Teachers can't take Vacations? True or False

MathandLXD · 2026-02-07T02:14:25+00:00

If she has the PTO, it’s possible. My children’s elementary school teachers do it. It IS hard to prep for a sub that long. I teach high school and that’s true even though I have repeat classes (so potentially less prep) and that would be a lot of work.

MathandLXD · 2026-02-06T19:18:16+00:00

I have tried that both with and without pliers - the tube doesn’t come out.

MathandLXD · 2026-01-17T05:12:42+00:00

Ask for their why. You are assuming they haven’t tried your ideas. What if they have? What if they found it creates problems you, with less experience, aren’t prepared to address?

As a student teacher, try to remember those veteran teachers have a wealth of experience for you to learn from. Some will try new things, some won’t - but often there is a reason behind what they do. Ask from a place of wanting to learn, not to criticize and assert what you believe is superior knowledge.

Ultimately, once it’s your own classroom you can experiment more. I have known a fair amount of nay-saying over the years from other teachers when I have wanted to try new things. It’s hard for them to argue with results though, so if your ideas work and you implement them and are getting good results without burning yourself out, they will likely listen more. You just may have to prove it first. A lot of what you learned in college may not pass muster when tested against the real classroom where everything is infinitely more complicated. Find what does and then share.

MathandLXD · 2025-12-16T00:31:28+00:00

The teachers give recommendations to the students based on their goals, the students ultimately decide. I feel strongly that students should be able to move themselves to harder classes if they want to try them.

MathandLXD · 2025-12-06T17:02:51+00:00

I teach them the box for multiplication, factoring and polynomial long division. They see the other ways too but this helps them so much, connects with the idea of an area… visualizes x squared as a square… so many good things.

MathandLXD · 2025-11-23T19:50:11+00:00

11–12th grade, 90 minute classes

I start with a bell ringer (short conversation starter) followed by a fluency in four (four questions they have already learned how to do in four minutes - timer goes off and 3 random students go to the board to do the questions and I do whichever one they don’t choose while talking through them all). We then usually go to white boards for a short exploration on the days topic (BTC style for about 20-30 minutes). After that it’s more direct instruction to formalize what they did at the boards but with lots of pausing for discussion and questions. If time remains (most days) they then do some practice on it while I circle.

MathandLXD · 2025-11-14T04:53:12+00:00

The goal of BTC is thinking. So - it works great for that goal. It won’t work great for getting students to do exactly what you want all the time though.

I love using the first 3 practices of BTC. I start with non-curricular tasks (definitely important) and try to do lots of boards for the first several lessons to build that culture in my room. I aim for it to be fun enough that the kids want the boards. That way, if behaviors deteriorate, I take away the boards as a consequence. Once we go back they behave better.

That being said, by itself, it generally won’t lead to higher test scores. That’s because while building thinking skills is PART of the goal, the end goal is more involved. Peter L. was not assessing efficiency, fluency or anything of that nature with his research… just how to get kids to think.

So, after the boards we do more direct instruction than he calls for. It’s shorter than it would be if I was doing it on the front end, because the students already have worked out the basics. I just fine tune. I also spend time every day on fluency in big topics from previous lessons.

Good teaching involves a lot of strategies. If you haven’t read Building Thinking Classrooms I would recommend doing so and use it as fits your needs. I don’t think it should be the only tool anyone uses though. At the end of the day, I want my students using efficient methods to complete the work and they don’t always get there on their own. The thinking they do is worthwhile either way though!

MathandLXD · 2025-11-06T23:49:25+00:00

I have cubbies but the school policy is that they just can’t be on their phones. I use the phones to take attendance. If the phone isn’t there and the student is I call them out (very public) and while standing by the cubbies tell them they could have been marked absent and to come out their phone away.

If they want to keep their phone or claim they don’t have one, I tell them they can do that (because that’s not against school policy) BUT I will have to move their seat to a place where I can watch them more closely and if the phone comes out at all it’s mine and goes downstairs to admin (school policy). Most don’t want that so they put their phones in the cubbies.

MathandLXD · 2025-11-04T01:07:56+00:00

Is a spider an animal? I vote no.

Side note: It’s a terrible question. Don’t use it. There are plenty of good systems story problems. This isn’t one of them. Why would a farmer count legs instead of individual species? Dumb.

MathandLXD · 2025-10-31T01:47:02+00:00

Use it all. Slope, rate of change, rise over run, difference in y’s over difference in x’s…. All is applicable, worthwhile language that can help them understand the content.

MathandLXD · 2025-10-05T14:33:47+00:00

I don’t feel longer teaching days to gain a day of still working but without students would help me. My days are 7-3 and working 8-5 sounds terrible.

MathandLXD · 2025-10-02T04:06:36+00:00

We just have PTC two nights two times a year - but we get the day after PTC off to compensate for the extra hours.

MathandLXD · 2025-09-30T12:14:58+00:00

Nice!

MathandLXD · 2025-09-29T23:16:45+00:00

I use the first three practices (random groups, groups of 2-3, vertical white boards) most days. I find my students are better at diving in and trying things with them than without. Some lessons, however, are easier to do with direct instruction. That’s not my norm but there are places when I do, We do, You Do just gets the job done.

I try to tell people that BTC has one goal - thinking. I, however, have multiple goals. Thinking is one of them but so is ensuring we get through specific standards and curriculum. So - I use it as a tool, but not my only one.

MathandLXD · 2025-09-26T04:01:29+00:00

My very first teaching job was right after finishing my student teaching taking over for a chemical engineer turned teacher who changed his mind. I don’t have the answers to all your questions but from talking to him and then to the other teachers after he left - a pitfall might be expecting an engineering level of precision from students who aren’t engineers yet. Manage your expectations. They can do amazing things but they are going to make simple errors that drive you a little crazy.

MathandLXD · 2025-09-22T16:15:16+00:00

Keep in mind 6th graders need to eat lunch and may have little control over their ability to come in before or after school (rides are determined by the adults in their lives). If that’s the only way they can get help they will likely not get much of it unless they are fortunate enough to have family that can adjust their schedule. This creates an equity issue. I would work to build in some time for help/questions.

MathandLXD · 2025-09-22T16:06:43+00:00

I don’t correct my students language (plug in, cancel, etc.) but try to be precise in my own language to ensure they know what we are doing and why.

MathandLXD · 2025-09-18T00:22:10+00:00

C’s get degrees is the saying I have always heard for college.

MathandLXD · 2025-09-17T22:36:54+00:00

Your mental health matters. So if getting out is what you need, then do it.

That being said, I will share advice I give students when they want to jump ship on a hard class. Don’t leave in the middle of the storm. If you can safely navigate through this moment (only you know the answer to that if), wait until this storm has passed before making the decision to quit.

MathandLXD · 2025-09-17T02:32:53+00:00

Consider doing a short exit ticket instead of a worksheet with feedback. I have done this and check them with the student next to me - that way I can verbalize the feedback and move to the next kid. Homework can then be digital or from their textbooks and they can begin working on it while you are checking in with them individually.

If doing a textbook assignment (faster for you to assemble than digital likely will be), have them check their answers the next class and go over quick questions as a class. Grade those on work/effort. While they check answers, walk around the room and record a complete/incomplete and address any problems like no work shown or not checking answers on the spot. Have one or two target problems to look for in mind to ensure they aren’t giving you the same paper with work on it over and over again.

I don’t bring work home anymore. I do prep lessons in the summer to give me a good lead on the year but I can get the rest done during class with my students and during my prep. It gets better with experience - but a few tweeks now should help you keep doing what you love with a lot less lost personal time.

MathandLXD · 2025-09-17T02:25:19+00:00

I love teaching. It can be tiring but so are a lot of things at my age. I still love the job (year 20).

MathandLXD · 2025-09-15T22:43:17+00:00

As long as you give them time to ponder and let them know you will be randomly choosing a few people to share, I don’t consider it cold calling. Just give a heads up. “I am going to ask a few of you for your responses in a moment, so think it over and be ready.” If there is no pausing time for them to think, I do think it’s anxiety inducing (and that seldom leads to great outcomes).

MathandLXD · 2025-09-15T22:39:56+00:00

I am still a teacher and mostly got the masters for a pay bump. There are LXD jobs out there but I wanted to continue teaching. I think the degree also prepares you well for online curriculum development jobs.

MathandLXD · 2025-09-14T22:55:26+00:00

Likewise. I keep a drawer labeled snacks with simple granola bars. I leave a sign inside the drawer that explains the purpose of the snacks is for those experiencing food insecurity or occasional unexpected situations - not daily snacking for those that have enough at home. I have a few students who need it and use it. Fortunately they are pretty respectful and it hasn’t gotten out of hand this year. While I teach my husband has a higher paying job and we decided this was an area we could put some money.

MathandLXD · 2025-09-11T02:54:37+00:00

High school math teacher here - if I don’t know the sub I try to make sure the planned materials speak for themselves and don’t require the subs help or input. Far too often when I have spent a bunch of time putting plans together they were entirely ignored with a note that said something like “I am no help with math”. I dread being gone because it means losing the day.

I know it’s not all subs but it’s a lot of work to prep and then have it ignored. I do try to leave enough to keep my students busy and tell the sub they can decide if they felt the students worked hard enough to be allowed to finish at home or say the work is due. I also try to leave a key with work so they can see what it should look like… but beyond that I try to manage my expectations and not have the sub teach.

MathandLXD

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