Newest Read

The post title is a bit misleading as I have not technically been "reading" Ron Clark's The End of Molasses Classes.  I actually listen to it now and again. That is what I did on this first day of 2017 during my 3 hour drive home from Hays, Kansas this morning.

https://www.amazon.com/End-Molasses-Classes-Unstuck-101-Extraordinary/dp/1451639740

A couple points made me think about my teaching and how I can take what Ron Clark has to say into my classroom.

*Study Skills - Be delibrate in teaching them! DUH! I think I have done it.  Then I listened to his suggestions like taking one page of notes and ask the students to show you how they studied.  WOW! What you will see will be amazing.  So....looking myself in the mirror so to speak. I have NOT taught them quality study skills.  

    My goal: taking time each day to spend 5 minutes to delibrately teach these skills.

   How does this play into differentiation?? 

      Some of your students will need to have an outline that gives them the specifics and how to do this without your direct help.  Others have never needed to study, my husband.  They need to be made to study because when they get to college it may not be so easy.  So, how do you get them to see that it is important?  They need to be given deeper learning, higher language/vocabulary.  Anything that is just out of their reach so they have to engage their brain.  *Write a summary of the notes adding how this concept will change their life or be useful.  *Write a 7 word jingle or gist that will help them remember it.  *Find synonyms or antonyms to vocabulary and explain how knowing these alternatives help them to understand the original word.

*Use Music - Well, I do this but in the book it pushes it to new heights. I have even given them a choice of writing a rap or song for a project.  I have only had a couple kids actually do this.  But if the entire class worked together to develop a song that reviews or teaches a concept then it will STICK.  Again, nothing new, but a reminder that there are things we can take to deeper learning if we invest just a bit more.

     My goal: In our next social studies unit, I plan to use this technique to have students engrain the causes of the Revolutionary War.  I am sure there are songs out there. But if the students do it, it will stick.

   How does this play into differentiation?? 

     Use students talents...someone is good at writing, another has rhyme down to a science, the music lover can suggest a tune to write the song to, and the musician has rhythm or musical note knowledge to add to the project.  Everyone has a place to add what they are good at doing.

Here's the deal....

    SMALL STEPS  => BIG GAINS

  Sometimes as teachers we get a new book or go to PD and want to do it all.  FIND the one or two tweaks to your instruction.  If you go in a 180 degree directions the likelihood of you continuing is not in your favor.  Looking for that small tweak or addition that works into what you already do well, then you will come out on the side of success.  That is best practice for you and your students!!

As always, I would love to have comments, especially if you have read this book or visited RCA. 

Kim

Classroom Weather Report

What's the climate in your classroom?

Chapters 14 through 18 of Eric Jensen's Poor Student, Rich Teacher is all about secrets to a rich classroom climate mindset.  The previous blogs about the poverty brain in our classrooms all intertwine to create a sunny classroom climate.  Affirmation, relevancy, engagement, and relationships all develop this mindset.  Teachers who create a climate that enriches the brain for not only those in poverty, but all of their students do so intentionally.

CULTURE vs. CLIMATE

First lets look at the differences and connections between culture and climate.  CULTURE is what we do and establishes or predicts behaviors.  It is the behaviors and character of the class.  CLIMATE is the how we feel or mood.    The climate effects the culture.    Therefore, us as teachers can create the mood (climate) and ultimately develop the culture we desire.  The mindset we need to impact (0.80 effect size) our students is one that focusses on what students need to succeed.  Must believe that your class is a place from growth and that you will do everything in your power to help your students reach those gutsy goals.  It also includes acceptance of mistakes.  Not only acceptance but embracing them! 

So....how do we create this climate??

       *Set expectations/classroom norms

       * Create goals/discuss dreams

       *Allow for student voice and vision to be heard (chapter 15)

       *Foster academic optimism (chapter 16)

In the next two posts, I will go into more detail about voice, vision and optimism.

Questions for us to ponder....

      How do you set up your classroom expectations?  How does the school set it's norms?

         What do you do that creates the climate of your classroom?  Greet kids each day, smile....

            What is one step this coming year you can take to improve the climate within your classroom?

Kim

Achievement Mindset

Achievement Mindset

How do we develop a drive, motivation, or foster effort for learning in our students?

Too be honest, this would have been the largest issue I faced this past year.  A class full of students who simply put little to no effort into their work.  
(Note: This portion is going to be extremely simpified.  Each of these items has its own full chapter in the  Poor Student, Rich Teacher book by Eric Jensen.)

1. Offer choice...A good start but effect size is only 0.48

2. Teacher mindset about who can and cannot achieve has a greater impact than IQ, socioeconomic status, or reading ability.  WOW! Take time to reflect on that.  WE HAVE GREAT POWER to MOTIVATE! (Chpt 10 discusses our modeling of high achievement thinking)

3. Providing high true relevancy to learning

4. Effective feedback = effect size .65 (chpt 11) We all know the 3 positives to 1 negative.  Plus, the use of specific tasks not just the general, "Well done." phrasing.   Interesting parts of this chapter was that formative assessment that is used as a learning tool for the students has an effect size of 0.90.  Using statements such as... "I like the way you used ____strategy on that problem."  Even to go further and ask why or how they chose that strategy reinforces the positive use of their learning.  Mentioning to students when you see them using a positive attitude going into a new concept, gives them strength as well.

5. GUTSY GOALS - get ready....1.44 effect size!!  (Chpt 9) The kicker is starting from day 1 of the new school year and setting what may seem like a unattainable goal in conjunction with very attainable small bites (steps).  This will be my Proffessional Goal again this year as I did not get to where I want to be with it last year.  In fact, I went backwards a bit from what I had done in the past.

How do you use goals within your classroom?  Which one of these can you improve upon or already do well?  

Lets change lives through providing students with all they need so they can't help but achieve!!

Kim

Cartoon to Share

How can we remove or at least lessen the block that keeps several of our students from being able to "see" what we are tying to teach them?

Battling the Poverty Brains in our Classrooms - 1

STARTING PIONT:

    Lets change pity to empathy.  Pity allows teachers to not hold high expectations and make excuses instead of changing our tactics towards how to assist the students to be all they can be.
    First, lets recognize that bad things happen to everyone.  We can choose to sit and stew in it or pick ourselves up and do something to change it.  The difference is that students in poverty may not have the skills needed to cope or change it on their own.  Chapter 6 of Poor Students, Rich Teachers by Eric Jensen discusses this.  Students living in poverty have less gray matter, smaller white matter, and a hippocampus with reduced volume. That all equals...the brain needs help to overcome the effects of poverty. Teachers who show empathy demonstrate support.  Supportive relationships actually heal the hippocampus.

How do we show empathy or develop supportive relationships?

1. Make caring explicit.  Some students can not read body language.
        *Seek understanding by listening and talking less
       Try: Two 4 Ten - choose two students who need that relationship building.  Give them each two          minutes for ten days.  Repeat...make it a daily habit.  If you work in a team where several                    teachers see the same students, talk about who is going to be the "Two 4 Ten" teacher for those            who need it.
       Try: Three 4 Thirty - Find out 3 things about each student beyond their name within the first 30          days of school.

2. Connect outside of school.
        Try: Show up to ball games, skate park, concert...

3. Connect at the end.
      Try:  Connect at the end.  Watch how students leave your room.  Do they need a quick chat time?       Do you have a period near the end of the day that is set up for quiet or homework time?  Could           you use that time to quietly take 5 minutes to talk to a student.  Acknowledge what their body             language is saying and ask them if they are okay?

Moments matter...let's make most of them.

Hallways, Classrooms, and Computer Labs "OH MY!"

It is the best thing!

    It is FINALLY October!  (Or end of Dec.  Not sure why I didn't post this! Crazy yr.)

         Not only do I love it for the crisp fresh breezes, pumpkin everything, smells of  baking and fireplaces....But the greatest is that my kiddos are demonstrating the constant consistent work of following through even when I just want to through my hands up and say fine run the room!!! 
    When you take the time to send a small group back to practice for the five hundredth time, while the remainder of the students turn the corner making their way out of sight, integrity! Will they make it to the room without disrupting every classroom along the way? YES!! In fact, doing so impressing teachers as they make their way through the crowded hallway.

    INSERT~~~ Happy dance! Happy dance!

    Music Master turns on Weird Al's "Eat It" and even students working in the hall hop up, come in, put away one subject, and set up for the one after lunch. YES!!! Other adults in the room recognize the students' behaviors and independence. Lunch is a huge motivator!  Students are taking on responsibility in the classroom, following through without reminder after reminder, and independence is flourishing. 

HOW???

    Taking time....3 weeks or more at start of school....

to get to know students

 (inventories and surveys)

teach about how the brain works

setting expectations together

follow through with consequences

reteach expectations over and over and over...

put students in charge...give them responsibilities

expect that they will and are able to complete the task

continually remind the class that everyone learns differently

and have different talents to make our classroom the best ever

POINT OUT THOSE TALENTS AND HOW THEY HELP THE WHOLE

teach and talk like you believe every child can and will grow everyday in your room

It is NOT good enough to say it then treat them like one large group.

They are individuals.  They all learn differently and deserve our passion to teaching them

where they are and move them from there to where they can go.





My Teacher Always Says...

I am trying my first Linky Party!!! WOOO HOOO....

Jumping in.... can I swim?

This party is all about those tidbits that come out of our mouths on a regular basis. 

Here are mine!



 *Ducklings follow around their mommas. I don't like to have students follow me around the room.

* I enjoy questioning the kids so they have to stand up and own their answer. 

 I also expect evidence which leads them to their answers.

*Celebrate GREAT thinking!!

*(SOAPBOX ALERT) My weird way to answer kids who ask for extra credit or if they accidently did extra work.  I don't give extra work for extra credit.  There are times when there may be a extra credit on a test. However, if a student (parent) wants it so they can get a 4 instead of a 3 on the report card, I explain they earn their grades and I expect their best as they go.  The way our school grades are set up (Grading for Learning) an extra credit project would not change the grade enough to make the difference they want anyway.  If they need help on a concept, I will give it

 They want extra practice, they can do it.  Meanwhile, their brain would love them for the workout

and the next time the concept shows up they will do better.

(Normally, those asking for extra credit could have done it correctly the first time.)

Again, I LOVE this one, especially for my higher kiddos.  They think or have learned that as long as they do what will get the good grade, it is acceptable.  They find out quickly. I do not let them give the easy answer .  If I know they can provide deeper answers, I expect them.

* I truly believe in my students.  I wish those who lack self concept could see themselves as I see them.  Every child has talents and gifts to share with the class.

 

 *Personal responsibility is the basis of this mantra.  Actually, "Whose responsibility is that?" or "Can I learn for you?" would be two other sayings, which come out of my mouth 

fall into this category as well. 

Wow, I didn't realize how many one liners or questions I say almost everyday, all year long!

*I found that  I said this A LOT the last three weeks of school, as if things changed after 170 days.

(The two ways are the dictionary or try three then see me.)

*This is another one of the "take responsibility for your learning" sayings.  I teach (as we all do) that they have the resources or can find them.  I don't let them off the hook.  I am happy to help after they have exhausted those resources. (21st Century Education) I will help

use the resources, as needed.  But will not play into just giving them the answer

 because they asked.

 

Now it is your turn!

What are your mantras?

How do they demonstrate or exemplify what you want your students to learn or do?

 

~ Growing brain cells together through daily talk ~

Kim

 

Winding down....Celebrate good times...COME ON!!

Here is a blog I started 5 weeks ago.... hmmm...well, why not post it anyway!

   I was thinking about this blog the other day.  I have never been a journal writer or "in my day" diary keeper.  So why did I start this thing?  Why am I worried about keeping it going?  It probably has more to do with my convictions of you start it you see it through. 
   This year is coming to an end.  I once again have seen several children walk into my room, and walked with them as we did some very interesting things (they call them crazy).  I have seen these students through from start of the year to these last few days.  As I talked to a couple parents today, I realized that even on these last few days, I cannot just give up on them.  I told one mom that I needed some of them for just another month.  They were on the edge of knowing it or almost to the top of the mountain where the sparkle in their eyes say, "IT CLICKED!!"  I don't have them for another month.  Some of these children have been entrusted to me for two years. 
   No child clicks on any one concept/standard/essential at the same time.  Wouldn't our lives be so much easier if they did!  I can say that the data proves that they have made terrific gains this year.  Math: pre-assessment over 5th grade material....2 out of 20 proficient.  post-17 out of 20.  Cause to celebrate!! I have the same to celebrate with language arts. 
  
NOTE: I am about ready to send out mid summer letters to my class from last year.  This blog started and not posted reminds me that great things happened this past year.  My prayer is that all my students who are headed off to Hastings Middle School, will find success and continue to be responsible for who they are and what they learn! I believe that is going to be my central theme for this year's summer letter.
  

Math Vocabulary meets Pantomime

It is nearing the end of the year.  Though you would have thought we were at the end since before 4th quarter started!! Students are needing even MORE active learning to keep engagement at 90% level my district is striving to obtain.  So......

equivalent  

equilateral triangle

Hmmm...forgot which word they were. 

 I just loved laughter and pure fun they were having in

this picture.

What do you think the vocabulary word was for this one?

(think about it... I am sure you can telepathically see me

pointing to my temple as a signal to not respond.)

x

X

x

X

x

X

x

X 

x

X

x

(think time......)

 

"1, 2, 3..tell me."

(Again, I am sure you saw the signal for speak!  :) )

YES! Denominator



I have a great group of future pantomimes! They did a terrific job. Only once or twice was it hard to figure out the vocabulary word.
   I am getting to be a proficient teacher of math vocabulary, solid 3. I decided in February after a quick exit ticket activity that we REALLY needed to focus on vocabulary EVERY DAY!  It has been working.  This was just one way we have practiced.  They love to toss the ball to music and review as well and vocabulary bingo.
   Now, I know I cannot open my student's brains and see if they were at 90% engaged when participating as the audience.  However, because of their interactions, I know they were paying attention better than just sitting and listening to me!  I would have been marked high for engagement when the groups were deciding what to do with their vocabulary word.  I would have dropped fast when they were watching as a whole group.  If you want to keep the "score" for engagement high, have your students pair with another group and show just them.  The "audience" would then be actively guessing together.  The groups would keep moving around the room until they have done their pantomime for everyone.

   Have fun building vocabulary connections inside your student's brains!
      Kim

Student Led Conferences

Student-Led Conferences

 

     I LOVE student-led conferences! 

    To watch the students with their parents is telling.  To listen to how the students speak to and with their parents also gives great insights.  Outside of all the knowledge gained by just sitting back, watching and listening, my FAVORITE part, bar none, is to see and hear the pride in the kids' voices as they discuss goals and what we do day in and out.

 

 

     I have had the privilege of trying various ways to conduct student-led conferences.  Last year, while teaching fourth grade, we had students design power points that led them through the conference.  Goals are the focus. The basic pattern is given to the students through a graphic organizer three weeks prior to conferences.  Designers choose font, background and pictures to make it their own.  Sharing their power point and portfolio makes up the conference.  I found that it may be best to have students pull out their evidence from portfolio.  It is very tempting to show EVERYTHING in the portfolio otherwise. (LONG...conferences when families start rummaging through the portfolio.)  The end of the power point discusses what their future plans are and how their parents can help them achieve them. I like the way this student-led conference flows with strong introduction and conclusion.
    This year in fifth grade, I had the students decide on three to four items they wanted to show their parents.  They could go to the music room, gym, counselor, computer lab, etc.  I required only one special, two academic areas.  They needed to sign in  and teach their parents how to sign in on the Mimio board (picture below).  Goal sheet on their desk needed to be shared and explained (picture above).  Goal setting will be another post for the future.  Lastly, parents had to complete an evaluation which students completed for themselves during class.  Then we discussed the results.  I joined this part of the discussion to add what I see within the classroom.  My students are rather proficient at how they are doing in the classroom.  They were not too far off of where I would have rated them.  Once in a while, they would be harder on themselves.  I liked the aspect of  the students teaching parents the Mimio and describing how they develop their goals.  The movement to specials was a great addition. 
   

 

    Next step, is to take the summer to figure out how I can meld the best aspects of each as I return to fourth grade.  Keeping the power point is top on my list.  Not only does it serve as a guide; it teaches how to use power point. I may like to challenge my higher students to use Prezi.  (May be a larger bit than I can handle!)  I want to incorporate choosing a special to visit as well without lengthening the night for the families.  The metamorphosis of goal setting within our daily work will continue to be the focus. 

Do you have student-led conferences? 

What do you do? 

Favorite parts? Stories? 

 

Kim

What do you emphasize?

    WOW!! I needed that.
    Imagine...the peace and solitude of my own thoughts, my music, my timing to stop, and simple quiet.  It was pure heaven for me.  This introvert needed the car time.  I needed the time to reflect, refresh and just be still.  That is what the 2 1/2 hours to Omaha and back again afforded me.  If you are an extrovert like my husband and most of my closest friends, this may not be your heaven.  But for those of us who gain energy from our thoughts and time of reflection, this is!
   I was on my way to the Nebraska Association of Gifted Conference (NAGC).  Luckily, I have a supportive principal and administration that allowed me to head down the road to deeper understanding.  The draw for me this year was the over arching theme of going beyond the academics and into the social emotional aspects of the gifted learner.   I have a passion for the gifted.  I especially find myself desiring to assist parents understand why and what of their gifted students.
   There is too much to cover in one post.  A sprinkling of ideas, information and great resources will be passed along through the next several posts.  Today, I want to share a simple thought or rather question, "What do you emphasize?"
    The gifted student whether they are in your classroom or your house are more than the product they produce.  They are more than their academic achievements.  However, we get caught up in those achievements as parents and teachers.  Our society rewards the grade, the outcomes.  I pose this question to start a conversation about rewarding the process.  Gifted students tend towards perfectionistic behaviors.  Perfectionism is anxiety driven.  I had the great pleasure to listen on several occasions during the conference to Lori Comallie‐Caplan from SENG.  SENG stands for Social Emotional Needs of Gifted.  It is a national organization, which offers support to children and their parents.  Look them up!  I have only spent a few minutes on their website and facebook but the amount of information available is fantastic.
    During one session  Lori Comallie‐Caplan asked the question, which I pose to you (the whole two that read this), what do you emphasize academic achievement or the process? Really, what down deep do we emphasize. I watch society and I see us emphasizing either academics or athletics, but not the process.  If I am honest, it is the product.  I love rubrics because it spreads the grade out over the content.  However, why am I not putting more of the process, the how and why of the product, into the rubrics.  Not only will this give me insight but it will increase the likelihood that I am asking the deeper questions as probing for what they are doing.
    Great concept, but how do I write observable statements to use as evaluation? Any suggestions, comments, or further discussion on this topic?