that my students truly can take control of their learning when they are given the opportunity to explore and think outside of the "normal" constraints of school.  Giving them that freedom and challenging them in ways they have never been challenged before is so rewarding for both them and me (once they get over the initial hump, that is!)

~~~~~~~~

I am SO incredibly grateful for the opportunity to share, grow, learn, and process with all of you.

I am honored to have been a piece of your life and encourage, inspire, and motivate you to try new things and to share and reflect yourselves.

Here's to another great year of blogging, sharing, reflecting, and growing!

12-13 1st semester student feedback: "Overall Student Feedback"

Response totals from my 159 students this year.  This includes BOTH Math Analysis Honors (11th-12th graders) as well as Algebra 1 CP (9th-10th graders).  I did not separate the results.  (Updated on February 16th, 2013)

To see the links to all survey question responses, please go here.

The percentage of students in "Always" and "Most of the Time" increased from my mid-survey (70 students) check (57% to 65%).  Some changes I have implemented this semester with the discussions:

• Writing "new" discussion questions based on WSQ responses from previous night.  Students didn't like having to re-discuss the same questions they already went over.  So, if there was one question that most people were confused on, that goes back on the list to discuss in class, but otherwise I try to come up with some HOTter (Higher-Order Thinking) questions for them to discuss with my assistance as needed.
• Re-instating "time limits" for discussions.  This next week I will start using the visible timer on screen as well (have to figure out logistics as I have the questions on the screen and can't project the time as well...)
• For my Algebra 1 students, I am holding them accountable to actually taking notes from the discussion on lined paper.  I'm hoping this re-engages some of the students to participating since I will be checking.

The percentage of "Always" decreased from 61% to 48%... and it makes sense, since the students who generally do what they are supposed to on time (hence they always watch the videos on time) also did the survey on time :)

The percentage of students in the top two categories decreased from 94% of responses to 89%.  Still, these are tremendous responses.  Only 12 students who are "not really trying" and 6 in the other category, which basically means they wrote me a narrative reason instead of selecting the choices.  Here are some of the "other" comments:

• Depends on how much homework I have in each class. If I have little, I focus my attention to Chem and Math
• I put in a huge effort to catch up, thank you!
• I'm not really trying but I promise 2nd semester will be good :)
• Senioritis 
• Some days i try and others I'm to tired.

While a student's self-evaluation is important, there's also a lot of learning and training that needs to happen for my students to reach their potential.  I still have not figured out how to truly hold them accountable for quality responses on their WSQs, something I didn't encounter as much last year because they were handwritten and I didn't really read them closely every day.  Since they are in the Google Form now, I can read them as much or as little as I want.  

One thing that has helped my Algebra 1 students is providing them with sentence frames to start their responses with.  However, a lot of the responses are rushed, don't really answer the guided summary questions, and miss the point.  

It makes me wonder sometimes when I ask a question that was basically the main point of the video and they didn't get it right - did they really not get it, was it not taught clearly, or were they just not paying attention?

These percentages have stayed about the same, and this is where I want them to be.  I'm going to have those students who don't really need my help.  26% is pretty high, it would be nice to break it down by class, but that will take a little time I don't have nice for in this post tonight :).  

I did break the "I'm not really trying" down by class and it was even - 8 MA and 9 Alg1 (although I do have 30 more MA students than Alg1).

I'm still not that satisfied with class time in Algebra 1 right now.  Math Analysis - for the most part I love it.  My kids are having great discussions and I love the few different real-life and inquiry activities I have been able to incorporate in the last few units.  I'm looking forward to continuing to build more into the lessons as the years go on!  Math Analysis is not without it's trials, however.  I have found that students still need structure, guidance, and deadlines.  I have really had to figure out the balance between freedom and responsibility (hence my post titled that...).  But, all in all they are really coming along, adjusting, and working hard.

Algebra 1...another story.  At this point in the year, I feel like routines should be in place.  Well, they are... but I mean that students should have the routines figured out.  Many of them do, but enough of them still don't to drive me crazy.  Finally, with permission from my admin, I separated the kids out and the "distracting" students that never really work are off to the side and all the students in groups are ones that focus and do their best (still heterogenous grade-wise though).  If a student in a group is not working or following directions, they are moved to the side for the day.  The next day they get another try.  We are only 3 days in, but it's been going okay.  I've had a few students from the "side" tell me that they actually like working better by themselves - what a great discovery for them and me! :)  We will see how this continues to go...

Happy with these results, but my question still is... how can I make sure those students who need more help get the help they need?

I have noticed that students don't see the benefit to the writing part of the WSQ at this point.  However, I know they are developing their writing skills and communicating mathematically.  In addition, the written WSQ is really three things:

1) an accountability tool for me to see who has really watched it;

2) a tool that guides the discussion and tells me what I want the students to talk about and lets me know if we need to go over something as a whole class;

3) a processing tool for the students to think about the material, even if sometimes they feel like they are "spitting it back out", they have to understand it a little in order to do that clearly and concisely. 

After seeing these results, I really thought through "What's the Point" of the assignments I give my students.  I realized that while the purpose was clear to me, it wasn't always clear to my students.  This really applies to the "student videos" part.  Some of those numbers are skewed because my Alg1 students only did 1 student video in the semester and it was a little messy because of the technology and then we didn't really talk about them.  So, about 15 of those 55 responses were from Alg1 students and I don't really feel like that accurately depicts the situation.  For Math Analysis, I really took their thoughts seriously and went over in class WHY we do certain things... What is the purpose of the videos? (not for "extra practice" for them, as they thought - but as a form of assessment.  Once they heard this, a lot of lightbulbs turned on).  What is the purpose of the quizzes?  What is the purpose of the WSQ at home and then in class?  It was really a great conversation and reminds me that I need to do that more at the beginning of the year and whenever I introduce something new. 

12-13 1st semester student feedback: Other Quotes, Comments, etc

To see the links to all survey question responses, please go here.

Some quotes to save that didn't fit in the other posts:

Comments as students reflected on the "FutureMe.org" letter they sent themselves the first week of school.  Students were asked 2 questions: 1) What are your goals for this school year and 2) Share your thoughts on the flipped classroom after the first week.

• I have benefitted greatly from the flipped classroom. I have realized that this class is very different than from many other math  classes in a good way. I am looking forward to the second semester of the course and I think things will be running smoother now that everyone knows how the classroom works.
• My letter [written the first week of school] I said that the flipped classroom had a lot of technological use involved and that I didn't like it. But now, since I know what I am doing with each website or Student Problem or WPP, it's not so bad.
• At first I thought it would only be a lesson at home and discussion at class but now I see that it is more than just that. We have discussion, time for pq's, time for quizzes and have many more extra assingments to help us better understand the material. At first the flipped classroom was very hard to get used to but now I am completely adapted to the flipped classroom. 
• Also, I have gotten used to the flipped classroom, I actually like it :) I mentioned in the letter that I was overwhelmed before, but I got used to it. 
• My ideas about the flipped classroom prove to be pretty accurate. The flipped classroom is not easy. But it isn't supposed to be either. I have remained positive about and open to the flipped classroom. I feel like I am learning so much and it is definitely more rewarding to do it this way. I am really pleased with it and apparently, 4 months ago I could foresee that.
• But this is the first time in my high school time i actually understand math. Right now in the class I have a 77%, it may not seem the best grade an honor student may receive, but it is the best math grade i seen since freshmen year.
• As for flipped classroom i think it is a great way to learn once you get into the hang of how it works.
• Flipped classroom is a great learning method, and it wasn't much of a challenging change than you thought it would be. Make sure you don't get distracted while you're doing your homework.
• I actually like the flipped classroom now! I love being able to choose who to sit with and communicate with about the math concepts hehe.. makes class more fun. I've gotten used to the lectures online and I've learned how to take full advantage of them.
• I wasn't used to the Flipped Classroom and I would hope to like it more as the year goes by and this became true because I like the Flipped Classroom now. It is a very helpful way of teaching math. I have learned how to manage my time with this new method and my grade has gone up since the beginning of the year.
• I do feel that i got the hang of the flipped classroom now. I also feel much more confident in my ability to fully understand math than i did freshman and sophomore year. The videos have really helped me understand the material when i had difficulty and so have the pq's, quizzes, and student problems. I will continue to do my best in math analysis.
• And as a matter of fact, I have adjusted to the flipped classroom so one check mark please!
• I was open to the flipped classroom, and it has grown on me. It's a part of my daily school life now.
• And I'm glad I can experience the flipped classroom. Honestly, my favorite class. 
• I remember writing how discontent I was with the flipped classroom in the beginning of the year. It felt like such a hassle. Now that I've adapted to it, it feels like any other class. Sometimes it's a bit of a hassle but I've slowly learned to deal with it and I am content with this class now. 
• In regards to the flipped classroom, what I said before only somewhat applies to what I have experienced. The flipped classroom I experienced before was much different and perhaps needed more time put into its whole process. I definitely noticed an extremely positive change when a teacher can put in an almost exceeding maximum effort.

Encouraging comments:

• I want to thank you for all your hard work you've done for all your students this year. I know making videos need to do more work than any regular teacher because you have to take part of your time to record and prepare each video, packet, worksheet, etc. So, thank  you for going above and beyond for all your students!! (:
• Mrs. Kirch you are a great teacher. Thank You for involving this method into our learning it is very helpful!!!!(:
• I like the friendly environment in the class so much. It makes me look forward to coming to class everyday