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Thursday, September 10, 2009
A Daily - Tues., Sept 8
I have volunteered in both my sons' classrooms over many years. I don't recall much teaching of writing, partly because some teachers neglect it, and probably because I helped mostly with math. So I am really having my eyes opened quite a bit to the methods used to teach writing to this age group. Today, I had my first experience with a writing curriculum from Lucy Caulkin (unsure of last name). The kids really enjoyed listening to a very lively read-aloud story--a personal narrative about an eleven year old girl. The writing learning target (determined by Judy) for this week focuses on learning the difference between "showing" and "telling" in your writing. After Judy taught a short lesson related to this target kids were asked to write a response to the reading and provide examples of how the writer "showed" instead of just "telling." This seemed to be a valuable lesson for the kids who are ordinarily accustomed to writing short and to-the-point directed assignments. Their responses entailed some good observations. They seemed to really "get" the idea of how much more enjoyable it is to read something that provides details and great description (visual, emotions, etc.). I appreciated the way in which Judy re-inserts the same point (showing not telling) in other parts of her teaching throughout the week...great continuity and really demonstrates its importance in a variety of subjects.
Monday, September 7, 2009
A Friday Blog - September 4
During our discussion about the "Joy in School" article today, a few class members shot it down, saying that it was a warm/fuzzy reading with nothing really substantive. I thought it was much more than fluff. The author (Wolk) reminds readers that school is not just about standardized test results and issuing the "prescribed amounts of information." I remember Chip Kimball's comment (from meeting last month) about how students are reporting that they are bored. What teacher wants to hear that his/her students are bored with our classes? What I learned from this article and from our class discussion is that we need to constantly ask ourselves, "What joy has my students gone home with this week?" and "What do my students look forward to in coming to school tomorrow?" Wolk provides eleven suggestions for keeping the joy alive in kids' learning, in their classroom environment, and through interaction with their teachers. Sure--some of his ideas seem unattainable, but they're food-for-thought. And "joy" doesn't refer to fun and games necessarily. It's about the need for teachers to look beyond their task-master role, to inspire others and get in touch with students' needs to be themselves and not to lose their souls in the process of education. For me as a new teacher, I know I will be heavily focused on what and how I am teaching kids; I welcome these kinds of reminders about staying focused on the kids!
Just curious...
When teachers interview for teaching positions within a school district, I understand we are generally given opportunities to ask our own questions. I'm wondering if it's always appropriate to ask about teaching teams (grade level teams) at the school. I would personally prefer a school which advocates for collaboration among staff.
Anxiety?
We get to work with our students for nearly six hours every day, five days a week. For kids who are challenged academically or behaviorally, I understand the need for teachers to form a good line of communication with the families. I'm also envisioning that this may be no easy feat with some families (e.g. dual working parents, lack of computer at home). When I become a teacher, I hope that if such a situation occurs, I will have good sense and judgment to know how to work with a student, regardless of parents' choice of involvement.
Excited?
I truly enjoy getting to know kids, and I believe the same will hold true of me getting to know how they are as students in our classroom. I really hope I can help my supervising teacher in identifying concerns about kids and different learning styles and needs. Certainly, two sets of eyes and ears will be useful in making sure the kids are getting the most out of their time in class and that they are finding some joy in their learning!
Just curious...
When teachers interview for teaching positions within a school district, I understand we are generally given opportunities to ask our own questions. I'm wondering if it's always appropriate to ask about teaching teams (grade level teams) at the school. I would personally prefer a school which advocates for collaboration among staff.
Anxiety?
We get to work with our students for nearly six hours every day, five days a week. For kids who are challenged academically or behaviorally, I understand the need for teachers to form a good line of communication with the families. I'm also envisioning that this may be no easy feat with some families (e.g. dual working parents, lack of computer at home). When I become a teacher, I hope that if such a situation occurs, I will have good sense and judgment to know how to work with a student, regardless of parents' choice of involvement.
Excited?
I truly enjoy getting to know kids, and I believe the same will hold true of me getting to know how they are as students in our classroom. I really hope I can help my supervising teacher in identifying concerns about kids and different learning styles and needs. Certainly, two sets of eyes and ears will be useful in making sure the kids are getting the most out of their time in class and that they are finding some joy in their learning!
Thursday, September 3, 2009
A Daily - Thurs, Sept 3
I almost feel compelled to put together a list of "Judy-isms," but that just sounds not right. So through these blogs, I hope to re-create some of the gems of wisdom imparted to me by Judy. That's why I am taking notes with hope that I will retain some of this wisdom for future use.
Today's gem: A look at teachers and their choice of control over students.
I complimented Judy in her ability to hand kids the "thinking plate" (an old Love & Logic term). When given opportunities, students can be quite self-reliant and resourceful. As mentioned in an earlier blog, Judy is a strong believer in strongly nudging kids towards resolving their own concerns and conflicts. She uses the ActivBoard flip chart component to spell out instructions related to activities and assignments. Judy solved the problem of kids asking the same questions over and over; she simply points to the displayed directives and forces kids to make an effort to answer their own questions. If a student misses a directive, she suggests he/she ask another classmate ("someone who listened more carefully"). We talked for some time today about how many of us (teachers, parents) who interact with kids tend to just solve their issue, answer their question, or fix the problem/conflict; maybe it's easier and quicker that way. We are in the habit of rushing to the aid of students and trying to make their lives easier by assuming responsibility for their actions (or lack thereof). Judy said it was one of the hardest habits to break for her personally. But with some conscious effort to hold back on the quick fixes, we can be pleasantly surprised to see that kids can actually fix things themselves. And--they will feel GREAT in their ability to problem solve!
During a table groups activity today ("Buzz Time"), kids received instructions to collectively share and report back on a reading response. Right before the activity, Judy asked me to simply serve as a "presence" as I wandered the classroom and listened upon groups in discussion. She was asking me not to interfere and not to "save" a group from their floundering. And yes--it was an effort to keep my mouth shut and allow the kids to act like responsible group members. But--low and behold--the class stepped up to the task and accomplished their goal.
Judy strongly supports the notion of kids finding different strategies to go about their work. She is constantly bestowing positive feedback about positive contributions by students, placing attention on the good--not the bad. Responsibility and self-reliance are huge life skills to learn; they are incredibly useful for kids to pick up while they're young.
So--I hope I can keep my mouth shut at appropriate times and put my faith in students to get the job done, act maturely, and gain confidence in knowing they can be viable members of their learning community!
Today's gem: A look at teachers and their choice of control over students.
I complimented Judy in her ability to hand kids the "thinking plate" (an old Love & Logic term). When given opportunities, students can be quite self-reliant and resourceful. As mentioned in an earlier blog, Judy is a strong believer in strongly nudging kids towards resolving their own concerns and conflicts. She uses the ActivBoard flip chart component to spell out instructions related to activities and assignments. Judy solved the problem of kids asking the same questions over and over; she simply points to the displayed directives and forces kids to make an effort to answer their own questions. If a student misses a directive, she suggests he/she ask another classmate ("someone who listened more carefully"). We talked for some time today about how many of us (teachers, parents) who interact with kids tend to just solve their issue, answer their question, or fix the problem/conflict; maybe it's easier and quicker that way. We are in the habit of rushing to the aid of students and trying to make their lives easier by assuming responsibility for their actions (or lack thereof). Judy said it was one of the hardest habits to break for her personally. But with some conscious effort to hold back on the quick fixes, we can be pleasantly surprised to see that kids can actually fix things themselves. And--they will feel GREAT in their ability to problem solve!
During a table groups activity today ("Buzz Time"), kids received instructions to collectively share and report back on a reading response. Right before the activity, Judy asked me to simply serve as a "presence" as I wandered the classroom and listened upon groups in discussion. She was asking me not to interfere and not to "save" a group from their floundering. And yes--it was an effort to keep my mouth shut and allow the kids to act like responsible group members. But--low and behold--the class stepped up to the task and accomplished their goal.
Judy strongly supports the notion of kids finding different strategies to go about their work. She is constantly bestowing positive feedback about positive contributions by students, placing attention on the good--not the bad. Responsibility and self-reliance are huge life skills to learn; they are incredibly useful for kids to pick up while they're young.
So--I hope I can keep my mouth shut at appropriate times and put my faith in students to get the job done, act maturely, and gain confidence in knowing they can be viable members of their learning community!
A Daily...Wed., Sept 2
First of all...I forgot to include the photo from my earlier blog about classroom arrangement. Here 'tis! Day One of the school year...tidy, tidy!! I really like the table groupings and easy access for teacher to work with students.
For Today: Just say, "Flexible is my middle name!"
Today was an early dismissal day in our District. And because we had one hour of library, we really had a limited number of teaching hours. All went well; we just needed to adjust our plan during the course of the day. Judy stressed to me that what you write in your lesson plan book or daily planner will inevitably get messy before half the day's over. Critical tip: Be flexible and adaptable! Our students started out the day great, and then proceeded to grow increasingly "squirrelly" as the day went on. It started in our Community Circle time when Judy did a read-aloud book about a boy who was bullied. She then asked kids to voluntarily share in the Circle a time when they might have had to face fear or conflict. Most of the kids "passed" on sharing. Most of those who shared got a wee bit off-topic discussing fear of roller coasters. A few of our "behavior-challenged" kids were compelled to act up a bit, as well. With other activities throughout the day, we felt the kids were having difficulty with the focus issue. Judy explained to me that knowing the kids in our class this year, she will attempt to keep learning segments limited in time (e.g. no lengthy sessions on one subject or activity). When the day was over, Judy and I spent some time reflecting on what was amiss today and why. Again, she reminded me that even though we think we are thoroughly prepared and ready for the day, we may encounter a completely different scenario.
After witnessing another day of student interactions, Judy determined that we needed to move a couple kids around the table groups. She simply explains to kids that she likes to "mix it up" frequently; that way, kids can better get to know each other. However, Judy also has specific reasons for moving kids apart or closer--generally related to personality or behavior concerns. Once again, Judy shows the need to be flexible and open to change. The classroom is a work in progress, and the teacher's role is to continually look for ways to improve the entire classroom community.
I feel a sense of relief when I see teachers embracing their vulnerabilities and less-than-perfect outcomes. Teachers are only human and students do a superb job of "messin' up the works!"
Tuesday, September 1, 2009
A Daily Blog - Tues, Sept 1
Supervising Teacher (6th grade): "Judy"
Here are a few reflections about things I felt were most impactful on this first day of school...
When I say "impactful," I mean to the students--and to me!
Predictions for our classroom community:
First day of school in LWSD! Throughout the day, I kept thinking...Judy is sooo clever! She packed the day with fun activities all surrounding getting to know each other, getting to know the classroom, and becoming familiar with what school in this classroom will look like. All the while, Judy articulated to me her reasons for presenting certain activities and how these actually aided her in getting to know how these kids will function as students in her classroom. The activities involving students getting to know other students indicated to Judy how kids interacted socially (e.g. verbally, space issues, assertiveness). Judy also presented a few activities whereby kids had to work in groups (either table groups, or whole group) to complete an activity page; she would follow-up with questions about what strategies they used and how they came to a single response for a group. Without the students knowing, Judy was able to arrive at a general idea of what kind of community this group of kids could become.
It takes a village:
During all of the days' activities, Judy was extremely complimentary to individuals and to the class as a whole. Instead of articulating her fears about potential negative behaviors, she never once mentioned (for instance) the need to send anyone to the principal or giving warnings or turning over cards. She totally lightened the moods of the students by projecting a sense of the start of the new school year as starting with a clean slate--a fresh start and hopeful beginning. By spreading her positive attitude and displaying her confidence in the students' abilities, she has bestowed them with the old (cliche!) "can-do" attitude. A key component to her conversations of success among individuals was her expectation that each student will be a leader, contributing to the classroom community. It's not just about her leading 22 students; the learning will happen through collaboration of 23 brains! Gotta love it!
Here are a few reflections about things I felt were most impactful on this first day of school...
When I say "impactful," I mean to the students--and to me!
Predictions for our classroom community:
First day of school in LWSD! Throughout the day, I kept thinking...Judy is sooo clever! She packed the day with fun activities all surrounding getting to know each other, getting to know the classroom, and becoming familiar with what school in this classroom will look like. All the while, Judy articulated to me her reasons for presenting certain activities and how these actually aided her in getting to know how these kids will function as students in her classroom. The activities involving students getting to know other students indicated to Judy how kids interacted socially (e.g. verbally, space issues, assertiveness). Judy also presented a few activities whereby kids had to work in groups (either table groups, or whole group) to complete an activity page; she would follow-up with questions about what strategies they used and how they came to a single response for a group. Without the students knowing, Judy was able to arrive at a general idea of what kind of community this group of kids could become.
It takes a village:
During all of the days' activities, Judy was extremely complimentary to individuals and to the class as a whole. Instead of articulating her fears about potential negative behaviors, she never once mentioned (for instance) the need to send anyone to the principal or giving warnings or turning over cards. She totally lightened the moods of the students by projecting a sense of the start of the new school year as starting with a clean slate--a fresh start and hopeful beginning. By spreading her positive attitude and displaying her confidence in the students' abilities, she has bestowed them with the old (cliche!) "can-do" attitude. A key component to her conversations of success among individuals was her expectation that each student will be a leader, contributing to the classroom community. It's not just about her leading 22 students; the learning will happen through collaboration of 23 brains! Gotta love it!
Aug 31 Teacher Interview
I am interning with a sixth grade teacher (Judy) at an elementary school in Kirkland. I've only worked with Judy since last week; I spent the full week prior to the official start of school with Judy. Today was our first day with our kids. Yesterday, I presented my interview questions to Judy:
Classroom management plan: Judy is a big supporter of "Love and Logic" methods of managing children; briefly--it entails providing choices, teaching responsibility and respect, and perhaps the most important--empathy. Judy posts the "SUPER RULE" on the wall in her classroom: "You have the right to do whatever you want as long as it doesn't affect another student or the teacher." After lots of conversation about the meaning behind this--kids learn that what they do always affects those around them...the choice is whether it will be positive or negative. And it has a lot to do with respect for others. Judy said she seldom gets angry--it's basically counter-productive. When her kids do see her get angry--they know it must be something really bad. Judy also strongly believes in classroom members acting as a community or team. When kids get to know each other and are connected, they care about each other more and are much less likely to get into trouble with one another. Henceforth--less stress on the teacher to try to "control" her classroom!
Classroom arrangement: Judy believes in kids getting connected and that this will create a better learning environment. Judy places high value in setting forth a positive classroom culture or climate at the very start of a new school year. Both classroom management and classroom arrangement contribute to this in a major way. To allow kids to build relationships, she groups them in table groups. For the start of this school year, Judy has six desks in each table group (four groups in total). The desks are all facing each other; this allows for positive interaction during collaborative activities and also for better discussion opportunities when appropriate. The table groupings also allow the teacher to move about the room more easily and provides space for her to engage better with individual students. Our classroom is basically a square box. Kids (in their table groups in the center of the room) are surrounded by four walls of everything they need for their learning environment. Judy maintains an orderly, tidy classroom--everything has a place. She is modeling great organization for her students. She also provides splashes of energy and color through bulletin boards, art work and, of course, books galore. (photo attached)
Tips for a successful first day of school: Judy's mantra is keep it fun (activities), fast paced (plenty of transitions), and provide the kids with a sense of safety. Through experience, Judy has learned that kids want to feel like they are an important part of their classroom, so Judy provides plenty of "getting to know you" activities. They also need to feel safe, so Judy provides structure and routine (while also being flexible!) and really sets out to ensure that kids understand the way she runs her classroom (includes kids determining their own set of classroom rules, a classroom "tour," and opportunity to get to know the teacher. Judy wants to be sure that that first day of school (and on into the first week) includes time for the teacher to be up front and talking--but equally important--time for students to shine, to share of themselves and with each other. Judy gets the kids excited that first day of school by cheering them into an attitude of becoming leaders in the classroom and helping each other with their learning.
Classroom management plan: Judy is a big supporter of "Love and Logic" methods of managing children; briefly--it entails providing choices, teaching responsibility and respect, and perhaps the most important--empathy. Judy posts the "SUPER RULE" on the wall in her classroom: "You have the right to do whatever you want as long as it doesn't affect another student or the teacher." After lots of conversation about the meaning behind this--kids learn that what they do always affects those around them...the choice is whether it will be positive or negative. And it has a lot to do with respect for others. Judy said she seldom gets angry--it's basically counter-productive. When her kids do see her get angry--they know it must be something really bad. Judy also strongly believes in classroom members acting as a community or team. When kids get to know each other and are connected, they care about each other more and are much less likely to get into trouble with one another. Henceforth--less stress on the teacher to try to "control" her classroom!
Classroom arrangement: Judy believes in kids getting connected and that this will create a better learning environment. Judy places high value in setting forth a positive classroom culture or climate at the very start of a new school year. Both classroom management and classroom arrangement contribute to this in a major way. To allow kids to build relationships, she groups them in table groups. For the start of this school year, Judy has six desks in each table group (four groups in total). The desks are all facing each other; this allows for positive interaction during collaborative activities and also for better discussion opportunities when appropriate. The table groupings also allow the teacher to move about the room more easily and provides space for her to engage better with individual students. Our classroom is basically a square box. Kids (in their table groups in the center of the room) are surrounded by four walls of everything they need for their learning environment. Judy maintains an orderly, tidy classroom--everything has a place. She is modeling great organization for her students. She also provides splashes of energy and color through bulletin boards, art work and, of course, books galore. (photo attached)
Tips for a successful first day of school: Judy's mantra is keep it fun (activities), fast paced (plenty of transitions), and provide the kids with a sense of safety. Through experience, Judy has learned that kids want to feel like they are an important part of their classroom, so Judy provides plenty of "getting to know you" activities. They also need to feel safe, so Judy provides structure and routine (while also being flexible!) and really sets out to ensure that kids understand the way she runs her classroom (includes kids determining their own set of classroom rules, a classroom "tour," and opportunity to get to know the teacher. Judy wants to be sure that that first day of school (and on into the first week) includes time for the teacher to be up front and talking--but equally important--time for students to shine, to share of themselves and with each other. Judy gets the kids excited that first day of school by cheering them into an attitude of becoming leaders in the classroom and helping each other with their learning.
Sept. 28 - About Robin & About Diane
When Robin shared about herself on Friday, we were able to learn about her life as it relates to her "prized item"--her kayak paddle. From our questioning, I discovered that Robin went through a period in her life where she felt out of control and felt a sense of drowning. The paddle represents her new ability to steer herself forward. Instead of floundering in all the negative parts of her life, she was able to face certain fears and put herself in motion to better her life circumstances and even improve her own character. She decided to steer away from getting into a hole, and being stagnate was not a viable option. Her move from NC was one example of embracing the challenge and the thrill of major change. Bravo!
If I were to choose a "prized item" to represent my life or a particular aspect of my life, I would share the meanings behind my house key. A key relates to lots in my life. A key opens a door--in this case, my home. For me to share my house key with someone, I am allowing them to take a look at my family and what they mean to me, as well. First, my home means a lot to me; I am the classic "home-body." Also, I am not talking about just a house--the physical building, but also about what "home" means to me: comfort, love, safety, peace, and the most important people in my life. The key opens the doors to my life in that I receive the most encouragement and hope from my family. I love the feeling of feeling "rooted" in where I live and who I've chosen to spend my life with. I am fairly self-reliant and determined in my personal endeavors, but I feel so much more empowered with my primary "fan club" backing me up! One big example of the support they have given me is my pursuit of finishing my undergraduate degree and teaching certification at age 50.
If I were to choose a "prized item" to represent my life or a particular aspect of my life, I would share the meanings behind my house key. A key relates to lots in my life. A key opens a door--in this case, my home. For me to share my house key with someone, I am allowing them to take a look at my family and what they mean to me, as well. First, my home means a lot to me; I am the classic "home-body." Also, I am not talking about just a house--the physical building, but also about what "home" means to me: comfort, love, safety, peace, and the most important people in my life. The key opens the doors to my life in that I receive the most encouragement and hope from my family. I love the feeling of feeling "rooted" in where I live and who I've chosen to spend my life with. I am fairly self-reliant and determined in my personal endeavors, but I feel so much more empowered with my primary "fan club" backing me up! One big example of the support they have given me is my pursuit of finishing my undergraduate degree and teaching certification at age 50.
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