In order to get a better idea of my students as individuals, and their likes and dislikes inside and out of the classroom, I administered a student survey that consisted of the following seven questions:
1.) If you had a day off from school and could do anything you like, what would you do? (List as many things as you like.) 2.) What do you like reading about? What are two of your favorite books? 3.) What is your favorite subject (math, science, language arts, social studies)? Why? 4.) What is your least favorite subject? (math, science, language arts, social studies) Why? 5.) What do you want to learn more about? 6.) What is something you are curious about, but haven’t yet learned in school? 7.) Do you prefer working alone, with a partner, or with a small group? Why?
Sixteen of my nineteen finished or almost finished the survey, leaving at most one or two questions blank. The reasons for the the blanks ranged from, "I dunno" to "I don't get this question". Having been in the class for almost two months, many of my students were wondering why they are doing this now and why not when I first started? After a quick explanation and detail to them that this was my homework, they got down to business.
Some items of note:
* When looking at the idea of having a day off from school, 5 of 16 students would spend part of their time on their iPad playing games. Playing sports was another popular choice and students were going to play hockey, go sledding, play basketball, ice skate, skiing, and play soccer. Not many students were interested in watching tv and a couple listed watching movies as something they would like to do. Reading saw a few votes and did creating art projects. * When it came to reading, the majority of students preferred fiction over to non-fiction. Reading about animals was a favorite for a few students. Among the fiction that students loved to read were, Harry Potter, the Amelia Bedila series, the Henry and Mudge series, Charlotte's Web, the Clementine series. The kids love book series. They enjoy seeing their favorite characters as much as possible. * When responding to their favorite subject, the overwhelming winner was math. By overwhelming, I mean that five students found math as their favorite subject because they "loved adding", "loved numbers" or were "good at sticker station". Only two students enjoy language arts. One student enjoys science. Sadly, there is so little science done in the classes. There were numerous other classes mentioned such as art, P.E., and library. * As math was the clear favorite, science seems to be the class's least favorite subject as 5 students do not like the lessons because, "they don't understand it", "because it is hard", or "because it is boring". Science demonstrations and experiments are few and far between. Perhaps some engaging demonstrations and hands-on discovery mint forge some future scientists. * Student responses to what they want to learn about were varied. A math fan wanted to learn about multiplication and division. Students are passionate about learning about the animals, how farms work, how to read with more skill, and T-Rex's. Their curiosities are as varied as the students themselves.
* What piques the curiosity of my students? Everything. Well, a wide scope of topics - the human body, learning new languages, animals, how computers are made, space, and writing reviews. * It is interesting to see that while so many students saw science as their least favorite subject, science topics were some of the the things that students were most curious about and what they wanted to learn more about. 3 of the 5 students who do not like science responded by listing science topics as things that they wanted to learn more about. * Lastly, do students prefer to work alone, with a partner, or in a small group. The breakdown showed that 3 students prefer working alone, 6 students wanted to work with a partner, and 6 students wanted small groups (one student did not answer). The students see a balanced mix during lessons between the three options. Certain students always have a predilection for their choice based more on how socially active they are as opposed to how they work best. Some students who do their best work on their own, are those who wanted small groups. The responders who opted for partner work are those who are always wanting to be with their best friend and are always found together.
The scope of subjects and topics that students are wanting to explore is vast. If a class were to try and incorporate all of the things that the students were interested in would be next to impossible. As an educator, I want to keep my students engaged while giving them a thorough knowledge base. The common core standards are a great starting point in guiding instruction that is age appropriate and skill appropriate. It is wonderful to have a guideline as basis for a school district to base their curriculum.
With the combined work of teacher, school administrators, and specialists, the curriculum can be fine tuned to offer an assortment of topics that will engage students while giving them an in-depth knowledge of those topics. Providing students a limited amount of information on a huge list of subjects is doing them a disservice. The expertise of the curriculum planners and the standards have guided schools in offering students a narrower set of topics but to a greater depth. And there is always the possibility for students to explore topics that interest them on their own and with guidance during special projects.
Part 1: When administering my survey, I struggled with how to ask questions in writing to students who are still struggling to read and write, and during a week when I did not have a block of time carved out to read through every question with every student. Of course sometimes students don’t have the words to express what they like or dislike, and they show us through their behavior. Keeping in mind that an interest survey is one way among many to begin to get to know my students, I decided to split my survey into questions that could be answered with ‘yes’ or ‘no’, and some short answer questions that would hopefully provoke more detailed responses. I administered the survey during morning work, and during times when students were between work throughout the day.
I feel that after being in the class for a couple months now, I have had the opportunity to gather general information about the likes and dislikes my students have for various subject matter, hobbies, and activities. I’d love to ask them more in depth questions, but need more time/space than this type of general interest survey allows for.
With the aforementioned in mind, I think my students were excited to talk about themselves and a student interest survey is in line with some of the math work we are doing with surveys in class, and I think it also reinforced my efforts thus far to show students that I am interested in learning more about them. I came into the classroom in the middle of the year, so I was not able to go through the ‘getting to know you’ orientation process that they had in September. I can imagine that this student survey would be very useful to do with a class at the start of the year. Maybe it could also be done in reverse, where students can ask the teacher questions, or students can ask each other questions in order to build a discussion about common interests in the classroom.
Part 2: Most of my assessment of my student’s feelings are based solely on my observations, reports from other teachers, and some guess work based on what I see in their interactions with each other. Throughout the day, I see a lot of socio-emotional issues bubbling beneath the surface, and I wonder how much of those issues are not being addressed adequately and are thus potentially taking student’s attention away from academics.
What I would love to be able to do at this point is sit down someplace quiet with each student individually and spend 15-30 minutes casually chatting. This meeting would be low key in order to allow me to meet the student that might exist outside the classroom when I don’t usually see them. Maybe we’d talk while having a snack or doing some drawing. I find that at this age children tend to speak about their feelings, likes and dislikes when they are being asked in a less direct manner. For example, often if you ask a child ‘what did you do in school today’, the answer is ‘nothing’. Of course the child did not do nothing at school, but the child does not yet know how to stay on topic in a conversation and answer such open ended questions at great length. Students are more likely to offer information about what excites or bothers them, or to bring up school when something reminds them of a specific activity from the day. I know I am not a social worker, but if imagine that if I could hear a bit more about what each child feels about the problems they perceive in the classroom and in their relationships, I would be better equipped as a teacher to help them strategize solutions for these problems.
I think I can use the results of these surveys to craft lessons and choose activities that take students interests into account. This will create a learning environment that they feel more invested in and build community in the classroom. For example, one student’s favorite animal is a tree frog. I used that information to bring in coloring pages of tree frogs for students to color during their free time. All the students enjoyed the coloring, and the student who particularly likes tree frogs was able to openly share his interest with his peers as we colored and discussed facts about tree frogs. Another way to use survey information is to reward students with activities they enjoy. For example, ipads are a ‘dessert’ item in our classroom. If students finish their assigned work, they are allowed to use the ipad. This can be a motivator for students, (but it can also be a distraction as students sometimes rush sloppily through their work in order to do an activity they prefer).
The concept behind the common core seems reasonable. It maps out a set of expectations for educators and curriculum planners to adhere to. In theory the standards are based on research and evidence, include all types of learners, and are open to changing over time. Ideally, the standards will create students who have learned how to learn and who can adapt to our rapidly changing society.
I feel there currently is a lot of wiggle room within the standards to allow for individualized curriculum planning and implementation from school districts and teachers. However, the article by Pennington, Obenchaim, Et. al., raises disconcerting points about who is behind the standards, who gains to benefit from them financially and politically, and whether or not they will in the end do more harm than good to the public educational system.
I asked my 2nd graders the following survey questions: 1. What do you like to do when you’re not in school? 2. What’s your favorite subject? Why? 3. How do you like to work best in school (alone, with a partner, in a group)? Why?
I was pleasantly surprised that only 2 of 16 students reported that they liked to watch television or play video games when not in school. Most listed more than two activities, including playing with toys, pets, friends, and siblings, playing sports, reading, singing, dancing, and making art.
The most popular school subject was reading (for enjoyment or to learn new things), followed by writing (because they like to make up stories), then music (they love to sing), math (interestingly, these students cited being good at it as the reason to like it), and science (because it is hands on).
Of the 16 students, roughly 1/3 (all girls!) prefer working alone because they like quiet and can better focus/concentrate, 1/3 (all boys!) prefer working in groups for fun and company and “getting more information,” and 1/3 (mix of boys and girls) like partner work because they can get help, share ideas, and get more work done.
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As a new teacher I am loath to jump on the anti-Common Core bandwagon. Politics aside, the new standards don’t seem unreasonable or ill conceived to me. My understanding of the changes in mathematics, for example, is that the new standards emphasize depth over breadth with an increased focus on problem solving and number sense. I know veteran teachers would probably respond that they’ve been teaching this way for a long time anyway and that new standards bring red tape and standardized testing hassles, and I’m sure they’re right. But for me, at this early stage in my career, it seems counterproductive to resent the system. That said, I do see Pennington’s point that the CCSS are framed in a way that assumes American education needs “fixing” and schools have low expectations. It seems to me that the real problem is that our country doesn’t trust and value teachers and feels the need to turn to non-profits and other “professionals” to redeem the system and enforce accountability.
1. Would you call yourself a reader? Why or why not?
2. What is your favorite subject in school? What do you like about it? (for example: writing, reading, music, math, art, gym, social studies)
3. Do you prefer working alone, with a partner, with a group, or with the whole class?
4. Put a check next to the activities that help you learn: ________ reading ________ listening on the carpet and raising your hand ________ acting something out (like a snapshot) ________ moving your body (like our math cheers) ________ drawing or doing art ________ doing a craft (baskets, or kachinas for example) ________ looking at pictures or watching videos
I have been working with these students since the fall, and this survey was a nice opportunity to get some interesting feedback on different kinds of lessons we've done and collect information on the students as learners. I was surprised to see some students say things counter to what I've observed (only one student said they learn well when moving their body, when I know at least 4 are most engaged when we are moving). It's interesting to think about students' perceptions of their own learning. I think giving them the survey made them think about their own learning in a productive way also, raising their awareness of what works well for them and what doesn't. 11/12 students considered themselves "a reader" and added something like "I am good at reading" or "I read a lot a lot a lot." This, we knew about them already, but it was heartening to see it confirmed and exciting to see them own it!
I think that some of the unexpected answers on the survey may have been because of my wording. When I do surveys in the future, I will strive to make them brief and super clear. Talking through the survey with the class may have been helpful also.
I look forward to doing more surveys. And also to presenting my findings to the class! (We actually just did a math unit on data gathering so this is perfect). It will be really interesting to start looking at our class more explicitly as a learning community and trying new things based on what students want.
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I thought the Pennington article framed the Common Core in a realistic, yet terrifying way. I agree that public schools are framed as the problem and then programs, tests, and standards come in to provide the solution, for a profit. While there are many standards in the Common Core that I think are developmentally adequate and important to teach to, there is so much missing. Particularly around social and emotional health, science, and social studies.
There is so much wrong with the education system, and I'm honestly not sure if the Common Core is a chicken or an egg. While I do believe that measurable outcomes are important, I also believe that there is lots of learning that cannot be assessed that way. Social growth can only be observed in context for example, and isn't education there to socialize our children to be good citizens?
I've been interning in the same classroom all school year, so I have my perceptions of the kids and what they like. The interest survey was aimed at getting to know their interests better, asked them to rate if they love, like, or don't like a particular topic. They are: -sports -magic -jokes -other countries -ghosts -art -animals -mysteries -music -the wild -computer -science
I also gave them a few lines to write anything else that I missed, and asked what they like to do outside of school.
Some took the survey seriously, and gave me a good description of who they are. Some didn't understand the directions very well, so I did some checking in while they were filling it out. I had them sit in a small group with me, as some of the words they have a hard time reading.
It was interesting to see how some students loved everything, were a mixed bag, or really weren't enthusiastic about anything. This matched pretty well with the student I've gotten to know. When asked about anything else they liked, some answered with academic subjects, such as math, while some answered in a more social realm, such as "playing with friends". To me, this reflects about how they see school, and if they are actively engaged in their learning. Also, for some, they gave basically the same written response for the two questions. Overall, I found some students to be very articulate in their writing, and some gave vague answers. It was an interesting exercise to do in class, and see how they thought about what they like and don't like.
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I found that the Pennington et al article gave me a new perspective to think about the common core. Overall, I appreciate the focus on building students' skills, and that the standards are on a continuum, connected from grade to grade. The article reminded me how little time teachers are given to process a new set of standards, and how often the act of reflection on practice happens during the school year. It is challenging to see how the current curriculum may or may not meet the standards when also planning for the next week's lessons. This speaks to the ever present time crunch in education reform, and how changes are pushed to happen overnight.
Once again, the new reforms are phrased so that if you're against them, then you're pitted as against students learning. There needs to be more middle ground for discussion and space for reflection on practice. People may disagree with me, but giving teachers the time over the summer to come together to examine new standards would be more helpful than expecting teachers to adopt a new set of standards and curriculum come September.
I distributed a survey to my students on Monday and received their responses on Tuesday and Wednesday.
My survey consisted of the following letter and questions:
Dear students,
Learning about your interests in and outside of school is an important part of your education. You are always able to write more about a topic you are passionate about or read a little more in a book about something that sparks your interest. In the hopes of helping you find a personal connection to your own schoolwork, I am asking that you take time to respond to the questions on the attached pages.
Thank you! Mrs. Ripley
What do you like to do when you are not in school? (Name as many things as you want) What is something that you are fascinated by? Have you had a chance to study this interest in school? When? Do you consider yourself to be a reader? Why or why not? What do you like to read the most? Please give some examples of books you’ve loved. What’s your favorite subject? Why? What would you like to learn more about in your favorite subject?
The students were eager to share their personal interests and were quite wordy with the first question, but then provided shorter more standard responses for the additional questions regarding their education. Many said they like math because it is fun, although several of those responses came from students who are struggling in the subject and require remedial support.
Every student considered himself or herself to be a reader because they read books at night at home. I should have rephrased that question to ask if they like to read, do they think it is a chore to complete their assigned reading every night? I should have asked a question that would have required a more honest answer.
I enjoyed reading the responses for what the students are fascinated by. I received a variety of comment from a fascination with the solar system, computer programing, Native Americans, to learning how to draw cartoon characters.
I mostly enjoyed reading the survey from the quieter students in my class that are not always throwing out little details about themselves. It was a window into their interests and a way for me to connect with them in the future.
I agree and understand the need for standards and benchmarks for students to focus on and succeed in each school year. I understand the need for assessments in order to gain knowledge of students’ understanding of various subjects. I hear a lot of complaints about the CCSS in the school where I am student teaching. I may alone in this, but I think having a layout and plan is helpful. The standards do not dictate how the material needs to be taught, but just that students need to gain an understanding of it. I like the freedom it still provides for creativity, but I do believe it is a lot to fit into a school year.
I find that the school day schedule is extremely tight with the focus on writing and math for MCAS preparation that it does not allow a lot of room for any additional subjects. The requirement of having to follow the CCSS and complete MCAS is causing teachers to just shove information at these students. From what I have experienced, there is not enough time to truly focus on one area of study. Students receive an overview and quickly move on. I don’t believe that was the idea behind the CCSS.
The Common Core Standards article is concerning as it points out that the drive for these standards may not be for the student’s best interest, but instead the needs of education publishing companies and consulting organizations.
The article also discusses the focus of making sure the students are college ready. With the price of higher education, a college degree is quickly becoming a higher income dream. Should the focus be on educating our students so they are college ready?
1. Interest Survey: Survey Questions: 1.) Do you enjoy reading? Why or why not? 2.) What is your favorite book? What is your favorite non-fiction subject to read about? Why?(You can list more than one) 3.) If you could choose to do any activity after school, what would it be? Why? 4.) List one or more things you wish your teacher knew about you 5.) What subject (reading, writing, math, social studies, science, specials, etc.) are you most looking forward to? What do you hope to learn about? 6.) What subject (reading, writing, math, social studies, science, specials, etc.) are you least looking forward to? Why? 7.) You do your best work: (It could be different for each subject)
Alone In a group With a partner
Why?
8.) What is the best time of day in the classroom?
I have been the intern between two classrooms since September, therefore the survey was taken by both classrooms, 37 students in all. While being in the classroom all year gives the advantage of knowing the students very well, it was still fascinating to give the survey. The questions administered were meant to acquire a better idea of their perspective and interests half way through the school year. There were a few responses that were not anticipated or expressed outside interests that some students had never stated in the classroom. The interests ranged and were generally in line with their reading preferences and after school activities. As an educator it was reassuring to realize how much differentiation for interests can occur, especially in the upper grades, through book choice. Many of the students are enjoying the added benefits of fifth grade with drama club, ballroom dancing (in physical education) and basketball after school programs. Despite some avid discussions of video games and electronics in class, few students actually listed them as preferred activities. This may have been due to their interpretation and wording of the question. The most engaging question was how they preferred to work and why. Quite a lot of the responses reflected their views on work ethic, collaboration and procrastination. The question also made it clear which students needed to be challenged to work in groups and which students may need the social skills support to collaborate effectively. It was interesting that simply adding “Why?” to a survey allowed students to expand their explanation and express details on routines they enjoy or despise in the classroom. A few students even expressed thoughts about specific books or topics they were excited by or tired of. Almost everyone was thoughtful in their responses and the survey ended up being a good exercise in self-reflection for them. It was also affirming to realize how well you know students and that their interests are always evolving.
2. The Pennington, et al article on the the Common Core Standards brought an interesting perspective to the national debate on standardizing education. While reading, I was struck by how the common core standards are framed to serve a purpose for the current times. In an economic decline, it is only natural to attempt to strengthen the areas that will create future government stability and job creation. Education is a field that can serve both purposes, especially as a common national effort. The article presents the view that the Common Core was structured based on the assumption that our educational system is failing, personally I believe the manner in which our nation values education is failing. As expressed by Pennington, et al., there are extremes in ideas that create black and white views on teaching. If a student does not perform to the standard, do they always fail? Is that really failing? While schools are working to accommodate for all students learning, it seems counter productive to assume differentiation in instruction only to align them on a common assessment such as the PARCC. That being said, it has been incredible to witness the ingenuity and innovation that classroom teachers take to expand student’s higher order thinking skills within the structure of the standards. When the learning is the focus and the standards are simply a frame, the formula could be beneficial. It seems counterproductive to fight the standards as they still require good teaching and there could be strength as teachers collaborate on those ideas and instructional practices. Especially as standards will likely undergo multiple revisions over the next few years, the common collaboration of educators in adapting the Common Core standards seems vital.
I administered my survey in two parts - a game and a written component. The game was intended to bond with the students and to get them thinking about things they enjoy to enrich their written responses on the formal survey. The formal survey was a tool to learn about each child specifically and get some information about why they like something or why they don't.
The game I chose was Four Corners and only a few students had heard of it. I started with a question - "What is your favorite ice cream flavor?" I then assigned a flavor to each corner of the room and asked a student to model how they would choose. After the student walked to their corner, I asked the class what they noticed. We reviewed safety precautions like pushing in your chair and walking, and general game rules like no talking. I invited the class to participate in the next five questions and I tallied the results. The questions and corners were as follows: "What is your favorite activity?" - drawing, blocks, dramatic play, play-dough "What is your favorite subject?" - English, math, science, social studies "What is your favorite specials?" - art, gym, music, computer "What is your favorite hobby?" - sports, drawing, crafts, reading "What is your favorite genre to read?" - animal fantasy, mystery, nonfiction, poetry
The final question's options were actually pulled from a class poster so each student was familiar with genres. For question 1 - fifteen students chose drawing, four chose dramatic play, and two chose play-dough. Question 2 had three for math, sixteen for science, and two for social studies. Seven children chose art as their favorite special, while eleven chose gym, and three chose computer. Favorite hobbies included fourteen for sports, two for drawing, four for crafts, and one for reading. Finally, mystery scored eleven, nonfiction had six, and animal fantasy had four votes.
After the game I sent the children to their seats to fill-out a survey. I read the first question, gave them time to write, asked for three shares, and then shared my own response before reading the next question. The children were excited to share their responses to the survey and enjoyed hearing my answers as well. The survey questions included: "What do you like to do outside of school?" "What is your favorite subject? Why?" "What subjects have you disliked? Why?" "What is something you are really good at?" "What is something you know a lot about?" "What do you want to learn more about? "I learn best when . . ."
From the survey I learned special talents of my students like piano/horse back riding, and a preference for hands-on work. Many also indicated that they learn best when they have their own, personal quiet space. Math seems to be an area of confidence for most of the second graders in this class. The students recently began a unit on space that they are very interested in, so space science comprised a lot of favorite subjects and personal know-how.
Elizabeth Prior- Post on the Interest Survey. 2nd Grade
I asked 12 2nd graders 10 Interest Questions. 1. What do you like to do when you're not in School? 2. What is something that you are very interested in? 3.Have you had a chance to study this interest in school? Why or shy not? 4. what do you like to read the most? 5. What books have you loved? 6.What is your favorite subject? (Projects- typically incorporates science/SS) 7. What books do you like to read the best? Real/non-fiction or not real/fiction 8. What subjects have you disliked? Why? 9. How do you like to work best in school? Alone, with partner, in group 10. What is your preferred morning meeting greeting? why?
I asked each student these questions individually. I thought this was useful in getting to know your students and learning about their personal interests. I would do this survey during the first month of school. Maybe half way through the year ask them the same questions to see if there are any changes or thoughts on some of the items asked. My students like morning greeting and look forward to it as a routine every morning. I find this is a meaningful way for students to connect and it sets a positive tone for a great day. The question (#9) regarding how students like to work is so crucial to accommodate I believe. Wether a student works best alone, with a partner, or in a group allows for optimal learning along with the social piece. A great way to get to know your students is having a small group meet with the teacher 2 or 3 times a week for snack and chat. I do this with students and they love it. I find it is a good way to get to know them and hear about interests and personal issues in an informal way.
I find having the CCSS in place is useful in a sense that it provides a plan for educators to follow. The CCSS allows for creativity as well as asking students to understand and be assessed on various subjects. I have noticed more and more that the day is primarily focused on Mathematics and Languages Arts leaving little time for Science and Social Studies. It is up to the teacher to be creative with time management and children's interests in order to incorporate Science and SS many of the times. I think the "updated" look of the standards are crucial in regards to Research, Media Skills, Technology, non-print & Print texts, in medial forms old and new.
The CCSS is concerning as it points out the "push" for these standards may not be in the student's best interest?! If not in the student's interest, then who?
1) What do you like to do when they are not in school? 2) What are some things you do to be a good reader? 3) What is something you do to be a good student? 4) What are some things that interest your child? 5) What is your favorite subject to learn in school? 6) How do you like to work in school? With a partner, alone, or in a group? 7) Are there things you would like to share or teach to the class this year? 8) Name 2 things you are really good at? 9) Name a friend you have in this class? 10) What is your favorite school lunch?
The answers I got to these questions were completely different depending on the child. Children, who seem to be struggling readers, did not put reading as their favorite subject in school. At this point in the school year, almost all of the students were on the same page of knowing how to be a good reader. Most said to focus because it is stressed a lot in this classroom. They also told me how they use picture cues to figure out what a word means if they can’t “tap it out.” Some of the groups that I use in LLI, were ones who did not know how to be a good reader. I used this as a getting to know you activity with the children with things they have in common with other children. It was also a great way for me to incorporate things they liked to learn about and how they liked to learn.
My school is starting to use the Common Core more often than the Massachusetts curriculum which makes me somewhat hesitant after reading the Pennington article. I feel there is no long term agreement on the educational standards and they are often changing which leaves teachers feeling unsuccessful when they are unable to fulfill them to their students at a constant rate of change. While collecting memories of my personal days of elementary school, and comparing them to what I see in schools today, undemanding is not a term I would use. Children are expected to comprehend much more material today, and are assessed on it constantly. If children are falling behind benchmark, the stress level increases. Is there time anymore for “break” or “downtime?” Sure, if you consider doing work you clearly don’t understand a break. Like not being able to keep up with your classmates isn’t stressful enough, they don’t get much down time which adds to their stress level. And for what? Oh yes…. Those silly common core bench mark assessments that are coming up very soon. It also worries me to think who is making the CCSS. To answer the questions in the article in the very last line, Yes, yes, and yes.
Part 1
ReplyDeleteIn order to get a better idea of my students as individuals, and their likes and dislikes inside and out of the classroom, I administered a student survey that consisted of the following seven questions:
1.) If you had a day off from school and could do anything you like, what would you do? (List as many things as you like.)
2.) What do you like reading about? What are two of your favorite books?
3.) What is your favorite subject (math, science, language arts, social studies)? Why?
4.) What is your least favorite subject? (math, science, language arts, social studies) Why?
5.) What do you want to learn more about?
6.) What is something you are curious about, but haven’t yet learned in school?
7.) Do you prefer working alone, with a partner, or with a small group? Why?
Sixteen of my nineteen finished or almost finished the survey, leaving at most one or two questions blank. The reasons for the the blanks ranged from, "I dunno" to "I don't get this question". Having been in the class for almost two months, many of my students were wondering why they are doing this now and why not when I first started? After a quick explanation and detail to them that this was my homework, they got down to business.
Some items of note:
* When looking at the idea of having a day off from school, 5 of 16 students would spend part of their time on their iPad playing games. Playing sports was another popular choice and students were going to play hockey, go sledding, play basketball, ice skate, skiing, and play soccer. Not many students were interested in watching tv and a couple listed watching movies as something they would like to do. Reading saw a few votes and did creating art projects.
* When it came to reading, the majority of students preferred fiction over to non-fiction. Reading about animals was a favorite for a few students. Among the fiction that students loved to read were, Harry Potter, the Amelia Bedila series, the Henry and Mudge series, Charlotte's Web, the Clementine series. The kids love book series. They enjoy seeing their favorite characters as much as possible.
* When responding to their favorite subject, the overwhelming winner was math. By overwhelming, I mean that five students found math as their favorite subject because they "loved adding", "loved numbers" or were "good at sticker station". Only two students enjoy language arts. One student enjoys science. Sadly, there is so little science done in the classes. There were numerous other classes mentioned such as art, P.E., and library.
* As math was the clear favorite, science seems to be the class's least favorite subject as 5 students do not like the lessons because, "they don't understand it", "because it is hard", or "because it is boring". Science demonstrations and experiments are few and far between. Perhaps some engaging demonstrations and hands-on discovery mint forge some future scientists.
* Student responses to what they want to learn about were varied. A math fan wanted to learn about multiplication and division. Students are passionate about learning about the animals, how farms work, how to read with more skill, and T-Rex's. Their curiosities are as varied as the students themselves.
Part 2
ReplyDelete*
What piques the curiosity of my students? Everything. Well, a wide scope of topics - the human body, learning new languages, animals, how computers are made, space, and writing reviews.
* It is interesting to see that while so many students saw science as their least favorite subject, science topics were some of the the things that students were most curious about and what they wanted to learn more about. 3 of the 5 students who do not like science responded by listing science topics as things that they wanted to learn more about.
* Lastly, do students prefer to work alone, with a partner, or in a small group. The breakdown showed that 3 students prefer working alone, 6 students wanted to work with a partner, and 6 students wanted small groups (one student did not answer). The students see a balanced mix during lessons between the three options. Certain students always have a predilection for their choice based more on how socially active they are as opposed to how they work best. Some students who do their best work on their own, are those who wanted small groups. The responders who opted for partner work are those who are always wanting to be with their best friend and are always found together.
The scope of subjects and topics that students are wanting to explore is vast. If a class were to try and incorporate all of the things that the students were interested in would be next to impossible. As an educator, I want to keep my students engaged while giving them a thorough knowledge base. The common core standards are a great starting point in guiding instruction that is age appropriate and skill appropriate. It is wonderful to have a guideline as basis for a school district to base their curriculum.
With the combined work of teacher, school administrators, and specialists, the curriculum can be fine tuned to offer an assortment of topics that will engage students while giving them an in-depth knowledge of those topics. Providing students a limited amount of information on a huge list of subjects is doing them a disservice. The expertise of the curriculum planners and the standards have guided schools in offering students a narrower set of topics but to a greater depth. And there is always the possibility for students to explore topics that interest them on their own and with guidance during special projects.
Part 1:
ReplyDeleteWhen administering my survey, I struggled with how to ask questions in writing to students who are still struggling to read and write, and during a week when I did not have a block of time carved out to read through every question with every student. Of course sometimes students don’t have the words to express what they like or dislike, and they show us through their behavior. Keeping in mind that an interest survey is one way among many to begin to get to know my students,
I decided to split my survey into questions that could be answered with ‘yes’ or ‘no’, and some short answer questions that would hopefully provoke more detailed responses. I administered the survey during morning work, and during times when students were between work throughout the day.
I feel that after being in the class for a couple months now, I have had the opportunity to gather general information about the likes and dislikes my students have for various subject matter, hobbies, and activities. I’d love to ask them more in depth questions, but need more time/space than this type of general interest survey allows for.
With the aforementioned in mind, I think my students were excited to talk about themselves and a student interest survey is in line with some of the math work we are doing with surveys in class, and I think it also reinforced my efforts thus far to show students that I am interested in learning more about them. I came into the classroom in the middle of the year, so I was not able to go through the ‘getting to know you’ orientation process that they had in September. I can imagine that this student survey would be very useful to do with a class at the start of the year. Maybe it could also be done in reverse, where students can ask the teacher questions, or students can ask each other questions in order to build a discussion about common interests in the classroom.
Part 2:
ReplyDeleteMost of my assessment of my student’s feelings are based solely on my observations, reports from other teachers, and some guess work based on what I see in their interactions with each other. Throughout the day, I see a lot of socio-emotional issues bubbling beneath the surface, and I wonder how much of those issues are not being addressed adequately and are thus potentially taking student’s attention away from academics.
What I would love to be able to do at this point is sit down someplace quiet with each student individually and spend 15-30 minutes casually chatting. This meeting would be low key in order to allow me to meet the student that might exist outside the classroom when I don’t usually see them. Maybe we’d talk while having a snack or doing some drawing. I find that at this age children tend to speak about their feelings, likes and dislikes when they are being asked in a less direct manner. For example, often if you ask a child ‘what did you do in school today’, the answer is ‘nothing’. Of course the child did not do nothing at school, but the child does not yet know how to stay on topic in a conversation and answer such open ended questions at great length. Students are more likely to offer information about what excites or bothers them, or to bring up school when something reminds them of a specific activity from the day. I know I am not a social worker, but if imagine that if I could hear a bit more about what each child feels about the problems they perceive in the classroom and in their relationships, I would be better equipped as a teacher to help them strategize solutions for these problems.
I think I can use the results of these surveys to craft lessons and choose activities that take students interests into account. This will create a learning environment that they feel more invested in and build community in the classroom. For example, one student’s favorite animal is a tree frog. I used that information to bring in coloring pages of tree frogs for students to color during their free time. All the students enjoyed the coloring, and the student who particularly likes tree frogs was able to openly share his interest with his peers as we colored and discussed facts about tree frogs. Another way to use survey information is to reward students with activities they enjoy. For example, ipads are a ‘dessert’ item in our classroom. If students finish their assigned work, they are allowed to use the ipad. This can be a motivator for students, (but it can also be a distraction as students sometimes rush sloppily through their work in order to do an activity they prefer).
Survey for Room 208
ReplyDeleteName: ____________________________
Date: _______________________
Circle Your Answers:
I like to read Alone yes no
I like to read with a buddy yes no
I like to work at a table or desk yes no
I like to work on the floor yes no
I like to work by myself yes no
I like to work in a group
or with a partner yes no
I like school yes no
I feel safe at school yes no
I like math yes no
Write Your Answers:
My favorite tv show is: __________________
My favorite sport is: ___________________
My favorite color is: ____________________
My favorite food is: _____________________
My favorite ipad app is: _________________
The two things I do best in school are:
A job I have at home is:
The concept behind the common core seems reasonable. It maps out a set of expectations for educators and curriculum planners to adhere to. In theory the standards are based on research and evidence, include all types of learners, and are open to changing over time. Ideally, the standards will create students who have learned how to learn and who can adapt to our rapidly changing society.
ReplyDeleteI feel there currently is a lot of wiggle room within the standards to allow for individualized curriculum planning and implementation from school districts and teachers. However, the article by Pennington, Obenchaim, Et. al., raises disconcerting points about who is behind the standards, who gains to benefit from them financially and politically, and whether or not they will in the end do more harm than good to the public educational system.
I asked my 2nd graders the following survey questions:
ReplyDelete1. What do you like to do when you’re not in school?
2. What’s your favorite subject? Why?
3. How do you like to work best in school (alone, with a partner, in a group)? Why?
I was pleasantly surprised that only 2 of 16 students reported that they liked to watch television or play video games when not in school. Most listed more than two activities, including playing with toys, pets, friends, and siblings, playing sports, reading, singing, dancing, and making art.
The most popular school subject was reading (for enjoyment or to learn new things), followed by writing (because they like to make up stories), then music (they love to sing), math (interestingly, these students cited being good at it as the reason to like it), and science (because it is hands on).
Of the 16 students, roughly 1/3 (all girls!) prefer working alone because they like quiet and can better focus/concentrate, 1/3 (all boys!) prefer working in groups for fun and company and “getting more information,” and 1/3 (mix of boys and girls) like partner work because they can get help, share ideas, and get more work done.
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As a new teacher I am loath to jump on the anti-Common Core bandwagon. Politics aside, the new standards don’t seem unreasonable or ill conceived to me. My understanding of the changes in mathematics, for example, is that the new standards emphasize depth over breadth with an increased focus on problem solving and number sense. I know veteran teachers would probably respond that they’ve been teaching this way for a long time anyway and that new standards bring red tape and standardized testing hassles, and I’m sure they’re right. But for me, at this early stage in my career, it seems counterproductive to resent the system. That said, I do see Pennington’s point that the CCSS are framed in a way that assumes American education needs “fixing” and schools have low expectations. It seems to me that the real problem is that our country doesn’t trust and value teachers and feels the need to turn to non-profits and other “professionals” to redeem the system and enforce accountability.
Survey: YOU as a learner
ReplyDelete1. Would you call yourself a reader? Why or why not?
2. What is your favorite subject in school? What do you like about it? (for example: writing, reading, music, math, art, gym, social studies)
3. Do you prefer working alone, with a partner, with a group, or with the whole class?
4. Put a check next to the activities that help you learn:
________ reading
________ listening on the carpet and raising your hand
________ acting something out (like a snapshot)
________ moving your body (like our math cheers)
________ drawing or doing art
________ doing a craft (baskets, or kachinas for example)
________ looking at pictures or watching videos
I have been working with these students since the fall, and this survey was a nice opportunity to get some interesting feedback on different kinds of lessons we've done and collect information on the students as learners. I was surprised to see some students say things counter to what I've observed (only one student said they learn well when moving their body, when I know at least 4 are most engaged when we are moving). It's interesting to think about students' perceptions of their own learning. I think giving them the survey made them think about their own learning in a productive way also, raising their awareness of what works well for them and what doesn't. 11/12 students considered themselves "a reader" and added something like "I am good at reading" or "I read a lot a lot a lot." This, we knew about them already, but it was heartening to see it confirmed and exciting to see them own it!
I think that some of the unexpected answers on the survey may have been because of my wording. When I do surveys in the future, I will strive to make them brief and super clear. Talking through the survey with the class may have been helpful also.
I look forward to doing more surveys. And also to presenting my findings to the class! (We actually just did a math unit on data gathering so this is perfect). It will be really interesting to start looking at our class more explicitly as a learning community and trying new things based on what students want.
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I thought the Pennington article framed the Common Core in a realistic, yet terrifying way. I agree that public schools are framed as the problem and then programs, tests, and standards come in to provide the solution, for a profit. While there are many standards in the Common Core that I think are developmentally adequate and important to teach to, there is so much missing. Particularly around social and emotional health, science, and social studies.
There is so much wrong with the education system, and I'm honestly not sure if the Common Core is a chicken or an egg. While I do believe that measurable outcomes are important, I also believe that there is lots of learning that cannot be assessed that way. Social growth can only be observed in context for example, and isn't education there to socialize our children to be good citizens?
I've been interning in the same classroom all school year, so I have my perceptions of the kids and what they like. The interest survey was aimed at getting to know their interests better, asked them to rate if they love, like, or don't like a particular topic. They are:
ReplyDelete-sports
-magic
-jokes
-other countries
-ghosts
-art
-animals
-mysteries
-music
-the wild
-computer
-science
I also gave them a few lines to write anything else that I missed, and asked what they like to do outside of school.
Some took the survey seriously, and gave me a good description of who they are. Some didn't understand the directions very well, so I did some checking in while they were filling it out. I had them sit in a small group with me, as some of the words they have a hard time reading.
It was interesting to see how some students loved everything, were a mixed bag, or really weren't enthusiastic about anything. This matched pretty well with the student I've gotten to know. When asked about anything else they liked, some answered with academic subjects, such as math, while some answered in a more social realm, such as "playing with friends". To me, this reflects about how they see school, and if they are actively engaged in their learning. Also, for some, they gave basically the same written response for the two questions. Overall, I found some students to be very articulate in their writing, and some gave vague answers. It was an interesting exercise to do in class, and see how they thought about what they like and don't like.
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I found that the Pennington et al article gave me a new perspective to think about the common core. Overall, I appreciate the focus on building students' skills, and that the standards are on a continuum, connected from grade to grade. The article reminded me how little time teachers are given to process a new set of standards, and how often the act of reflection on practice happens during the school year. It is challenging to see how the current curriculum may or may not meet the standards when also planning for the next week's lessons. This speaks to the ever present time crunch in education reform, and how changes are pushed to happen overnight.
Once again, the new reforms are phrased so that if you're against them, then you're pitted as against students learning. There needs to be more middle ground for discussion and space for reflection on practice. People may disagree with me, but giving teachers the time over the summer to come together to examine new standards would be more helpful than expecting teachers to adopt a new set of standards and curriculum come September.
Cara Ripley
ReplyDeleteI distributed a survey to my students on Monday and received their responses on Tuesday and Wednesday.
My survey consisted of the following letter and questions:
Dear students,
Learning about your interests in and outside of school is an important part of your education. You are always able to write more about a topic you are passionate about or read a little more in a book about something that sparks your interest. In the hopes of helping you find a personal connection to your own schoolwork, I am asking that you take time to respond to the questions on the attached pages.
Thank you!
Mrs. Ripley
What do you like to do when you are not in school? (Name as many things as you want)
What is something that you are fascinated by? Have you had a chance to study this interest in school? When?
Do you consider yourself to be a reader? Why or why not?
What do you like to read the most? Please give some examples of books you’ve loved.
What’s your favorite subject? Why?
What would you like to learn more about in your favorite subject?
The students were eager to share their personal interests and were quite wordy with the first question, but then provided shorter more standard responses for the additional questions regarding their education. Many said they like math because it is fun, although several of those responses came from students who are struggling in the subject and require remedial support.
Every student considered himself or herself to be a reader because they read books at night at home. I should have rephrased that question to ask if they like to read, do they think it is a chore to complete their assigned reading every night? I should have asked a question that would have required a more honest answer.
I enjoyed reading the responses for what the students are fascinated by. I received a variety of comment from a fascination with the solar system, computer programing, Native Americans, to learning how to draw cartoon characters.
I mostly enjoyed reading the survey from the quieter students in my class that are not always throwing out little details about themselves. It was a window into their interests and a way for me to connect with them in the future.
I agree and understand the need for standards and benchmarks for students to focus on and succeed in each school year. I understand the need for assessments in order to gain knowledge of students’ understanding of various subjects. I hear a lot of complaints about the CCSS in the school where I am student teaching. I may alone in this, but I think having a layout and plan is helpful. The standards do not dictate how the material needs to be taught, but just that students need to gain an understanding of it. I like the freedom it still provides for creativity, but I do believe it is a lot to fit into a school year.
I find that the school day schedule is extremely tight with the focus on writing and math for MCAS preparation that it does not allow a lot of room for any additional subjects. The requirement of having to follow the CCSS and complete MCAS is causing teachers to just shove information at these students. From what I have experienced, there is not enough time to truly focus on one area of study. Students receive an overview and quickly move on. I don’t believe that was the idea behind the CCSS.
The Common Core Standards article is concerning as it points out that the drive for these standards may not be for the student’s best interest, but instead the needs of education publishing companies and consulting organizations.
The article also discusses the focus of making sure the students are college ready. With the price of higher education, a college degree is quickly becoming a higher income dream. Should the focus be on educating our students so they are college ready?
1. Interest Survey:
ReplyDeleteSurvey Questions:
1.) Do you enjoy reading? Why or why not?
2.) What is your favorite book? What is your favorite non-fiction subject to read about? Why?(You can list more than one) 3.) If you could choose to do any activity after school, what would it be? Why?
4.) List one or more things you wish your teacher knew about you
5.) What subject (reading, writing, math, social studies, science, specials, etc.) are you most looking forward to? What do you hope to learn about?
6.) What subject (reading, writing, math, social studies, science, specials, etc.) are you least looking forward to? Why?
7.) You do your best work: (It could be different for each subject)
Alone In a group With a partner
Why?
8.) What is the best time of day in the classroom?
I have been the intern between two classrooms since September, therefore the survey was taken by both classrooms, 37 students in all. While being in the classroom all year gives the advantage of knowing the students very well, it was still fascinating to give the survey. The questions administered were meant to acquire a better idea of their perspective and interests half way through the school year. There were a few responses that were not anticipated or expressed outside interests that some students had never stated in the classroom. The interests ranged and were generally in line with their reading preferences and after school activities. As an educator it was reassuring to realize how much differentiation for interests can occur, especially in the upper grades, through book choice. Many of the students are enjoying the added benefits of fifth grade with drama club, ballroom dancing (in physical education) and basketball after school programs. Despite some avid discussions of video games and electronics in class, few students actually listed them as preferred activities. This may have been due to their interpretation and wording of the question. The most engaging question was how they preferred to work and why. Quite a lot of the responses reflected their views on work ethic, collaboration and procrastination. The question also made it clear which students needed to be challenged to work in groups and which students may need the social skills support to collaborate effectively. It was interesting that simply adding “Why?” to a survey allowed students to expand their explanation and express details on routines they enjoy or despise in the classroom. A few students even expressed thoughts about specific books or topics they were excited by or tired of. Almost everyone was thoughtful in their responses and the survey ended up being a good exercise in self-reflection for them. It was also affirming to realize how well you know students and that their interests are always evolving.
2. The Pennington, et al article on the the Common Core Standards brought an interesting perspective to the national debate on standardizing education. While reading, I was struck by how the common core standards are framed to serve a purpose for the current times. In an economic decline, it is only natural to attempt to strengthen the areas that will create future government stability and job creation. Education is a field that can serve both purposes, especially as a common national effort. The article presents the view that the Common Core was structured based on the assumption that our educational system is failing, personally I believe the manner in which our nation values education is failing. As expressed by Pennington, et al., there are extremes in ideas that create black and white views on teaching. If a student does not perform to the standard, do they always fail? Is that really failing? While schools are working to accommodate for all students learning, it seems counter productive to assume differentiation in instruction only to align them on a common assessment such as the PARCC. That being said, it has been incredible to witness the ingenuity and innovation that classroom teachers take to expand student’s higher order thinking skills within the structure of the standards. When the learning is the focus and the standards are simply a frame, the formula could be beneficial. It seems counterproductive to fight the standards as they still require good teaching and there could be strength as teachers collaborate on those ideas and instructional practices. Especially as standards will likely undergo multiple revisions over the next few years, the common collaboration of educators in adapting the Common Core standards seems vital.
ReplyDeleteFor Jessica
ReplyDeleteI administered my survey in two parts - a game and a written component. The game was intended to bond with the students and to get them thinking about things they enjoy to enrich their written responses on the formal survey. The formal survey was a tool to learn about each child specifically and get some information about why they like something or why they don't.
The game I chose was Four Corners and only a few students had heard of it. I started with a question - "What is your favorite ice cream flavor?" I then assigned a flavor to each corner of the room and asked a student to model how they would choose. After the student walked to their corner, I asked the class what they noticed. We reviewed safety precautions like pushing in your chair and walking, and general game rules like no talking. I invited the class to participate in the next five questions and I tallied the results. The questions and corners were as follows:
"What is your favorite activity?" - drawing, blocks, dramatic play, play-dough
"What is your favorite subject?" - English, math, science, social studies
"What is your favorite specials?" - art, gym, music, computer
"What is your favorite hobby?" - sports, drawing, crafts, reading
"What is your favorite genre to read?" - animal fantasy, mystery, nonfiction, poetry
The final question's options were actually pulled from a class poster so each student was familiar with genres. For question 1 - fifteen students chose drawing, four chose dramatic play, and two chose play-dough. Question 2 had three for math, sixteen for science, and two for social studies. Seven children chose art as their favorite special, while eleven chose gym, and three chose computer. Favorite hobbies included fourteen for sports, two for drawing, four for crafts, and one for reading. Finally, mystery scored eleven, nonfiction had six, and animal fantasy had four votes.
After the game I sent the children to their seats to fill-out a survey. I read the first question, gave them time to write, asked for three shares, and then shared my own response before reading the next question. The children were excited to share their responses to the survey and enjoyed hearing my answers as well. The survey questions included:
"What do you like to do outside of school?"
"What is your favorite subject? Why?"
"What subjects have you disliked? Why?"
"What is something you are really good at?"
"What is something you know a lot about?"
"What do you want to learn more about?
"I learn best when . . ."
From the survey I learned special talents of my students like piano/horse back riding, and a preference for hands-on work. Many also indicated that they learn best when they have their own, personal quiet space. Math seems to be an area of confidence for most of the second graders in this class. The students recently began a unit on space that they are very interested in, so space science comprised a lot of favorite subjects and personal know-how.
Elizabeth Prior- Post on the Interest Survey. 2nd Grade
ReplyDeleteI asked 12 2nd graders 10 Interest Questions.
1. What do you like to do when you're not in School?
2. What is something that you are very interested in?
3.Have you had a chance to study this interest in school? Why or shy not?
4. what do you like to read the most?
5. What books have you loved?
6.What is your favorite subject? (Projects- typically incorporates science/SS)
7. What books do you like to read the best? Real/non-fiction or not real/fiction
8. What subjects have you disliked? Why?
9. How do you like to work best in school? Alone, with partner, in group
10. What is your preferred morning meeting greeting? why?
I asked each student these questions individually. I thought this was useful in getting to know your students and learning about their personal interests.
I would do this survey during the first month of school. Maybe half way through the year ask them the same questions to see if there are any changes or thoughts on some of the items asked.
My students like morning greeting and look forward to it as a routine every morning. I find this is a meaningful way for students to connect and it sets a positive tone for a great day. The question (#9) regarding how students like to work is so crucial to accommodate I believe. Wether a student works best alone,
with a partner, or in a group allows for optimal learning along with the social piece.
A great way to get to know your students is having a small group meet with the teacher 2 or 3 times a week for snack and chat. I do this with students and they love it. I find it is a good way to get to know them and hear about interests and personal issues in an informal way.
Elizabeth Prior- My thoughts on the CCSS
ReplyDeleteI find having the CCSS in place is useful in a sense that it provides a plan for educators to follow. The CCSS allows for creativity as well as asking students to
understand and be assessed on various subjects. I have noticed more and more that the day is primarily focused on Mathematics and Languages Arts leaving little time for Science and Social Studies. It is up to the teacher to be creative with time management and children's interests in order to incorporate Science and SS many of the times.
I think the "updated" look of the standards are crucial in regards to Research, Media Skills, Technology, non-print & Print texts, in medial forms old and new.
The CCSS is concerning as it points out the "push" for these standards may not be in the student's best interest?! If not in the student's interest, then who?
Jessica Todd
ReplyDeleteJanuary 28, 2014
1) What do you like to do when they are not in school?
2) What are some things you do to be a good reader?
3) What is something you do to be a good student?
4) What are some things that interest your child?
5) What is your favorite subject to learn in school?
6) How do you like to work in school? With a partner, alone, or in a group?
7) Are there things you would like to share or teach to the class this year?
8) Name 2 things you are really good at?
9) Name a friend you have in this class?
10) What is your favorite school lunch?
The answers I got to these questions were completely different depending on the child. Children, who seem to be struggling readers, did not put reading as their favorite subject in school. At this point in the school year, almost all of the students were on the same page of knowing how to be a good reader. Most said to focus because it is stressed a lot in this classroom. They also told me how they use picture cues to figure out what a word means if they can’t “tap it out.” Some of the groups that I use in LLI, were ones who did not know how to be a good reader. I used this as a getting to know you activity with the children with things they have in common with other children. It was also a great way for me to incorporate things they liked to learn about and how they liked to learn.
My school is starting to use the Common Core more often than the Massachusetts curriculum which makes me somewhat hesitant after reading the Pennington article. I feel there is no long term agreement on the educational standards and they are often changing which leaves teachers feeling unsuccessful when they are unable to fulfill them to their students at a constant rate of change. While collecting memories of my personal days of elementary school, and comparing them to what I see in schools today, undemanding is not a term I would use. Children are expected to comprehend much more material today, and are assessed on it constantly. If children are falling behind benchmark, the stress level increases. Is there time anymore for “break” or “downtime?” Sure, if you consider doing work you clearly don’t understand a break. Like not being able to keep up with your classmates isn’t stressful enough, they don’t get much down time which adds to their stress level. And for what? Oh yes…. Those silly common core bench mark assessments that are coming up very soon.
It also worries me to think who is making the CCSS. To answer the questions in the article in the very last line, Yes, yes, and yes.