questions, commentsand ideas

Ch 6 “Defining an Academic Vocabulary” “To be honest, I hated this chapter!” “I really loved this chapter!”

questions, commentsand ideas (vocabulary)

Jennifer: When I was young, my grandfather would not let me use big words, like explicitly or tepid, unless I could spell it and tell him what the word meant. I had a dictionary by my bedroom desk for years. (This was in the old days when there was no computer to correct my spelling or give me words from a thesaurus). I would underline words I had looked up. Every page had many words underlined by the time I left high school. Why would a teacher give arbitrary words and NOT follow up with the meaning?

questions, commentsand ideas (instincts)

Megan: Finally someone said to rely on our instinct! Thank you for not shoving research down our throats and telling us we should be like this book or that!!!!

Virginia: Do what works for me. Find my own style and what I am comfortable with. I like this statement. This makes me feel that it is okay to be me and bring my own style into teaching. Sometimes you feel that there is only one way to do things. I like that there is more than one way to skin a cat. I do feel that I have something to offer, but only if I can be me.

questions, commentsand ideas (instincts)

Tanesha: Even though I am not a "teacher" per se, I knew instinctively what I wanted the class to learn and how to go about it. I had watched other teachers and definitely knew what I DIDN'T want to do. During those two months, I slowly started to develop my own "style.“

Robin: I think it will take me a while to have a solid curriculum base that is full of depth and thoughtfully planned so that goals are reached. Right now if feels like I’m staring at the ocean and trying to figure out how to organize it.

questions, commentsand ideas (safety)

Jennifer: This week we started our lesson with the idea that our classrooms need to be fun and the students need to feel safe! I think that is a very excellent point. My husband recalls a time when he was 11 or so and the teacher asked for the name of one of the original 13 colonies. Having NO background knowledge, he said Australia. He was laughed at and the teacher said, "How stupid are you?" Never again did he volunteer on an oral Q&A again in his schooling life. Kids need safety and to save face. Even if they are dead wrong, work with them. Find a way to help them out!

questions, commentsand ideas (safety)

Megan: When I was in elementary school, I was in a classroom where I was TERRIFIED to say anything out loud. I was worried I would be laughed at, or worse, that she would get mad at me for getting the answer wrong.

Mindi: What if we have that one student that chimes in about every little thing, and they talk about things that aren't related to anything, and are very random. How do we tell them to be quiet or how do we handle it?

creating a safe (inclusive) classroom (creating an inquiry based classroom)

creating a safe (inclusive) classroom (creating an inquiry based classroom)

When confronted with that kid – establish some basic grounds rules… We do not hit We do not run around We do not yell I am the teacher I am the teacher

When confronted with that kid – establish some basic grounds rules… We do not hit We do not run around We do not yell I am the teacher I am the teacher

creating a safe (inclusive) classroom (creating an inquiry based classroom)

creating a safe (inclusive) classroom (creating an inquiry based classroom)

Student survey results Student survey results

creating a safe (inclusive) classroom (creating an inquiry based classroom)

creating a safe (inclusive) classroom (creating an inquiry based classroom)

I am the adult “blame” yourself first Put yourself in time out as needed Escalation is always a losing game Love and Logic Look for opportunities to build a

positive relationship

I am the adult “blame” yourself first Put yourself in time out as needed Escalation is always a losing game Love and Logic Look for opportunities to build a

positive relationship

creating a safe (inclusive) classroom (creating an inquiry based classroom)

creating a safe (inclusive) classroom (creating an inquiry based classroom)

Deborah: In our classroom management class last week we read about creating a positive atmosphere in our classroom. I think that the biggest thing teachers can do it to model the behavior you want them to do. If you want them to be positive-be positive. If you want them to explore and discover-explore and discover yourself. If you want them to be excited about lessons, have lessons they can be excited about….and be excited about them yourself.

Deborah: In our classroom management class last week we read about creating a positive atmosphere in our classroom. I think that the biggest thing teachers can do it to model the behavior you want them to do. If you want them to be positive-be positive. If you want them to explore and discover-explore and discover yourself. If you want them to be excited about lessons, have lessons they can be excited about….and be excited about them yourself.

questions, commentsand ideas

I have struggled with this in my small groups. I have one student that is significant lower that the others in the group. I recently made the decision to move the students forward because I can’t keep the others from progressing. I need to think more.

Ginny: How do we ensure each child the time and opportunity to grow at their own speed in public education? 

questions, commentsand ideas (vocabulary)

Aleece: My son’s first grade teacher does a great job of this. His very favorite thing about school is…vocabulary. He uses his vocabulary words regularly and still uses those he learned at the beginning of the year. When he catches one of us using his vocabulary word he screams back the word…so excited that he knows it. HE FEELS SMART!!!

questions, commentsand ideas

Sandra: After class was over and I walked outside, I saw the moon and I stopped and looked at it for a moment and said to myself, waxing crescent moon.  It was a truly amazing moment in my life.  I want to be that kind of teacher, where my students can't wait for the next class to see what they will learn next.  I love the practical real life application that I made with the moon.  I want that for my students. 

questions, commentsand ideas

I have a friend whose son really fit the description that you wrote: "boys tend to go for a tough "I don't care" attitude. They stop trying, they stop caring, and it's a challenge to get them to give learning another chance." My friend mentioned that her son is really smart, and does the work (unless it is too hard or too much), but doesn't turn in his work. My question is: what can the parents do to help him be motivated and to care about how he does in his classes? Is it better to have an outsider (teacher) give him the encouragement that he needs?

questions, commentsand ideas

Deborah: I took a class this summer that largely taught integrating. The thing that stuck in my mind was that teachers have so much that they are responsible to teach their students. There is not enough time to teach it all unless teachers integrate.

questions, commentsand ideas

DeAnna: What would you suggest when there are 8 students at any given time that are causing disruption. I literally have made them sit there (not in a negative way) with their heads on their desks for 20 minutes until the room got quiet so I could give instructions. I did the same thing the next week (hoping it would catch on). Then again a 3rd week. It got a little better, but a few weeks and a few subs later we were back to the regular disruption...? Is there anything you can do for that?

questions, commentsand ideas

Judi: I always regret when this class ends. It leaves me energized and looking forward to the future. If I could find a position in a school with "like-minded" people, I could always feel this. Or....maybe I could be the flame that ignites other teachers' flame to want to get kids excited about their learning. I hope I can.

questions, commentsand ideas

Judi: As a teacher I must help children to build character, by the structure of my classroom, by the rules and responsibilities that we establish there, by my actions, and by my attitude. Teachers used to play a major role in developing character, but it seems like no one considers the social, ethical, and moral aspects of school any more. Maybe everyone is so afraid of offending a particular culture or race, that they don’t dare to model appropriateness. I believe that the teacher sets the tone of the class. When teachers dress down and use “common” words like “oh, crap” and “shoot” they whittle away at the level of respect that children give them.

questions, commentsand ideas

Jennilyn: In class we discussed creating a safe environment for students. We talked about having positive rules and helping to make students feel like no question is stupid. Lately my thoughts have turned more towards bullying though. Bullying is a major problem today in schools yet, I really don’t know how to handle it, especially in younger grades. A lot of times I’ll be getting ready to teach first graders and I’ll catch the end of a commotion on their way to our group. When I question them about it, students immediately start blaming each other and claiming innocence. Since I didn’t see all of what happened, I don’t know what to do. Do I punish both even though one might be lying and the other didn’t actually do anything? Do I just verbally tell them to be nice? Consequences I think of either seem like not enough or very extreme. Also, how do I help students feel safe when I’m not around, for instance, when students are on the playground? I know I should teach them how to handle situations like that but who is going to enforce those strategies? Playground monitors have too many kids to watch and not enough eyes. Kids can be incredibly cruel. I just don’t want any of my students to feel scared to come to school because of other students.

questions, commentsand ideas

Shanda: If a teacher can do that for me at 9:30 at night after I have worked since 7:30 in the morning then why shouldn't I be able to do that for a fresh and curious young mind? I think if I can use the different techniques to involve my students but most importantly show my enthusiasm for each subject then I can get my students excited about the subjects, too. I want my students to go home each day thinking about what they learned and long for more learning and understanding of everything around them.

questions, commentsand ideas

Melanie: I do have a question though, I hope that you have an answer for me. It seems silly to me that they have taken Science out of the core. Do educators not think that science is important? I know that the teachers in our school are really struggling to find time to even teach it. I am having a very difficult time getting time to even observe science in my school. Should all subjects be taught? It seems to me that when you study science from an early age a light may come in a students head, and they may excel in science that wouldn't otherwise take an interest in the subject at a later age. I guess I don't understand the logic of getting rid of science and social studies. I hope you can shed some light on this for me.

Random thoughts

Acorn NaturalistFamily / cultural beliefs

TechnologyTechnologyTechnologyTechnology

Lesson DemonstrationsLesson DemonstrationsLesson DemonstrationsLesson Demonstrations

Sound waves Haiku “Into the Forest” simulation (game???) “Playing with matches” – (fire ecology) million Stars

Sound waves Haiku “Into the Forest” simulation (game???) “Playing with matches” – (fire ecology) million Stars

Lesson DemonstrationsLesson DemonstrationsLesson DemonstrationsLesson Demonstrations

Literacy: “Everybody Needs a Rock” by Byrd Baylor “Keepers of the Earth” by Michael Caduto “Owls in the Family” by Farley Mowat “There’s a Hair in My Dirt” by Gary Larson “A Crack in the Night” by Marcy Skinner Kids Discover “Insects” Ranger Ricks – “Nature Scope”

Literacy: “Everybody Needs a Rock” by Byrd Baylor “Keepers of the Earth” by Michael Caduto “Owls in the Family” by Farley Mowat “There’s a Hair in My Dirt” by Gary Larson “A Crack in the Night” by Marcy Skinner Kids Discover “Insects” Ranger Ricks – “Nature Scope”

Lesson DemonstrationsLesson DemonstrationsLesson DemonstrationsLesson Demonstrations

Literacy: (chapter books) “Hatchet” by Gary Paulsen (study guide) “Island of the Blue Dolphin” by Scott O’Dell “Naya Nuki” by Ken Thomasma “Wolf Stalker” by Alane Ferguson & Gloria

Skurzynski “My Side of the Mountain” Jean Craighead George

Literacy: (chapter books) “Hatchet” by Gary Paulsen (study guide) “Island of the Blue Dolphin” by Scott O’Dell “Naya Nuki” by Ken Thomasma “Wolf Stalker” by Alane Ferguson & Gloria

Skurzynski “My Side of the Mountain” Jean Craighead George

Bringing Literature to Life StrategiesBringing Literature to Life StrategiesBringing Literature to Life StrategiesBringing Literature to Life Strategies

Vocabulary building Word of the day skipping hard words (bad habit)

Living the book

Vocabulary building Word of the day skipping hard words (bad habit)

Living the book

5th or 6th Grade Integrated (Literacy) Lesson Worth 100 points Develop a 5th or 6th grade science lesson Specify what your enduring understanding is Show at least 3 integration (multiple intelligence)

components (art, music, reading, writing, math, social studies etc.)

Find a literature component that goes with your lesson.

The World is Flat