AND
Wednesday, February 29, 2012
Words of wisdom
Words of wisdom from my co-teachers: "You cannot make a child behave, you can only make him or her want to behave."
"You get what you notice, so point out the positive." Live by these words. I've seen the truth in them. We caught ourselves dwelling on the negatives of our very challenging class last week, made an adjustment to notice the positive and it's been a much better week! It really does work!
Monday, February 27, 2012
Glogster! So cool!
Glogster is a great resource for so many things: class posters, webquests, student projects, etc. Check out this Iditarod Webquest on Glogster for inspiration!
Sunday, February 26, 2012
Try it, it will change your world!
Cartooning!
Ok, so it sounds silly, doubt it all you want, but please try it. I had my doubts, too. As I said before one of the books I am currently reading is called Make it Visual in the Classroom. This book has really changed the way I think about thinking and learning. It has also supplied me with the most valuable tool I've found yet--cartooning as an anticipatory set and as a teaching tool. It's so simple. It feels awkward at first, but my co-teachers and I were blown away by the attentiveness it supplies. I had the rapt attention of an entire class of nearly 60 students. You could've heard a pin drop. All it takes: a clean sheet of white printer paper divided into eight sections, select a story in your life that illustrates and creates background and meaning for the lesson you are about to teach. (I.e. I told a story about a time when someone broke into my car and I got angry for a lesson on anger management, and a story about going to the zoo and noticing that things come in groups--legs on animals--for a lesson on multiplication). It takes just a few minutes and gives meaningful background to the lesson, creating a framework for students to begin thinking about the topic. The illustrations should be simple and quick, they just need to show the idea. Even better, the kids can learn this process. I've also begun to use it with students that have a hard time visualizing themselves behaving appropriately (below).
Ok, so it sounds silly, doubt it all you want, but please try it. I had my doubts, too. As I said before one of the books I am currently reading is called Make it Visual in the Classroom. This book has really changed the way I think about thinking and learning. It has also supplied me with the most valuable tool I've found yet--cartooning as an anticipatory set and as a teaching tool. It's so simple. It feels awkward at first, but my co-teachers and I were blown away by the attentiveness it supplies. I had the rapt attention of an entire class of nearly 60 students. You could've heard a pin drop. All it takes: a clean sheet of white printer paper divided into eight sections, select a story in your life that illustrates and creates background and meaning for the lesson you are about to teach. (I.e. I told a story about a time when someone broke into my car and I got angry for a lesson on anger management, and a story about going to the zoo and noticing that things come in groups--legs on animals--for a lesson on multiplication). It takes just a few minutes and gives meaningful background to the lesson, creating a framework for students to begin thinking about the topic. The illustrations should be simple and quick, they just need to show the idea. Even better, the kids can learn this process. I've also begun to use it with students that have a hard time visualizing themselves behaving appropriately (below).
Must Read Series
For teachers new and experienced, the Strategies for Teaching Series by the Northeast Foundation for Children is the single most valuable piece of professional development literature I've read thus far (and I'm an avid reader).
My New Favorite Tool
I've been Reading Apricot Inc.'s Make it Visual in the Classroom (recommended to me by my principal), and it inspired me to start using a picture dictionary for practically everything. I made the tool my own and since I've used it for small math groups, my reading groups, social studies, literature circles, and practically everything else. The most amazing thing--the students use them! They refer back when they need a wow word or need to remember how to spell something. Plus they love adding words to their picture dictionary. Add as many or as few pages, make it a book or just use the word sheet, double sided or single... I'm loving it. Steal it, love it, make it your own.
A Bone to Pick
Recently my blog and I were referenced thus: "She's a brand new teacher, and reading things from teachers who are fresh and shiny reminds you of the wonderful things you forgot about as the system hardens you." While I think this was intended as a compliment, and I am thankful for the recognition, it brought up some feelings that have been stirring in me since I stepped into my first classroom as a student teacher.
I worked with many teachers during my undergraduate and graduate degree, a select few of which welcomed my fresh idealism, new ideas, and sweet naiveté with open arms, hoping to glean some new ideas, modern information, and inspiration from my fresh outlook on education. These teachers, from what I've seen, tend to be the ones who have kept up on the newest research, are using modern best practices in their classrooms, and have not lost the desire to educate the whole child, not just prepare him or her for a test. As I said, though, these are a select few. I encountered many more teachers stuck way down in a rut they have trodden into a canyon that they could no longer find their way out of. These teachers scoffed at my idealism, and brushed it off with an, "oh, you'll learn once your a real teacher." And I have learned. I have learned that their are still teachers that are fighting the good fight, still teachers that care about children and not tests, still teachers that use best practices behind closed doors, teachers that still have ideals, values, and a hope for the future.
When I run into these naysayers I simply shake my head and move on, taking my inspiration and motivation from innovators like those at Rethinking Schools, those involved with the Harlem Children's Zone, the Northeast Foundation for Children, and so many more. New teachers, keep your head held high. Don't let the patronizing and negativity lead you to believe that there is no room for idealism in education. Where would we be without visionaries, researchers, and teachers who are willing to take a risk to better education?
I worked with many teachers during my undergraduate and graduate degree, a select few of which welcomed my fresh idealism, new ideas, and sweet naiveté with open arms, hoping to glean some new ideas, modern information, and inspiration from my fresh outlook on education. These teachers, from what I've seen, tend to be the ones who have kept up on the newest research, are using modern best practices in their classrooms, and have not lost the desire to educate the whole child, not just prepare him or her for a test. As I said, though, these are a select few. I encountered many more teachers stuck way down in a rut they have trodden into a canyon that they could no longer find their way out of. These teachers scoffed at my idealism, and brushed it off with an, "oh, you'll learn once your a real teacher." And I have learned. I have learned that their are still teachers that are fighting the good fight, still teachers that care about children and not tests, still teachers that use best practices behind closed doors, teachers that still have ideals, values, and a hope for the future.
When I run into these naysayers I simply shake my head and move on, taking my inspiration and motivation from innovators like those at Rethinking Schools, those involved with the Harlem Children's Zone, the Northeast Foundation for Children, and so many more. New teachers, keep your head held high. Don't let the patronizing and negativity lead you to believe that there is no room for idealism in education. Where would we be without visionaries, researchers, and teachers who are willing to take a risk to better education?
Favorite Teacher Pages
As a first year teacher I get a lot of inspiration and ideas from other teachers, and blogs and class websites are a great way to do that! Here are some of my favorites!
First Grader... At Last! by Sarah Cooley
Teacher of the Fricken Year! by Rosie Kaplan
Mrs. Shannon's First Grade Class
Mrs. Dunning's Fairytale
Mrs. McBride's First Grade Class
Planet Esme
Tunstall's Teaching Tidbits (kudos for the alliteration :)
And my very favorite:
The Learning Pad
First Grader... At Last! by Sarah Cooley
Teacher of the Fricken Year! by Rosie Kaplan
Mrs. Shannon's First Grade Class
Mrs. Dunning's Fairytale
Mrs. McBride's First Grade Class
Planet Esme
Tunstall's Teaching Tidbits (kudos for the alliteration :)
And my very favorite:
The Learning Pad
Saturday, February 25, 2012
Testing or torture?
Every day for the past three weeks I've watched my intensive reading group struggle through the state reading test. During the painstakingly long process they have been missing out on much needed reading and math instruction to work on a test that would be the equivalent of an adult taking a test in a language unfamiliar to him or her. They leave the computer lab with a bleak contentment with having completed another story. Prior to testing I have been instructed to teach them "testing skills" rather than language, reading strategies, an appreciation for reading, or even phonics. More instruction missed. And when we do get to reading we work in our mandated curriculum, reading leveled readers that make so little sense that I struggle coming up with meaningful comprehension questions let alone questions that inspire higher order thinking.
But, the testing will determine our school's fate so we keep investing every moment in passing the test. What has happened to education? I watch as schools cut recess, P.E., art, our school has limited social studies, science, and health down to one half hour block per week. At least we still have P.E. every day, that's more than most schools can say. We are stripping all the joy from education and wondering why we have so many behavior problems...
Check out this article from the Oregonian by Sally Angaran.
But, the testing will determine our school's fate so we keep investing every moment in passing the test. What has happened to education? I watch as schools cut recess, P.E., art, our school has limited social studies, science, and health down to one half hour block per week. At least we still have P.E. every day, that's more than most schools can say. We are stripping all the joy from education and wondering why we have so many behavior problems...
Check out this article from the Oregonian by Sally Angaran.
Learning from experience... Interviews
Some important advice that I think got me the position I am in today.
Go the extra mile (and a half): One reason I was selected for the position is because I made it extremely clear that I was not lazy. I had two fully developed units from two different grades with pre- and post-assessment data and analysis organized in binders, a binder portfolio with normal interview materials (resume, letters of recommendation, letter of application, business cards, transcripts, my teaching license, assessment scores, etc.) plus photos of my classroom library, examples of my classroom expectations, behavior plans, a plan for the first six weeks of school, and a lesson plan I had designed.
Pull out all the stops: Part of the interview process was teaching a lesson in the classroom. Besides the obvious part of being overly prepared, I also planned to include nearly every teaching tactic I had learned in my training to show off my skills. This included: positive reinforcements, clear expectations, think pair share, hand signals (when I raise my hands it means think, when I lower them say the answer and point to your temple if you are thinking the same thing), cooperative learning, etc.
Have examples prepared: While I had only student taught I still scraped up examples for every possible interview question I could think of to illustrate my opinions and ideals. I followed the format of: think, answer, example(s), project to future experiences.
What I could have done better:
Thorough answers: As a first year teacher it was hard to give thorough answers to questions such as: "What kind of assessments are you prepared to use in your classroom?" Make sure that you have prepared yourself as much as possible to answer questions such as these. Read up on new assessment techniques, teaching practices, authors, programs, etc.
Transitions: I taught a math and a writing lesson and it was brought to my attention that I should have done some sort of physical activity to transition between the activities and get the students ready to switch gears.
Know the school you are applying for: While I had done a lot of research on the school I hadn't realized the extent to which they depended on direct instruction, which was in contrast to the training I had received. While I don't think you should lie about your theory of pedagogy, what you say can be adjusted to incorporate both your theory and the theory of the school.
Go the extra mile (and a half): One reason I was selected for the position is because I made it extremely clear that I was not lazy. I had two fully developed units from two different grades with pre- and post-assessment data and analysis organized in binders, a binder portfolio with normal interview materials (resume, letters of recommendation, letter of application, business cards, transcripts, my teaching license, assessment scores, etc.) plus photos of my classroom library, examples of my classroom expectations, behavior plans, a plan for the first six weeks of school, and a lesson plan I had designed.
Pull out all the stops: Part of the interview process was teaching a lesson in the classroom. Besides the obvious part of being overly prepared, I also planned to include nearly every teaching tactic I had learned in my training to show off my skills. This included: positive reinforcements, clear expectations, think pair share, hand signals (when I raise my hands it means think, when I lower them say the answer and point to your temple if you are thinking the same thing), cooperative learning, etc.
Have examples prepared: While I had only student taught I still scraped up examples for every possible interview question I could think of to illustrate my opinions and ideals. I followed the format of: think, answer, example(s), project to future experiences.
What I could have done better:
Thorough answers: As a first year teacher it was hard to give thorough answers to questions such as: "What kind of assessments are you prepared to use in your classroom?" Make sure that you have prepared yourself as much as possible to answer questions such as these. Read up on new assessment techniques, teaching practices, authors, programs, etc.
Transitions: I taught a math and a writing lesson and it was brought to my attention that I should have done some sort of physical activity to transition between the activities and get the students ready to switch gears.
Know the school you are applying for: While I had done a lot of research on the school I hadn't realized the extent to which they depended on direct instruction, which was in contrast to the training I had received. While I don't think you should lie about your theory of pedagogy, what you say can be adjusted to incorporate both your theory and the theory of the school.
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