* The material that impacted me the most was the book, Resilient Classrooms, primarily because it provided me with greater understanding of what resiliency is and how it can be evident in a classroom setting.
*The saying "pull yourself up by your bootstraps" is not completely accurate because resiliency is achieved with the help of other supportive and caring individuals in your life. The more accurate quote for me is "it takes a village."
*The Resilient Classrooms book is extremely practical and applicable to my career as an educator.
*I greet my students every morning and ask how they are doing.
*I get a chance to eat lunch with and talk with them everyday, which helps build a strong teacher-student relationship.
*My motto is, "If it doesn't work for the class it doesn't work", because we are a unit not individuals that occupy the same room five days out of the week.
*Our classroom is a democracy, otherwise I would always refer to it as "my classroom" when talking to my students.
*The biggest challenge I faced in terms of challenging personal bias during this course was Delpits read. I didn't agree with many of the points the article made and it was hard for not to feel offended when the entire article shined a negative light on white people.
* How I overcame my bias was through reading my colleagues response which brought in a different perspective and reminded me to keep an open-mind.
*The most significant moment of the course was presented the Social Justice Project. Why?
- It symbolized the end of a fantastic course
- I was proud to present my first graders wonderful work and ideas.
- Theories, strategies and practices I acquired in this course played out in mine and my students project.
* Creating Inclusive and Motivating Classrooms,opened my eyes of new ways to think,teach, and reflect!
Wednesday, December 8, 2010
Cooperative Learning
After reading this I found it to be helpful for a wide variety of grade-levels. Take a look at it and start implementing certain strategies in your own classroom!
Cooperative Learning
Active interaction with others
Accountable to others
Responsible to the group
Heterogeneous grouping
Positive interdependency
Social skills taught directly
Steps for setting up group learning experiences:
Before Implementation
1. Develop a positive
classroom environment. Devise ways for students to become acquainted early in the year. Have them work on a mural, newsletter, play or other project. Model and encourage polite, respectful behavior toward others. Reward students for such social skills as helping others, giving and accepting praise, compromise, etc.
2. Previous to organizing collaborative groups and assigning academic tasks, develop a cooperative climate and esprit de corp in the classroom. This can be accomplished by engaging students in fun team-building activities in which they support each other in a team effort to achieve non-academic or easily achieved academic goals. These activities might take the form of non-competitive, active games such as those described in the books like the one titled Play Fair.
3. Consider upcoming academic tasks and determine the number of students who will be assigned to each group. The size of the group will depend on the students' ability to interact well with others. Two to six students usually comprise a group.
If students are new to cooperative learning, assign two or three individuals to a group. Increase the size of teams as the students become familiar with the procedures and practices. Although homogeneous grouping or random assignment to groups is sometimes used, the students should usually be on a range of levels, mixed by intellectual ability or achievement level.
The teacher may also choose to consider interests or abilities in certain subject areas, personality, race, gender, or other factors when teaming students with each other. Perhaps the groups will choose names for themselves or decide to be referred to merely by number.
4. Decide how long the groups will work together. It may range from one task, to one curriculum unit, to one semester, to a whole year. Most often the teacher will vary the composition of groups every month or two so that each student has a chance to work with a large number of classmates during the term or year.
5. Determine the academic and behavioral/interpersonal objectives for the task.
6. Plan the arrangement of the room for the upcoming group-oriented tasks. Arrange group seating so that students will be close enough to each other to share materials and ideas. Be sure to leave yourself a clear access lane to each group.
7. Prepare materials for distribution to the group. Indicate on the materials that students are to work together.
8. Determine roles for group members. In addition to cooperating and "brainstorming" with others, each group member should be assigned a duty to perform during the project. For example, the positions of "starter" (first person to use the materials; supervises any assembly of materials), "encourager/taskmaster" (motivates others to work their hardest and contribute to the discussion), "reader" ( responsible for seeing that all members begin with the same information and understand the nature of the task; reads print instructions and reviews record sheets aloud to the group), "praiser" (reinforces the responses of others), "researcher/getter" (locates and obtains needed materials and information; returns materials after use; in charge of inventory), "summarizer/reporter" (periodically explains what has occurred and later presents group findings to the entire class), "recorder" (writes down all important data, decisions, contributions, accomplishments, etc.; writes results on the board when sharing with the entire class), "understanding coach" (makes sure that everyone understands what has occurred to this point), and "checker" (assures that all have completed their task and looks for errors in data, writing, etc.) might be appropriate to the assignment. The teacher may have to explain and demonstrate these roles previous to and during projects.
Implementation
9. Explain what will occur. Explain the rules which include; contributing to the team effort; listening to teammates; helping other team members; and asking the teacher for help only if it is a question of everyone in the group. Previous to this, you should have devised a way to eliminate groans and complaints from high achievers and socially popular students who may not approve of the composition of their group. Arrange students into teams at tables or where desks have been pushed together.
10. Present and clearly explain the assignment that will probably take several class periods to complete. (e.g.. Make a collage of items that start with the letter "M"; Plan and act out a play demonstrating how Thomas Jefferson might react if he were to be brought through time to see the United States as it exists today; Using an unabridged dictionary, make a list of words which can't be rhymed with other words.) Emphasize that positive interaction and cooperation will result in a group reward, and that meeting a set standard of performance beyond expectations will result in bonus points. Perhaps those points can be awarded frequently during the activity to motivate further cooperation.
Cooperative interaction can be more fully assured by giving only one copy of materials to each group, or by assigning each student one part of the materials with each part being needed for completion. Consider allowing groups that finish early to assist slower groups. This can be promoted through the understanding that if all groups reach a preset level, more bonus points will be given. The evaluation standard should be criterion referenced (judged against a certain standard reflecting degree of learning).
11. Avoid the temptation to "lead" the groups. Your role has changed from transmitter of knowledge to mediator of thinking. Praising and encouraging less academically skilled team members is still indicated however.
12. Monitor and assist as needed. Move among the groups to assure that they are actively engaged in their roles and following designated procedures (unless free-form creativity is desired). Do not answer student questions unless the group members are unable to resolve the issue by themselves. Intervene as necessary to promote positive interdependence among group members. Frequently reinforce positive group interaction.
13. Evaluate each group's performance/product. Grades might be assigned based upon the average performance of the group (thus promoting positive interdependence) or the effort/quality of performance of individual members in the execution of their duties. In many cases, each group decides how it will demonstrate what has been learned. Each group's work is judged on its own merit rather than in comparison with the outcomes of other groups. If inter-group competition is involved, perhaps the winning and most improved teams will receive a prize. Recognition might also be given to groups that were the quietest, quickest, neatest, etc.
After Implementation
14. Have the learning groups assess how well they worked together and discuss how they can improve their functioning and performance.
Cooperative Learning
Active interaction with others
Accountable to others
Responsible to the group
Heterogeneous grouping
Positive interdependency
Social skills taught directly
Steps for setting up group learning experiences:
Before Implementation
1. Develop a positive
classroom environment. Devise ways for students to become acquainted early in the year. Have them work on a mural, newsletter, play or other project. Model and encourage polite, respectful behavior toward others. Reward students for such social skills as helping others, giving and accepting praise, compromise, etc. 2. Previous to organizing collaborative groups and assigning academic tasks, develop a cooperative climate and esprit de corp in the classroom. This can be accomplished by engaging students in fun team-building activities in which they support each other in a team effort to achieve non-academic or easily achieved academic goals. These activities might take the form of non-competitive, active games such as those described in the books like the one titled Play Fair.
3. Consider upcoming academic tasks and determine the number of students who will be assigned to each group. The size of the group will depend on the students' ability to interact well with others. Two to six students usually comprise a group.
If students are new to cooperative learning, assign two or three individuals to a group. Increase the size of teams as the students become familiar with the procedures and practices. Although homogeneous grouping or random assignment to groups is sometimes used, the students should usually be on a range of levels, mixed by intellectual ability or achievement level.
The teacher may also choose to consider interests or abilities in certain subject areas, personality, race, gender, or other factors when teaming students with each other. Perhaps the groups will choose names for themselves or decide to be referred to merely by number.
4. Decide how long the groups will work together. It may range from one task, to one curriculum unit, to one semester, to a whole year. Most often the teacher will vary the composition of groups every month or two so that each student has a chance to work with a large number of classmates during the term or year.
5. Determine the academic and behavioral/interpersonal objectives for the task.
6. Plan the arrangement of the room for the upcoming group-oriented tasks. Arrange group seating so that students will be close enough to each other to share materials and ideas. Be sure to leave yourself a clear access lane to each group.
7. Prepare materials for distribution to the group. Indicate on the materials that students are to work together.
8. Determine roles for group members. In addition to cooperating and "brainstorming" with others, each group member should be assigned a duty to perform during the project. For example, the positions of "starter" (first person to use the materials; supervises any assembly of materials), "encourager/taskmaster" (motivates others to work their hardest and contribute to the discussion), "reader" ( responsible for seeing that all members begin with the same information and understand the nature of the task; reads print instructions and reviews record sheets aloud to the group), "praiser" (reinforces the responses of others), "researcher/getter" (locates and obtains needed materials and information; returns materials after use; in charge of inventory), "summarizer/reporter" (periodically explains what has occurred and later presents group findings to the entire class), "recorder" (writes down all important data, decisions, contributions, accomplishments, etc.; writes results on the board when sharing with the entire class), "understanding coach" (makes sure that everyone understands what has occurred to this point), and "checker" (assures that all have completed their task and looks for errors in data, writing, etc.) might be appropriate to the assignment. The teacher may have to explain and demonstrate these roles previous to and during projects.
Implementation
9. Explain what will occur. Explain the rules which include; contributing to the team effort; listening to teammates; helping other team members; and asking the teacher for help only if it is a question of everyone in the group. Previous to this, you should have devised a way to eliminate groans and complaints from high achievers and socially popular students who may not approve of the composition of their group. Arrange students into teams at tables or where desks have been pushed together.
10. Present and clearly explain the assignment that will probably take several class periods to complete. (e.g.. Make a collage of items that start with the letter "M"; Plan and act out a play demonstrating how Thomas Jefferson might react if he were to be brought through time to see the United States as it exists today; Using an unabridged dictionary, make a list of words which can't be rhymed with other words.) Emphasize that positive interaction and cooperation will result in a group reward, and that meeting a set standard of performance beyond expectations will result in bonus points. Perhaps those points can be awarded frequently during the activity to motivate further cooperation.
Cooperative interaction can be more fully assured by giving only one copy of materials to each group, or by assigning each student one part of the materials with each part being needed for completion. Consider allowing groups that finish early to assist slower groups. This can be promoted through the understanding that if all groups reach a preset level, more bonus points will be given. The evaluation standard should be criterion referenced (judged against a certain standard reflecting degree of learning).
11. Avoid the temptation to "lead" the groups. Your role has changed from transmitter of knowledge to mediator of thinking. Praising and encouraging less academically skilled team members is still indicated however.
12. Monitor and assist as needed. Move among the groups to assure that they are actively engaged in their roles and following designated procedures (unless free-form creativity is desired). Do not answer student questions unless the group members are unable to resolve the issue by themselves. Intervene as necessary to promote positive interdependence among group members. Frequently reinforce positive group interaction.
13. Evaluate each group's performance/product. Grades might be assigned based upon the average performance of the group (thus promoting positive interdependence) or the effort/quality of performance of individual members in the execution of their duties. In many cases, each group decides how it will demonstrate what has been learned. Each group's work is judged on its own merit rather than in comparison with the outcomes of other groups. If inter-group competition is involved, perhaps the winning and most improved teams will receive a prize. Recognition might also be given to groups that were the quietest, quickest, neatest, etc.
After Implementation
14. Have the learning groups assess how well they worked together and discuss how they can improve their functioning and performance.
Tuesday, December 7, 2010
Preventing Bullying in Schools
A popular topic in the media recently has been bullying in schools and how to promote an inclusive environment. Below is an overview of what teachers can do to avoid bullying from the California Department of Education. There is also a link that provides additional information for parents, students and the school community.
What can teachers do about classroom bullying?
Both seasoned and new teachers can develop and apply a repertoire of strategies that will help prevent, deter, and respond to classroom bullying and promote their academic mission. These strategies include:- Model behavior that is inclusive and promotes respect for all students.
- Provide students with opportunities to talk about bullying and enlist their support in defining bullying as an unacceptable behavior.
- Develop an action plan for what students are to do if they observe a bully or are confronted by a bully.
- Share with students the responsibility for the classroom's social and physical environment to reinforce acceptable behavior.
- Post and publicize rules against bullying, including fair and consistent consequences for bullying.
- Refer both the bully and his/her target to counseling.
- Have students and parents sign behavior contracts consistent with written and communicated behavior codes for students, teachers, and staff.
- Maintain constant monitoring of cafeterias, playgrounds, and “hot spots” where bullying is likely to occur but direct adult supervision may not be present.
- Take immediate action when bullying is observed so that both the target and the bully know that mistreating someone is not tolerated. Notify the parents of both the target and the bully and attempt resolution expeditiously at school.
- Create cooperative learning activities in which students change groups for balance and interest, and equal treatment of all the participants may be ensured.
- Incorporate classroom activities designed to build self-esteem and spotlight individual talents, interests, and abilities.
- Implement a buddy system so that students pair up with a particular friend, an older student mentor, or someone they can depend on for support, particularly if they are new to the school.
- Form friendship groups that support children who are regularly bullied by peers.
- Develop peer mediation programs to help students learn to communicate and resolve issues among themselves.
Christmas Humor
Here are a few jokes to share with your class before Christmas Break:
Q: What do snowmen eat for breakfast?
A: Snowflakes.
Q. Why is it always cold at Christmas?
A. Because it’s in Decemberrrr!
Q: What is Santa’s dog called?
A: Santa Paws
Q. What did Adam say on the day before Christmas?
A. Its Christmas, Eve.
Q: What goes “oh, oh, oh”?
A: Santa walking backwards!
Feel free to share any others!
A: Snowflakes.
Q. Why is it always cold at Christmas?
A. Because it’s in Decemberrrr!
A: Santa Paws
Q. What did Adam say on the day before Christmas?
A. Its Christmas, Eve.
Q: What goes “oh, oh, oh”?
A: Santa walking backwards!
Feel free to share any others!
Christmas Craft Ideas for Students
The website below has some great ideas for Christmas crafts. Check it out and comment on your favorites.
Christmas Crafts
Christmas Crafts
Lessons in 3D
I was looking through the news section of Google when I came across the article below about two schools in the UK that are incorporating 3D lessons into the daily lessons. According to the article, "Children's retention was up to 70% better when children had had a part of their lessons delivered in 3D – with some of the most enthusiastic responses coming from teachers of children with special needs reporting surprisingly high levels of concentration during 3D presentations."
Although this teaching method is not being practiced by many, it may be a sign of things to come in the future. Check out the article below and comment on how you would use this technology in your classroom.
3D Lessons in Schools
Although this teaching method is not being practiced by many, it may be a sign of things to come in the future. Check out the article below and comment on how you would use this technology in your classroom.
3D Lessons in Schools
Monday, December 6, 2010
Social Justice Project - First Graders Know Why it is Important to Recycle! Do You?
After completing our Social Justice project I wanted to share my thoughts and ideas on the process. My first graders decided to study what they considered an issue at our school, and that issue was the large amounts of trash on campus. Through observation they concluded that large amounts of trash were left after recess and lunch. After gathering the trash they had found they took it a step further and analyzed it. What they found was that most trash they collected consisted of water bottles. We learned that water bottles were made of plastic and that by throwing in the trash we were only helping fill our landfills. As we continued to learn more about plastic we realized the best place for plastic items like water bottles were in the recycling bin. Before the lesson proceeded any further I showed them a clip from youtube video about "The Great Pacific Garbage Patch". I forewarned them about what they might see. I have provide the link for the video so that you can view it for yourself. The video is approximately 6 minutes long.
http://www.youtube.com/watch?v=uLrVCI4N67M
After viewing the video students expressed that they felt, sad, angry, mad and upset. When I talked to them about how they were feeling I proposed a question, "What do you think we can do as first graders?" There overwhelming responses were; make posters and post them around school and recycle our bottles. So we began to make posters and to get the word out to others in our school. We are currently collecting money to purchase recycling bins and extra trash cans. Our future goal is to have recycling bins for each class and expand awareness to our parish community by creating newsletters, posters and fact sheet inserts for our parish bulletin. Each day my first graders are helping to reduce the amount of plastic thrown away. If first graders can do it so can you!
http://www.youtube.com/watch?v=uLrVCI4N67M
After viewing the video students expressed that they felt, sad, angry, mad and upset. When I talked to them about how they were feeling I proposed a question, "What do you think we can do as first graders?" There overwhelming responses were; make posters and post them around school and recycle our bottles. So we began to make posters and to get the word out to others in our school. We are currently collecting money to purchase recycling bins and extra trash cans. Our future goal is to have recycling bins for each class and expand awareness to our parish community by creating newsletters, posters and fact sheet inserts for our parish bulletin. Each day my first graders are helping to reduce the amount of plastic thrown away. If first graders can do it so can you!
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