Poverty Brains in the Classroom - Final post

Eric Jensen's books go into so much more detail than I have provided in these posts.  If these have sparked any interest, please take time to read his books.  As a classroom teacher, I found his new one, Poor Students, Rich Teachering, especially helpful.

ENGAGEMENT

This is an area that I personally excel.  It simply comes naturally to me.  So, as I started this chapter I was simply reading it to complete the book.  Yes, many of his thoughts were not new to me and probably many of you as Marzano's research and books along with Anita Archer are widely respected.  However, I still found new bits of information.  If classroom management or engagement are a growth area for you, I highly suggest looking into this last chapter of  Poor Students, Rich Teachering.  

IDEAS:

(#1 & 2 are part of reciprocal teaching.  It has 0.74 effect size. This is an area I want to grow as a teacher.)

1. Creating a quiz...I do have my students create tests/quizzes and use them as a grade.  This activity will be added to that arsenal of tools.  Partners work together and each student creates 3 questions.  They share their questions and eliminate one from each persons list.  Then each partner set, finds another partner set.  They exchange questions.  I may change the way it is done a bit by  having the partners only eliminate one question giving them 5 as a set.  If it is used as a test then I would probably have them find another set to exchange with as well for a total of 10 questions.  Yes, they may end up with repeated questions.  I don't worry about that.  

2. Clarifying Content...This is something as teachers I believe we do but just not regularly enough.  Or at least this teacher doesn't.   Ask questions such as: Can you rephrase that in your own words? What questions does this reading bring to your mind?  How would you explain that to someone else?  In my classroom, I could see this working into my students journals.  At the start of the year, I would have them write out to one of these for various passages/content. Each time write, then discuss it with a partner or group.  Finally take a few answers as whole class.  After several of these types of questions have been used, I would start giving them the choice for which they want to write an answer.  (I have been doing some GenX research and choice IS KEY!!)

3. Rituals...Chapter 22 goes into rituals and routines. It states that rituals: solve recurring problems, include all students, easy to do, predictable, end with a positive emotional state.  (Note: procedures may meet some of these criteria but do not meet all.)  Examples are callbacks and celebrations.  I have several of both of these, but this year found the celebrations lagging than my norm.  What off the wall, unique celebrations do you do?  

I wish I would have read the epilogue first! It really digs into reflective practice through questioning.  

It also provides a nicely put together checklist to use.  

Kim

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