Anela The Teacher

behavior

2009-05-12T18:47:00.001-07:00

I'm questioning...

how stern should I be?
what do the students need?
how much ownership can a give a child without losing their respect?
where should the roles stand?
is it easier when you start in the beginning of the year and have your own room?
when do you just "tell" to avoid arguing? is there a better way?
how do I avoid becoming...remaining a behaviorist

in-class thoughts

2009-05-03T15:49:00.000-07:00

First, I should have been writing down my ideas earlier, I'll just jot some notes down so I can be sure to remember some ideas for next year:

Math

Make word wall for math that is added to each unit. Kids have math journals that they write in regularly using the words and the daily objective with notes from class. This should be used for formative assessment.
Find a time for math boxes if using EDM

Lit

interactive journals will be used the whole year.
We need to have casual reading conferences to make sense out of reading logs or forced reading hw.

Community

Point system works well now, but the losing teams need to have meaningful consequences.
We need to work on building teams up before they are expected to just work together.

Literacy: Phonemic Awareness and Phonics

2009-02-17T21:30:00.000-08:00

Sheep in a Jeep is a great book to teach rhyming!

Graphophonics: the way readers translate letters to sounds

Goal of Reading: getting meaning from text. This requires the manipulation of complex processes

Interactive model of reading: Process goes from page > head > ... > page > head

National Reading Panel's 5 big focuses

phonemic awareness
phonics
fluency
vocabulary
comprehension

A Poem for Fun: When Tillie Ate The Chili
by Jack Prelutsky

When Tillie ate the chili,
She erupted from her seat,
She gulped a quart of water,
And fled screaming down the street,
She coughed, she wheezed, she sputtered,
She ran totally amok,
She set a new world record
As she raced around the block.

Tillie's mouth was full of fire,
Tillie's eyes were red with tears,
She was smoking from her nostrils,
She was steaming from her ears,
She cooled off an hour later,
Showing perfect self-control
As she said, "What tasty chili,
I should like another bowl."

Phonemic Awareness

understanding how spoken language can be broken down into individual sounds (without seeing the letters)
phoneme: the smallest meaningful unit of sound in spoken language, /h/ means h sounds
serves as an umbrella concept for different sounds awareness

Phonics

the oral and visual combination of sound and letter

PA and Phonics helps readers

see the connection between what is said and read
maniplate sound and letters
understand how words work in reading and spelling
*** They are the starter motors of reading comprehension

song: The sounds in the words are /c/ /a/ /t/, /c/ /a/ /t/, /c/ /a/ /t/, and the word is cat. (wheels on the bus)

Common types of Phonemic Awareness:

isolating: hear and isolate initial, medial, or final parts of words, hear /b/ at end of cab.
segmenting: pronounce each phoneme in order, /b/ /a/ /t/ comes from bat.
blending: combine phonemes to make a word, /b/ /a/ /t/ makes bat
manipulating: add/delete/replace souns to make new word, add a /t/ to 'an' makes ant

ELL students

each lang has own phonemic structure
learn the differences (both the student and teacher needs to learn them)
differentiate instruction

Activity: Elkonin Box

Insert: /sh/ /ee/ /p/
good activity for learning sounds and chunks of sounds.
can use either coins, markers, or actual letter cards/magnets/noodles

Tip: always use real words when teaching, but accept fake ones from kids if they understand the concepts.

literacy: The Writing Cycle

2009-02-17T21:14:00.000-08:00

Prewriting (collecting/planning): generating ideas
drafting: 'getting it down'
revising: 'making it work'
editing: 'getting it right'
publishing: taking it public

Collecting Strategies:

Create Lists: rules to live by, that's not fair, times that I needed courage, the best day ever, if I had three wishes, if I could talk to ... etc.
Use list to make another list with see, hear, smell, taste, feel from one topic
Borrowings and jumpoffs: everyone will start from one idea, can use a book, quote, song, art, etc.
Punctum: take a foudn line and use a found picture, then write a scene. Use magazine cut outs and poems.
Mindmapping
Keep a 'thinks I love' heart handout where kids write out topics that they love. Kids can then go back to the topics if they have nothing to write about.
Buddy journals: students choose a fake role, one person writes about something wanted, then the other writes why they can't have it (in character)

Literacy: Spelling

2009-02-17T21:09:00.000-08:00

* Students need awareness of spelling based on experiences and explicit teaching
* ideas

give individualized spelling tests
use post-it notes to gather what words students need
make spelling mini lessons bases on students needs (from above)

Notes from Reading Essentials (Regie Routman)

Matters so the reader can make sense of the written message
Set up the environment for teaching spelling, see pg 162
Invented spelling leads to students understanding the spelling system versus becoming rote spellers
Have high expectations, see spelling strategies chart, pg 163
Use a word-wall effectively (make it yourself, make it flexible, hold students accountable), see 165-168

Literacy: Writer's Worshop

2009-02-17T20:59:00.000-08:00

Why should we use Writer's workshop?

Our lives are worth writing about (consider, what in your life is worth writing about, model your own material)
Writing is a craft that can be taught
Drama or trouble is the writer's friend (and is fun to write about)

3 things writers need

time
choice
response (from readers)

Structure:

mini lesson: let writers inside the teacher's head (5-10 min.)
independent writing: build stamina first! (20-30 min.)
conference during independent writing
sharing: can also share parts of pieces (5-10 min.)

Other tips:

Build an environment where students feel safe to take risks bc this is where the best writing comes out
Writers learn from each other
Teach the writers, don't fix the piece of writing (Lucy Cox)
Instead of "do this" say "look for this"
call students writers
kids need scaffolded support / framework
publish often so kids know it's important
to sustain momentum, use writing partners and remember that not everything needs to be published

Links:
An amazing link by Katherine, full of resources
writersworkshophelp.blogspot.com

lesson learned

2009-02-08T21:03:00.000-08:00

Consider your students:

Give clear expectations of how to act and what you want students to do.
Be sure students understand content. Answer questions as directly and honestly as you can.
Take advantage of teaching opportunities. Depth, not breadth.
Visually be aware of who needs questions answered. (aka, look for raised hands)
If uncomfortable with content, try to honestly explain why, don't avoid subject matter of students' interest if it is applicable to your lesson plans.
Apply new concepts to what students already know.
Reach for higher bloom's taxonomy.
Use visuals reasonably.
Have a clear direction for the lesson. Inform students of this plan (especially helpful for global thinkers).
Always have a reason for what is being taught, discussed, or viewed. Make sure students have a task to apply meaning to what is being done in class.

Justice & Diversity: multicultural approaches

2009-02-08T20:53:00.000-08:00

Four Multicultural Approaches:

contributions: discussing cultures based on holidays and heroes
additive: adding content, themes, and perspectives to curriculum. Can be a side bar to text or a small lesson, not necessarily integrated
transformative: interweaving multiple perspectives into curriculum to transform student's views
social action: getting kids to act for change. visit tolerance.org and the Southern Poverty Law Center

attributes of a transformational lesson:

multiple perspectives
more than one lesson
balance individual and group work
individualization: give many ways to demonstrate learning
give many ways to access learning
use many types of materials
include a critical analysis of understanding cultural assumptions

"Only when the curriculum canon is transformed to reflect cultural diversity will students .. be able to attain the knowledge, skills & perspectives needed to participate effectively in today's global society." -James Banks

Some fun ways to deliver instruction:

visual representation
use tactile items from the class
songs
primary resources (remind kids that they are acting)
physical recall

Literacy: 3rd grade

2009-02-04T22:18:00.000-08:00

Magnets are used to track where students are in the editing process. Cups with sticks work well also.

This is an adaptation of The Daily Five which is a structured independent lit. program.

Other ideas from the classroom/teacher:

have writing peer conferences (realizing they might not actually work til Feb.)
let the "best table" pick select choice reading areas around the room
have a "book recommendation lake" (see photo at top)
post pictures of students reading
put books in the front of the room for read aloud
when starting off, use colleagues, ask them what they do for literacy, use their curriculum at first, then get creative and adapt it
use craigslist for books/ teacher supplies, even post that you're a teacher and need stuff
put a pleasant lamp at your desk: on equals "I'm busy and can't be interrupted"

Literacy: the basics

2009-02-03T23:05:00.000-08:00

To foster lifelong literacy:

you need something worth writing and reading about
you need something to DO with what you read/write.
you need something to SHARE from what you read and write.

Three Cue System:

Meaning: prior knowledge, words within text/pictures, ask: does it make sense?
Structure: natural language, English grammar, ask: does it sound right in English?
Visual: sounds and symbols, ask: does it look right (or close to right?)

Random ideas:

Have students write reminders to each other, especially if a student is out sick.
Use this sentence starter: "If you want to know me as a reader, you need to know ..."
Kiperpoof: can you read if you don't know the words?
researcher: Guy t. Buswell: readers do active things while reading
don't make kids read aloud
Don't do anything your students can do themselves!
Make a list of non-negotiables (below are ours)

Our Non-negotiable in Literacy

have independent reading time with choice books
do read alouds
celebrate student's work
ignite student's interest in reading
give time to read for pleasure
have a diverse library in the classroom with different forms of media
work together (teachers + students = ownership of learning)
share the love of reading and writing
have star of the week and focus on the name and history of child
organize books by category, not just levels
have a this day in history
have a comfy reading corner where students feel safe
integrate subject matter
be open to different types of books

Effective Readers: (Taken from Burke Reading Interviews in class. Make own list with students. This will help students have ownership of poster and show strengths)

take time to think about what is read
use context
make connections
use resources
figure out what is or is not important
are aware of strategies for reading
talk about what's read

Read Aloud:

Stories help us look at other people indirectly. Stories are the way we share ourselves with each other. We must begin with our hearts then 'it' will click with our heads.
Give students something to look for: ex: what might this book mean for me?

Have a Tea Party

on small pieces of paper, read quote rom first chapter, think " what is going on in this book" (teacher types up a mix of quotes on fun paper)
Share and talk about th quotes and what you think the book is about
walk and talk (to as many people as you can) sharing more guesses about the book
journal what you think will happen
read the book!
---- later: brainstorm issues that matter from the book, ex: this character wants to belong

Two Read Aloud Books:

Sister Anne's Hands is about the racism a child faces and how she learns from it. (picture book)

Rules is about a 12 year old girl and her 8 year old brother who has Autism. (chapter book)

Key Components of a Literacy Program Graphic Organizer

Lesson: 'Heyeku'

2009-01-29T22:34:00.000-08:00

Set expectations: Stay in seats. Be respectful to me and others. Try your hardest. Enjoy this project!

Set: Tell kids a personal story about a place you visited, include your perspective from where you were at the place.

Targets: Students will gain an understanding of perspective.

Input: Read a couple sample haikus. How to write a haiku: 5-7-5. Use interesting vocabulary! EX: Five syllables first, then seven in the middle, five more at the end

Modeling: Create a haiku as a class about the desk/chair.

Check for Understanding: Does everyone understand how to write a haiku?

Practice: Then tell kids to close their eyes. Think of a place. What do you see? smell? hear? how’s the weather? etc. Students now write their poems quietly.

Input: Discuss how to draw an eye from the perspective of someone seeing the subject matter in his or her poem. Use Utah as an example.

Modeling: Show techniques about how to use pastels. Tell clear instructions-no drawing on anything but the paper, stay in seats, work quietly.

Practice: Students now create their eyes.

Closure: Either display eyes or pick volunteers to read their poem and show their eye in front of the class. Discuss how perspectives are very unique and often unpredictable.

Notes from a PE teacher

2009-01-29T22:23:00.000-08:00

The may forget what you said, but they will never forget how you made them feel. -Carl W. Buechner

Three big ideas:

Don't keep kids out of PE for disciplinary reasons.
Reinforce specialist's management systems
Enjoy the energy kids have after PE

A good resource: PE Central

Homemade juggling balls

Art

2009-01-26T23:11:00.000-08:00

We got to spend some time with an integrated arts teacher who had a wealth of ideas:

Paint by rectangles.

Masks

Mandalas made with CDs and yarn. * Ask high schools or businesses for their excess CDs (aka all the ads you get that'll get trashed anyway).

Whole School Project: everyone makes a sea creature. Used Apoxy Clay for texture.

Gesture drawing: humans are make of circles and ovals. Discuss where you bend. Look a at a wooden figure and self/volunteers. Kids from first grade and up can do this and enjoy it. *Good to revisit for time fillers. The image on the right is mine, but it was very comparable to the first graders who did the same project that day.

Baskets made with dixie cups and yarn: good for studying cultures.

Follow the leader drawings by 2nd graders.

Other ideas:

Foil relief projects with cardboard, string, foil, and permanent markers.
geometric and organic shapes: trace shapes and color each differently. Can lead into cartography.
rubbings: leaves/ tile samples
patterns: trace anything on a big circle
bugs: connect wire (antennae, legs), CDs (3 for body), and cellophane for wings (get light covers from theatres)

For your classroom/bookshelf:

The 5 Basic elements of shape poster
Book: Harold and the Purple Crayon - the character draw what he wants. Kids can do this too and make their own story. Talk about lines he uses: straight lines, curved lines, zigzags, too. Reread and look at the shapes.
Giant tangram set (laminated poster board)
catalogs for pictures (flowers/ fashion / seeds)
ART from Many Hands (multicultural)
Teaching American History with Art Masterpeices
Art for Fun
Teaching teh 3 R's -Ann Green Gilpert-combines dance and science
Insectlopedia
Decorative symbols and motifs
the usborne book of art ideas
tales alive: storytelling and art
The private Eye: jewelers lop
The Jazz ABC's
The Dot (encourage to draw)
Not a Box (imagination with shapes)
Museum Trip
Look Closer
When Pigasso Met Mootese
Magazine: Arts and activities

Music

2009-01-25T23:07:00.001-08:00

We sat in on a few music classes (K-6); here's some ideas:

Display simple charts so kids know how to arrange themselves (sit in circle, sit in rows, etc)
Adapt a simple tune to poetry = a song, which also equals easy to adapt to curriculum
Handbells and chimes are awesome (as above)
Its helpful as a teacher to make a "curriculum map" to give to specialists
It's easy to adapt music and SOUND to science. Ideas: fill film containers with matching items (beans, crayons, marbles), then students have to find their partner.

Books to check out:

Music Fact RAB
The Time Song
Can you Hear it?
I will be your friend, songs for a peaceful world
Dancing with the Indians
Mole Music
Muncha Muncha Muncha (rhythm)
Hey, Little Ant
I know an Old Lady (there's many variations)
School House Rock
Colonial Chimes of Dunkirk

CDs/Musicians to have on stock

Dave Bubeck
Barry Lam (world instruments)
Vivaldi
Classics for Children

Check out: Musically Aligned

My inspirations of the day:

use fabric to decorate the walls
have a plant in class
get a xylophone
use stickers for little kids-"lift of your sticker hand (right hand)"

SS: Project Based Learning, etc.

2009-01-25T23:06:00.002-08:00

Critical Attributes of Project Based Learning

projects are complex tasks
based on challengin questions / problems
focus on central concepts of discipline-depth!
involve students-constructivist
give students oppotunity to work autonomously
over extended period of time (scaffold)
culminate in a realistic product/presentaion
are teacher facilitated bu not directed.

Good idea: The animals broke otu fot he zoo and want ice cream. The zoo keeper doesn't want them back! What do we do? (Dig: what do zoos offer society? are they good or bad?)

Go to: Project Based Learning online (and sign in)

Thought of the day: As a teacher, you have a powerful position. You can't avoid (and shouldn't) being value based. If questioned, go to Bill of Rights or Constitution (possible state/district) to back up actions. If a parent/guardian is upset tell them: "help me understand your perspective" and invite them to the classroom (if appropriate) -value multiple perspectives.

Be safe: call them all "places of worship"

Advice from a teacher:

if watching a speech, let them learn! Fold a paper and discuss what's important (ex: strenghts and weaknesses of the country). Then when watching fill out what is spoken about (ex: Obama did talk about terrorism).
posters: use cut out silhouettes and color for easy design
Use a 5 themes of geography poster (above)

SS: Biographies: A Snapshot Approach

2009-01-25T23:06:00.001-08:00

1/16

SS: Simulations

2009-01-25T23:05:00.003-08:00

1/14

SS: Storypath

2009-01-25T23:05:00.001-08:00

1/13

SS: Unit Planning / Assessment

2009-01-18T15:07:00.001-08:00

On the right is the graphic organizer about Assessment. Here's a link to helpful assessment ideas.

Unit Planning
An intellectual engagement with a topic creating a meaningful synthesized experience

What to teach:
Use state/ district scope and sequence
Consider available curriculum (use a critical eye)
Consider student’s needs (experiences, previous knowledge, interests)

Choose a Central Question
Share it with the kids
Frame the unit

Assess:
Central to the discipline of study (relative to national standards)
Enduring understandings
Relates to learning targets
Reflects important understandings

Helpful Websites: Rubistar for creating rubrics. NWREL for 6+1 Trait™ Writing

Lessons within a unit

Learning target
Categorize learning (see types of targets)
EALRs addressed (standards)
Assessment instrument (select response, essay, performance, personal communication)
Criteria for assessment of target

SS: Doing History, etc.

2009-01-18T14:59:00.000-08:00

Here's the Graphic Organizer for reading (which is not directly related to the notes below):

Types of Targets:

Facts: Discrete ‘bits’ of information that have been verified objectively.
Concept: An idea that represents a class of related objects, values, ideas, etc. Concepts are labels or names that help us simplify or classify.
Generalization: A statement that shows relationships among concepts. It can show cause and effect or be definitional in that it helps define a general class of ides, people or things. It focuses on substantive learning and allows for teaching for depth of understanding.
Skills/processes: the ability to do something
Dispositions: Beliefs, attitudes, and values that can lead to actions. Can’t be forced, but fostered.

What is the purpose of social studies education?
Margaret A. Laughlin and Michael Hartoonian, paraphrased

to learn social studies information
to understand people as social beings
to give students an all inclusive view of themselves, integrating analytic and intuitive thinking
to develop students’ intellectual and problem-solving abilities
to help build a better society (that is just)
to foster the development of a positive self-concept

How do historians decide what is historically significant?
Contemporary: how important was the event to people at the time?
Profundity: how deeply were people affected by the event?
Quantity: how many people were affected by the event?
Durability: how long lasting were the effects of the event?
Relevance: how does it help us understand current issues and events?

“Educators prepare us for a multicultural society, schools do reshape our attitudes.” –M. McGuire (This can be great or terrible)

tid-bit: When morally questioning subject matter: don’t need to discuss perspectives, but do discuss causes and how to fix problems

a thought: If kids speak about religion: validate their beliefs. Discuss our freedom to choose and our differences.

Assessing student’s learning:
(students ask themselves)

How will I judge the success of my learning?
What’s the best way to present what I have learned?
Why was it important to learn this?
What have I learned about my classmates?
Why did we do this?

Vote with your feet

Stand on this side if you think this, stand on that side if you think that, or anywhere in between.
Teach language of respect
Revisit and define the question
Be prepared for different views, be sure kids feel safe and able to be different
Allow kids to change their position
Play devil’s advocate if needed

Social Studies: Introduction & Doing History

2009-01-08T22:29:00.000-08:00

Brief history of social studies in school:
1916 First Social Studies movement in the US due to high amounts of immigration. SS was to prepare US citizens for a democratic society.

1992 NCSS adopted new definition of SS (paraphrased): “the integrated study of the social sciences and humanities to promote civic competence…to help young people develop ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in the interdependent world.”

2003 Civic Mission of Schools gave new definition: "to prepare students for living in a democratic society and interdependent world." This definition is more global with three goals which are to be informed and thoughtful, act politically, and have moral and civic virtues such as concern for others, social responsibility, and the belief in the capacity to make a difference. This last part of the definition is incredibly important, especially in urban schools with kids who face rough circumstances.

The mission also stated that even before the age of 9, children are able to develop social responsibility and interest in politics. This statement differs from what many educators, researchers, and child developmentalist believe. Therefore, teaching social studies is incredibly important.

Doing History
This curriculum was created by Linda Levstik and Keith Barton. They define SS as "about judgment, building and evaluating warranted and grounded interpretations. History is not just opinion, it's teaching how to gather and analyze information on the past. Historyical thinkingneeds to take place in a social context. We must also consider who writes most textbooks, and how their perspective may affect the text.

Create a community of inquiry where students jointly pursue a problem or question, share sources of of information, share standards for evaluating information, build and critique interpretations, reflect on their findings.
This is important because it is respectful towards student contributions, accounts differing views based on ethnicity/gender/culture/religion, gives skills for democracy and inquiry, creates empathy towards others (past and present), builds understanding for current events, and develps appreciation for historical understanding.

Lesson Activities for learning about your own history:

Brainstorm ideas
discuss with others
create a timeline of own life
analyze and evaluate events
select the most important event
collect historical information

We also discussed how it can be difficult to do this timeline assignment with children who have difficult circumstances (poverty, broken homes, foster, etc.). Some ideas to help kids are to:

talk about the positive aspects
validate their experiences, don't dismiss them
add a timeline of what they want in their future
tell them it's not their fault and
explain that we are all different and have different lives
their experiences are ok, "that's who you are"
be sure to create a community where everyone belongs at school. People need a sense of belonging and will search for it which could lead to gangs or even worse circumstances than their current situation.

Teaching History for Citizenship...

2009-01-05T17:39:00.000-08:00

I'm back, here's a link: Teaching History for Citizenship in the Elementary School.

PL: Glasser's Conflict Resolution & Principal's Tips

2008-11-18T23:14:00.000-08:00

I'll get this up soon ... maybe.

From the cheesy teacher calendar

2008-11-17T22:28:00.000-08:00

Teacher Tip for 11/17
Through a service learning grand I was able to purchase hardcover storybooks for my students to read aloud during story time at the local library. Three students read on a Saturday morning once a month. The books are then donated to the library with a special book jacket recognizing the student who selected it. This program has been very motivating and rewarding for my reluctant readers.
-Tina Schneider, SE Warren Intermediate School, Locona Iowa: Works4Me on www.nea.org

PL: Management Theories & Conflict Cycle

2008-11-17T22:27:00.000-08:00

Coming soon

In the classroom...

2008-11-15T11:29:00.000-08:00

Here are some ideas I've gathered from 3rd & 5th grade teachers in an open-concept Seattle Public School:

class jobs: hw checker, paper collector, computers, etc. Kits have ownership and pride in their responsibilities. Ex: I went to help a girl get laptops set up for the class and she told me, "This is my job Ms. Holck, I don't need your help."
warm-up: do a math problem or some other mind boggler when getting the kids settled in the start of the day or a class. This gets them quiet and focused.
stories: telling personal stories can build relationships and trust with your students. It can help help make topics relevant.
independence: let kids do jobs, side projects, or even leave the class when necessary. They'll catch up and figure out what they missed when they get back.
responsibility: push kids to be responsible of somethings... Ex: the 5th grade teacher set up a soldier care package drive, but the kids do almost all the work. Small groups are responsible for a grade level, they make posters and visit the classes to inform and collect items.
meetings: are useful at all levels: individual, small group, class, grade, and school (community building!)
conferences: let students choose work they'd like to share with parents, give them post-it notes to annotate their work with what they're proud of, what they like, and what they need to work on. They enjoy doing this and it gives them time to reflect. Also, let them fill out a form or write a letter to their parents/adults that you can share at the conference. Lastly, let them come to the conference if the parents want them to.
website: Have information for the parents, students, staff, and self. Include links that are useful, put up what students are working on, post pictures/videos. This can be a blog.
use the community: Ask and you will receive. Go on walking field trips. Get tutors from a local university, work with non-profits, invite travelers/soldiers/professionals.
TIME for kids: worksheet for metacognition: 1. Write three ?'s you have before reading the article. 2. What's the main idea? (make relevant to lesson) 3. Write and answer three ?s after reading.
attendance: make/let kids make a magnetic self. In the morning, they can put the magnets in a back, then use the bag to randomly call on the kids that are there.
book ideas: newspaper pages about a topic (give them a page with a layout that they fill in, complete with space for images, headlines, cutlines, article, etc.)
rules: write broad ideas as a class, then below each idea, have kids in groups/as individuals define what the rules mean. Then can stack the rules with meanings below them.

Advice from the Principal

A good teacher will build strong, real relationships with her students. Have a global view with the ability to look farther than the classroom and notice when the lesson is not relevant or working. Will be flexible and adaptable to the kids, not expecting them to adapt to you. This also means that she won't focus too much on curriculum. Will have a team approach. This is for everyone: the teacher won't get lonely, will get ideas from other stuff, will have/give support.
"Don't be too afraid the ballet will fail." ex: when watching a ballet, you should leave thinking "I can do that." They make it look so easy. You shouldn't watch the ballet thinking, "I hope they won't hurt themselves." Same for when you 'watch' your class.
Know your strengths and your liabilities. See many different schools and reflect on yourself to know what you want. Be as broad as possible in your job.

PL: Inner Discipline (Charles, Ch. 10)

2008-11-11T16:46:00.000-08:00

Inner Discipline: the ability to behave creatively, constructively, cooperatively, and responsibly.

This theory is developed by Barbara Coloroso.

Two tenets for teachers:

All students are worth all I am capable of contributing to them.
The "Golden Rule":I will not treat a students in a way I myself would not want to be treated

A Step-by-step plan to implement Inner Discipline:

Develop rules to guide the class.
• Involve students in composing rules.
• Restrict rules to what you can see or hear students do.
• Be specific.
• Have meaningful, relevant consequences.
• Rules and consequences should be RSVP: reasonable, simple, valuable, practical.
• involve students in composing rules.
Hold class discussions on the rules, their implications and their consequences.
• Be sure students understand rule, reasons, and consequences.
• Be sure students are capable to success.
• Be sure students believe choice and responsible behavior are available.
• Consequences are related to rule broken.
If a rule is broken, concentrate immediately on the behavior and consequences.
• Bend rules for the situation, not the student.
• Help kids see what they did wrong.
• Make sure they understand the difference between the reality and the problem.
• Give students ownership of the problems they have created.
• Help them find ways to solve the problem.
• Keep everyone's dignity intact.
• Differentiate between punishment and discipline..
• Three categories of misbehavior. 1. Mistakes-simple errors. 2. Mischief-intentional. 3. Mayhem-willfully serious misbehavior
Help students understand that it is OK, even beneficial, to make mistakes, and that no problem is so great that it can't be solved.
• Let students assume ownership of problem.
• Three R's to guide students towards responsibility: restitution (repair), resolution (identify issue), reconciliation (healing).
• As a teacher, don't give in (kids respond with fear, fighting, or fleeing)
Help students understand that when they have a problem, they need a plan, not an excuse.
• teacher's role is to encourage students to solve problems in constructive ways while experiencing real world consequences of their choices.
• Help kids manage their own discipline.
• Problem solving: identify problem, list possible solutions, evaluate options, select best option, make a plan and carry it out, re-evaluate in retrospect
Discipline problems are likely to result when rules are unclear and enforcement is inconsistent.
• Ex: most schools have different rules and staff in different places, which isn't as effective.

Watch out, "The Three Cons"
When consequences are expected, kids try to get out of them.

beg, bribe, weep, wail: If teacher gives in, implies lack of trust in student
anger, aggression: Don't be passive, harness the emotions and remind that "we agreed to these consequences"
sulking, "you can't make me": calmly invoke the consequence in a matter-of-fact way

Teachers:

treat students with respect
*Golden Rule
Allow students to make own decisions unless it will lead to situations that are physically dangerous, morally threatening, or unhealthy
Ask yourself: What is my goal in teaching? What is my teaching philosophy?
teach HOW to think, not WHAT to think

Schools:

Shouldn't be adult-dominated or students controlled
Three types: Brickwall (power & coercion), Jellyfish (unstructured & inconsistent), Backbone (support & structure)

The big ideas:

Punishment = BAD = psychologically damaging
Discipline = GOOD = ownership of problems
understanding relationship of decisions and consequences = control of one's life = inner discipline
ownership

CD: Constructivism cont., Egan, & Montessori

2008-11-11T16:45:00.001-08:00

soon...

Tech & Service Learning

2008-11-06T21:01:00.000-08:00

Some Technology Considerations
Helpful Websites:

teachertube.com: like youtube but safe and appropriate
archive.org: links to all sorts of material that isn't copy written
magnatune.com: free and cheap music
f lowgram.com: online software that will record your actions using active websites, can also have a voice over and highlight text.
www.nasponline.org: National Association of School Psychologist www.nasponline.org/resources/completetopiclist.aspx (topics)

Connecting with kids
There are many good ways to use technology to connect with kids at many different levels. It's important to understand their technological interests, abilities, and future to be able to connect in a way that is meaningful and relevant. However, it's important not to overdo the use of technology as it could cause a disconnect to other people or the content.

Tips for website use

authority: who created it?
accuracy: is info factual, detailed, exact, comprehensive?
objectivity: is the approach fair, moderate, and consistent
support: can info be corroborated?
currency: is the info up to date?

SERVICE LEARNING
defined: a blend of service and learning so both occur and enrich each other
(vs. community service: work done in the community to meet unmet needs)

include reflection, guided curricular connections, goals, student voice and ownership, leaders, collaboration
kids work with the real world to be a part of something bigger than themselves (vs. being taught isolated material)
uses hands +heads +hearts

"To Hell with Good Intentions"
-Ivan Illich
Illich believes that the American middle class needs to stop imposing themselves on Mexicans (in Mexico). Key concepts that our class discussed include: short term experiences can be for oneself vs. really helping and that it is important to know the cultural relevance as an effective act (something viewed as "good" in Western world) may not translate well in other places. Lastly, help can be useful and is needed, but needs to be done within the context of the culture in a way that is sustainable.

"The Universal Declaration of Human Rights"
here's the link

Special Needs: Getting to know the law

2008-11-05T21:22:00.000-08:00

Amongst all the students...

Most are typical: protected by basic laws, have LAP or chapter help, could be ELL
Some fit into section 504: They have an impactful condition that effects their learning, but don't qualify for special education
Few qualify for special education: Protected by many laws, can get funding, have an IEP (Individualized Education Plan- meaning their ~2 years behind, can have this until they're 21)

Section 504 Accommodation (no funding)

Student needs Student study team
504 team evaluation
determine eligibility: if not eligible, go back to teacher and make suggestions
accommodation plan / placement
periodic re-evaluation

IDEIA Process (gets funding)

Student needs Student study team
Focus of concern (could make decision not to assess = got to 504 team evaluation)
Special Education team evaluation
Determine eligibility: if not IDEIA, to to 504 Team evaluation
if eligible, get IEP / Placement
have annual review
have 3 year re-evaluation

"Discarding the Deficit Model"
-Beth Harry and Janette Klinger

This belief system is problematic: The Education for All Handicapped Children Act (1975) and Individual with Disability Education Improvement Act (2004) ensure that schools can turn kids away, but now the law relies on identifying a disability that exists within a child:
"Proof of Intrinsic Deficit": is ambiguous & subjective, historically devalues minorities
So, kids need this label to get funding and services, to get this, they have to go through the process (see above)

"No More "Waiting to Fail"
-Rachel Brown-Chidsey

We again see that the laws lead to more students identified with learning disabilities (LD) and more minority students
Response to Intervention (RTI): an alternative approach, can id LD's by evidence of failure vs. IQ:age level
3 levels of prevention: 1. stop outcome from happening at all, 2. address the problem at first sight of symptoms, 3. actions after problem surfaces
3 tiers of RTI: 1. universal instruction ans assessment of all, 2. selected instructional activities ans assessments for students who are not at expected level, 3. determine whether a student has a disability that requires SE (so, all students have an equal opportunity for services)

"Confronting Ableism"
-Thomas Hehir

ableism: society's pervasive negative attitude about disability (often making the world unwelcoming and inaccessible for people with disabilities, ex: "overcoming a disability")
purpose of SE: minimizing the impact of disability and maximizing the opportunities or students with disabilities to participate in schooling and the community
involving students: we can gain important insights about the way they learn best, encourage them to take responsibility for their won education, and teach them to advocate for themselves as they move into higher education and employment

PL: Parent/Caregiver Communication

2008-11-05T21:12:00.000-08:00

Some tips from our cohort parents:

Critique gently (their kids are perfect)
Word choice: Don't use "is,"
Comment on observable behaviors = don't label or define. (ex: your child is too energetic vs. I have seen your child have a lot of energy after lunch)
Show/explain WHY
model good relationships / communication with students
all parent concerns need to be considered (even for the gifted kiddos)
The "compliment sandwich": start and end with a positive aspect about child
pay attention to the physical setting of the room / conference
find out HOW the parents prefer to communicate
be sensitive to how you communicate if it's a tough topic
make a positive contact first (so ta negative would can be easier for everyone)
send newsletters, postcards, have a "office hours at the coffee shop" day (I'll be at Starbucks, stop by if you'd like).

OSPI's Effective School-to-Home Communications tips

Establish a relationship between home/school asap
Make expectations clear from the beginning
Communicate regularly and consistently (be proactive)
Personalize information about standardized tests
Focus on student learning.

PL: Management Tips, Culturally Responsive CM

2008-11-05T20:52:00.000-08:00

Prof. B. Walker's Handy Management Tips

Minimize crowding and distraction: furniture and seating arrangements, etc.
Maximize Structure and Predictability: have teacher and student routines (most classrooms waste 90 min. a day on this stuff)
State, teach, review and reinforce positively stated expectations: Consider, what are your values? This defines your philosophy. What expectations define this? Be specific.
Provide more acknowledgements for appropriate than inappropriate behavior: If a child can't be successful in an environment, then he/she won't try.
Maximize varied opportunities to respond to instruction
Maximize Active Engagement
Actively and continuously supervise
Respond to inappropriate Behavior quickly, positively, and directly: In most cases, forget Skinner: pay attention, and allow feedback. What you focus on expands, what you look for, you'll get more of.
Establish multiple strategies for acknowledging appropriate behavior
Provide specific feedback for errors and correct

Foundations for a successful year:

Build preventative discipline: see 1, 2, 3, 8
Create a climate for learning: see 4, 5, 6, 7
Connect with students - build positive relationships: see 9
Connect students with learning- help them experience themselves as successful learners: see 10

"Toward a conception of culturally responsive classroom management" (CRCM)
-Weinstein, C.S., Tomlinson-Clarke, S., & Curran, M.
A frame of mind including 5 essential components:

Recognition of one's own ethnocentrism
knowledge of student's cultural backgrounds
awareness of the broader social, economic, and political context
ability and willingness to use culturally appropriate management strategies
commitment to building caring classroom communities

Helpful topics of questions to ask: Family background and structure, education, interpersonal relationship styles, discipline, time and space, religion, health and hygiene, history, traditions and holidays.

PL: Intro to Management

2008-11-03T19:59:00.000-08:00

"The Perils and Promises of Management" -by Carol Dweck

Two common misconceptions are that praising students' intelligence builds their confidence and motivation to learn and that students inherent intelligence is the major cause of their achievement in school
Students are often over concerned with how smart they are verses the desire to learn.
Fixed mind-set: students care about how they'll be judged, effort can make them feel dumb
Growth mind-set: students care about learning, students correct deficiency, creates motivation and resilience, leads to higher achievement
praising students' intelligence gives them a short burst of pride followed by a long string of negative consequences = watch out for using "to be" ex: "you are smart" vs. "I can tell you worked hard on that"
We all need to experience mastery AND risk

Beliefs about Discipline Inventory
Rules - Consequences

Skinner, Canter & Canter, Jones
Behaviorist, experimental
develop according to conditions of environment (external)
teacher is controller, planner, organizer
interventionist

Confronting-Contracting

Bruner, Glasser, Dreikurs
developmental, social, gestalt
develop interrelationships of child with whole environment (internal/external)
teacher interacts, is kind but firm, has expectations and boundaries
interactionalist

Relationship - Listening

Rogers, Gordon, Harris
psychoanalytic, humanistic
develop through facilitating expression of inner feelings
teacher supports students, sympathizes with them
non-interventionist

Student groups (By Positive Behavioral Intervention and Support)

80-90% will be adaptable
5-10% will be at risk
1-5% will may clash in the environment

Research shows that students misbehave because they dont' know appropriate skills or have problems with the content in the lesson, so WHY PUNISH THEM?

Three types of Management:

Preventive: measures taken to preempt misbehavior by keeping students engaged
Supportive: measures takent to assist students with self-control by helping them get back to task (in the moment)
Corrective: measures taken when students are not following classroom or school rules

Psych of Learning: Mid-Term study

2008-11-01T14:13:00.000-07:00

1. Develop a list of six questions in a subject area of your choice. The questions should correspond with each of the six levels of Bloom’s Taxonomy.

Knowledge: Match the three techniques that Matisse used in his collages to the correct definitions. Techniques and definitions will be given.
Comprehension: Describe the three techniques of color, form, and shape.
Application: Use the techniques of color, shape, and form to make a collage with paper.
Analysis: Compare and contrast the use of color, shape, and form in two collages by Matisse.
Synthesis: Using the techniques of color, shape and form, create a three dimensional piece of art using the provided materials (clay, beads, wood scraps, paint, paper, etc.)
Evaluation: Pick a collage by any artist that you are particularly fond of. Using the terms color, shape, and form, justify why the piece of art is successful.

2. Compare and contrast constructivism and direct instruction. Cite two strengths and two limitations of each instructional approach. Describe why it is important for an educator to be able to use both effectively.

Constructivism uses children's prior knowledge to work as a group to gain a deeper understanding of a concept. For this reason, it can be particularly successful when used to teach social studies, art, or science.

Two strengths: This style of teaching gives children ownership of their learning, giving them a voice, and hopefully confidence. Since children work together in this style, it is a great opportunity to build community and strengthen student relationships.

Two limitations: Constructivist lessons can be very time consuming. Since it is students have more control, it can be very difficult for teachers to manage.

Direct Instruction is a way for a teacher to have control of the learning process which therefore will help move the class all in one common direction at a similar pace.

Two strengths: This is an efficient and straightforward way to teach: children are aware of the learning process and expectations. Although this format is teacher lead, there are many opportunities for children to use different styles of learning and do hands on activities.

Two limitations: Since this technique is teacher-led, it can be difficult to adjust the lesson to children at different learning levels. This technique does not easily include team building or social skills.

The two teaching techniques are similar in that they have clear learning targets and goals. The means to the end is what differs them the most. Since kids learn in different ways both techniques are necessary to be sure to reach as many kids as possible. Using a variety of techniques when teaching will help mix up the schedule to keep kids engaged. Last, different subject matter can be best learned using different techniques of learning.

3. As a committed teacher, you are committed to teaching in ways that address diverse learning styles. List your own Myers Briggs Type Inventory combination of sensate/intuitive and judicial perceiving dimensions. Then describe three strategies you could use to teach to a different type and explain why this would be appropriate for that type.

I am a NJ.

Three strategies I will use in the classroom to reach the SP’s are:

Allow chaos. SP’s can tend to get bored and even frustrated with quiet time, lecture, and individual practice. For this reason, I need to be sure to fluctuate the level of activity in my classroom to be sure that SPs will get a chance to move around and interact with peers.
Make lessons relevant to the real world. If a child does not know why they need to learn something, they may decide it is not necessary to pay attention. I need to be sure to explain why what I am teaching is important and when and how the concept can be used in life outside the classroom.
Give options. Although this strategy is important for all types of people, it is especially important for SPs. Every child needs the opportunity to succeed, if I give my students options, especially for big projects or tests, they will be able to choose the best option for them. For example, SPs may not be able to show their knowledge as well on a multiple choice test as in a presentation.
Other: Be flexible, Big groups, give responsibility.

4. Describe how you would integrate four of the six basic principles for enhancing long-term memory while teaching a lesson on the topic of your choice.

F amiliarity
O rganization
A ctive rehearsal
M eaningfulness
E ffort
E motion

To teach three art techniques Matisse used I could use:

Effort:

I could have students use mnemonic devices (Color, Shape, Form = collage seems fun)
Use imagery and visual representation of Matisse’s art
Teach each technique separately (chunk)
Give them time to discuss how they will remember the terms
Do a fun perhaps musical activity in the middle of the lesson.

Meaningfulness:

Students can provide example of color, shape, and form in the classroom, on their clothes, in the school or at home.
Relate shapes to math lessons, color to previous art lessons
Have students work in small groups to discuss their ideas of the use of the terms.
Act out organic/geometric shapes.
Act out form (stand near each other or don’t)
Recreate examples of artwork and change one of the three terms. Ex: Make all the blue squares in a collage look red, then discuss the differences.

Active Rehearsal:

This lesson already uses a lot of group activities, some could include:
Summarizing the three techniques
Explaining the use of the three techniques in a sample artwork
Repeat the three terms, could also use body motions or tonality differently with each term, this could also be done as a song or in a repetitive pattern (rote memory).

5. Discuss two ways in which you might incorporate the use of think-alouds in a particular lesson. Explain how you could use those think alouds to enhance students’ learning, reflection, and/or metacognition.

When analyzing a collage by Matisse and using the three techniques of color, shape, and form, it would be very useful to first model how to do this. Especially if children are not familiar with talking about art, it can seem uncomfortable or difficult. By first doing a think aloud to explain why I think the way I do about a piece of art, children can then see to begin discussing a piece of art. Since there are not clear right or wrong answers when analyzing art, it is a great opportunity to show that kids can have opinions and different explanations about a piece of art.

A think aloud is a great opportunity to show kids how to make a collage. Without first modeling this, kids could just randomly glue pieces of paper together. But, if they first see someone explain why choosing red verses blue or a triangle verses a square, then the child could gain understanding of the thought that goes into creating art. Creating art should include some form of reflection and metacognition in the creative process to make the product have meaning to the artist. This ability to think about what you create will help make the art more profound and the student have greater ownership of his or her product.

6. Discuss the eight types of intelligence that have been identified in Howard Gardner’s multiple intelligence model. Describe a lesson that incorporates at lease three types of intelligence.

SNILLIMB

Spatial: likes visual representation, art, imagination, metaphors, mind-mapping
Natural: likes field trips, experiences, camping, collecting data, reflecting on those
Interpersonal: cooperative learning, peer tutoring, community involvement, social gatherings
Linguistic: lectures, discussions, word games, story telling, journal writing.
Logical-Mathematical: brain teasers, problem solving, science experiments, mental calculations, number games, critical thinking
Intrapersonal: individualized instruction, independent study, options, self-esteem building
Musical: rhythm, tonality, song.
Bodily-Kinesthetic: hands-on, drama, dance, sports, tactile activities, relaxation

In an art lesson about using the techniques of color, shape, and form, students will be requested to use almost all of Gardner’s intelligences. Students will discuss the use of the terms to peers as well as in a writing activity (linguistic &interpersonal). Students will make a collage of their based on a past experience (intrapersonal & bodily-kinesthetic). Since it is an art lesson, there will be many uses of the special intelligence: looking at sample art, imagining (and making) an art piece of their own, etc.

7. Select four of the principles from “Synthesis of Research on Good Teaching” and analyze their relationship to the instruction you observed in your field experiences. Include specific examples.

Effective teachers:

Are clear about their instructional goals.
Are knowledgeable about their content and the strategies for teaching it.
Communicate to their students what is expected of then – and why
Make expert use of existing instructional materials in order to devote more time to practices that enrich and clarify the content
Are knowledgeable about their students, adapting instruction to their needs and anticipating misconceptions in their existing knowledge
Teach students metacognitive strategies and give them opportunities to master them
Address higher-level as well as lower-level cognitive objectives
Monitor students’ understanding by offering regular appropriate feedback
Integrate their instruction with that in other subject areas
Accept responsibility for student outcomes
Are thoughtful and reflective about their practice.

2. The second grade teacher that I observed was doing a unit about frogs and toads. He had taught this unit in the past and was collaborating with the other second grade teachers for resources. He used many different resources and strategies for teaching his subject matter including watching videos, creating graphic organizers, guiding the students to work individually, in small groups, and as a whole. He also used GLAD techniques to help reach the high level learners, a student of his who a learning difference, and for his ELL students.

7. The second grade teacher also had many different cognitive objectives during his frog and toad unit. For example, he first had the students copy diagrams, then had them discuss the diagrams, and later had them put together a report to synthesize all the aspects of the unit.

9. While teaching a math lesson about reading charts, the fifth grade teacher I worked with related the charts to what the students were learning about the electoral collage. By relating the math lesson with the social studies lesson, the students were more interested in the material, and also could discuss the electoral college on a deeper level in the social studies lesson later that afternoon.

11. The fifth grade teacher I worked with would often meet with the other fifth grade teachers to discuss how things are going. One clear example of her reflection was about a particular student with a behavioral disorder. The teacher had tried many techniques and was very frustrated and did not know what to do next. The teachers discussed possible actions for helping the situation. This also brings up one more principle that I find critical: and effective teacher will collaborate with other teachers, staff and community members to build a support network.

8. Describe how you would structure a cooperative learning experience for your students in way that incorporates the five essential elements identified by Johnson and Johnson.

After learning about the three techniques of color, shape, and form by applying them to artwork by Matisse, students will work in cooperative groups to create a collage using the techniques. Their academic target will be to create a collage using the techniques. The social target will be for all group members to equally participate.

Positive Interdependence: Students will only get one piece of large paper for the base of the collage. The students will sit together when creating the artwork. The students will have jobs (gluer/cutter/organizer). They will all get the same grade.

Face-to-face promotive interaction: Students will have to decide on one concept/image to create before beginning the collage. There will be one student who had to role to make sure each student gets to have a chance to share their opinions. Before beginning the artwork, the students will have to present their “action plan” to the teacher as a teach what the art will be and how they decided what to do.

Individual Accountability: Each student will write an analysis of their group’s artwork. They will discuss how the tree techniques were used and if they feel the artwork successfully portrayed their action plan.

Interpersonal and small group skills: Artwork is often very introspective. For this reason, it will be a challenge for many of the students to create a piece of art with a group. Before beginning the assignment, the class will discuss as a whole what roles are needed for success and what is needed to successfully cooperate with each other. This will be a teacher led discussion; but it will be formed on the students’ ideas.

Group Processing: After completing the project, students will discuss how well they worked together. They will have a single form for each group where one group member will write all the responses. All group members will sign the form. After the group discussions, the whole class will revisit the earlier discussion about successful cooperation to see if they were successful.

Child Dev: Attachment, Behaviorism, Constructivism & Other Thoughts

2008-10-31T15:29:00.000-07:00

Attachment
Freud: The oral stage has importance of nursing and feeding behavior. The anal stage has an importance of toilet training. Basically the bond with the mother as the prototype of all deep emotional attachments is stressed.

Erikson: There is a need for balance, if trust vs. mistrust is not balanced by the relationship with the caregiver the child will have sensory maladjustment, withdrawal, and lack hope.

Bowlby-Ainsworth: All children attach, but the amount qualitatively varies. Attachment behavior is a genetic predisposition meaning that it has cultural overlays and that humans will naturally adapt. Therefore, the caregiver and the child (along with environment) will effect the degree of attachment: it's a two way street! Amongst the caregiver's roles, they could strive for balanced diatic conversation.

The research shows that in a strange situation there will be 3 outcomes:

Avoidant babies: may seem comfortable, but heart rate will stay high and will often continually look for outlet to hide stress.
Securely attached babies: will check in (contact maintenance), seek proximity they are comfortable with.
Resistant-ambivalent babies: will show anger, have problems adjusting or being away from primary caregiver who likely does not treat the baby with consistency. These children have a hard time in schools

Implications on Attachment: development knowledge, lack of child care regulations in the US, issues with abuse/abandonment & neglect, responses for classroom teachers and school psychologist.

Behaviorism
First, it is important to notice that there are many internal/psychological processes that humans do that are not always externally expressed (daydreaming, self-doubt, depression). Here are some terms/concepts:

classical conditioning: ex. Pavlov's Bell, something from an outside organism, direct
operant conditioning: Skinner, something learned over time with reinforcements
reinforcements: Intermittent can be fixed or ration, take longer to forget/extinction. Shaping requires raising the expectations making the steps of a task more difficult to learn a goal.
Social Learning Theory: Bandura, groups
Modeling: learning from reinforcing others

A great clinical psychologist is Dr. Gerald Patterson who studies extreme cases. Instead of pulling a class down to discipline a child, find ways to give extra rewards if the whole class (including the hyperaggressive child) can achieve a goal. Watch out for the Halo Effect which is when a child may change, but a teacher/adult may not adjust to the positive (or negative) changes as they occur.

Limitations: The ideal implementations are near impossible (can't reward and discipline every single act). See the JCM's Shoebox Management Theory. Can affect long term ability of intrinsic value and motivation, not just focusing on rewards. Lacks attention to the fact that human's emotions will affect behavior. If all consequences or rewards are given by adult, what happens when the adult is gone? Can be over-used (if you complement too much, it won't mean as much).

Behaviorists typically hold a materialist worldview ... "the world is composed of objects and actions." View development as a continuous process, ex: developing photograph.

Constructivist views the world idealistically, believes the child constructs a model of reality through active interaction and develops in stages, ex: legos.

Constructivism
Piaget: Studied many things that Americans don't often study (ex: epistemology, dreams). He considered what was cross cultural, nature v. nurture. The stages (sensory motor, pro-operational, concrete operations, and formal) are often seen on a line, but should be considered as a bull's eye in circles, each encapsulated by the next and not gradual. There are three schemes:

assimilation: making a new behavior to adjust to the environment
accommodation: changing to environment to adjust to goal
equilibration:

Consider these natural behaviors that are learned at such young ages. Things that complex billion dollar robots are yet to do.

ETC.

Social Network: As a teacher it is critical to have a strong social network for support to be successful and able to survive in the profession. This involves getting to know everyone in the community (at the grocery store, office max, etc.)
When you have a good day, you'll feel like a god(dess). You've achieved so much and changed the life of a child, you'll think you finally got through. Then the next day, you will (likely) easily find out you were wrong and you'll feel like pond scum.

Tech: Tools and Websites

2008-10-30T23:14:00.000-07:00

Today in Tech class, Mark showed us a few great websites that I'd like to use in the future:

www.ted.com has "inspired talks by the world's greatest thinkers and doers." We watched a video that showed an octopus that could disapear. This will be great to show in class as a teacher. Click for David Gallo's video.
The International Children's Digital Library has full books online in many different languages.
At Number Nut there are online activities and other tools for math.

We also looked at some websites that could be used for communication collaboration:

Teacher's Guide to International Collaboration on the Internet
Epals for international pen pals.
The Global School Net
Center for Innovation in Engineering and Science Education
Kid's Space

Other things we discussed that were the Smart Board (an interactive white board) and the use of Logger Lite (software used with measurement devises). He also showed how keepvid.com can be used to download videos to your own computer.