Tags for "Classroom Strategies"
Smart, funny and slightly disruptive
- Minna D., San Francisco, CA, 9th grade teacher
This is a classic situation. The pace and structure of school carries with it expectations of what young people are and should be like. We expect our children to be able to "shut up and pay attention." But what do we really mean by that? In this situation it's not only that you want him to pay attention, it's that you want him to pay attention to what you... Where’s the Line? Putting Democratic Teaching Ideals to the Test
"Stop doing that and apologize."
"What? She doesn't care."
"She's not going to tell you she cares, but I do.... Resisting What I Know
My adventure in... Do The Wiggles Do High School Gigs?
There is simply too much to do.
Too much to do at home, and too much to do at school.
December is a curriculum crunch time for me. I am always a few lessons behind where I have planned to be. I am always playing catch-up. I try to add just that much more into each lesson, and just when the kids have a bad case of the "I don't wanna."
The worst thing about December is the lack of focus. Mine, theirs, ours.
Despite my best intentions, and my jam packed lessons, we all get distracted. Unfortunately, when I get distracted, unfocused, hazy, and vague, the kids get wiggly. Is that a good way to say it? Yeah, wiggly. They wiggle in their seats, they wiggle out of... Get ‘em Talking!
I teach fourth grade in a public elementary school that is about 85% Spanish speaking at home. Because of this, my... Quadrant Spelling
In my last posting, I wrote about the day I taught my students about quadrant graphs. The fact that I did so while not talking, using only hand signals and finger pointing, is what I mentioned in the post. I neglected to mention why I chose to introduce the graphs.
From what I can tell, the California State Standards first mention quadrant graphs in seventh grade. I choose to teach them now, in fourth grade, not as a math component, but as part of my spelling program. Rather than posting the spelling words on a chart, or writing them in a composition book, or simply reading them from their workbook, I place them on a quadrant graph that is superimposed over a pocket chart. The result... ‘Cause It’s Like Democracy….
The experiment is going so well that we have increased the control the kids have in the daily lesson planning. Every day there is bell work, but that is the only set event of the class period. I have the day's activities arranged in three or four different orders. The students vote for the arrangement they believe fits their needs. Each option includes the same work, but the order is different.
So how is it going?
From my perspective, pretty good. I am not seeing as many springtime behavioral issues as I have...
Posted on Nov 04, 2009 - 11:27 PM by Jonah Canner in Got Questions?
I have one kid I can't get to shut up and pay attention. He's smart, funny, and cute and is just always playing and being slightly disruptive. It's like being quiet for one minute is impossible. I don't want to totally shut him down, but I want to be able to work with him. What do I do?- Minna D., San Francisco, CA, 9th grade teacher
This is a classic situation. The pace and structure of school carries with it expectations of what young people are and should be like. We expect our children to be able to "shut up and pay attention." But what do we really mean by that? In this situation it's not only that you want him to pay attention, it's that you want him to pay attention to what you... Where’s the Line? Putting Democratic Teaching Ideals to the Test
Posted on Nov 11, 2009 - 11:41 AM by Kristan Morrison in democracy.edu
In my efforts to model democratic practices to pre-service teachers, I ask my students at the beginning of each class, "Are there any questions, comments, concerns, suggestions, complaints?" Usually I am met with silence or with just basic housekeeping-type questions (e.g. when do we have to take Praxis II? etc.). Occasionally, though, a student will offer a concern or complaint about the work load or impending due dates, or they'll propose a change to a grading rubric item. For example, in the last month, I had students request to be able to pre-record their Pecha Kucha presentation (a sort of slam poetry form of powerpoint presentation -- 20 slides in 20 seconds each to explore an... Skinner Box to FreedomPosted on Nov 17, 2009 - 08:44 PM by Ammerah Saidi in The Learning Curve
So, there I stood. In front of my thirty 9th graders, hour after hour, watching them write letters to each other, put their gum under their desks, talk to their neighbors while the assigned worksheet on the parts of speech I just spent the night before diligently creating fell silently to the floor. Think I am being melodramatic? I wish! In one class, I laughed to myself for a solid thirty seconds (a long time in high school time), after I spent three minutes going back and forth with a student as to why throwing wads of paper at a girl he did not like was unacceptable."Stop doing that and apologize."
"What? She doesn't care."
"She's not going to tell you she cares, but I do.... Resisting What I Know
Posted on Nov 24, 2009 - 03:36 PM by Tanya Reza in Op-Education
This past September, I was hired to teach first grade at a private Islamic school. The school housed grades K-12, and in addition to the standard language arts, mathematics, science and social studies; religious instruction and Arabic language were also offered. Due to low enrollment and a reduction in the anticipated school budget, I was laid off shortly after being hired. In the brief one week period that I actually taught, I struggled between doing what was right versus doing what was easy. In other words, I strived to teach in a manner that lived up to my ideals. However, I found myself defaulting to methods and practices that I despised about my own education.My adventure in... Do The Wiggles Do High School Gigs?
Posted on Dec 16, 2009 - 12:51 PM by Alison Bagg Brink in ImprovEducation
December drives me crazy.There is simply too much to do.
Too much to do at home, and too much to do at school.
December is a curriculum crunch time for me. I am always a few lessons behind where I have planned to be. I am always playing catch-up. I try to add just that much more into each lesson, and just when the kids have a bad case of the "I don't wanna."
The worst thing about December is the lack of focus. Mine, theirs, ours.
Despite my best intentions, and my jam packed lessons, we all get distracted. Unfortunately, when I get distracted, unfocused, hazy, and vague, the kids get wiggly. Is that a good way to say it? Yeah, wiggly. They wiggle in their seats, they wiggle out of... Get ‘em Talking!
Posted on Dec 23, 2009 - 03:55 PM by Tim Curley in ImprovEducation
The newspapers today have articles stating that research shows that teaching is the happiest career one can choose. My students this year certainly place me in that category. This year has been very enjoyable, indeed. I have a group of students who have a few social leaders, as all groups do, and this year, those social leaders are also academic leaders. This has allowed me to focus less on discipline, and more on creatively approaching their learning needs. They seem to truly enjoy learning, and that has given me the freedom to really have a good time teaching them.I teach fourth grade in a public elementary school that is about 85% Spanish speaking at home. Because of this, my... Quadrant Spelling
Posted on Jan 19, 2010 - 08:00 PM by Tim Curley in ImprovEducation
In my last posting, I wrote about the day I taught my students about quadrant graphs. The fact that I did so while not talking, using only hand signals and finger pointing, is what I mentioned in the post. I neglected to mention why I chose to introduce the graphs. From what I can tell, the California State Standards first mention quadrant graphs in seventh grade. I choose to teach them now, in fourth grade, not as a math component, but as part of my spelling program. Rather than posting the spelling words on a chart, or writing them in a composition book, or simply reading them from their workbook, I place them on a quadrant graph that is superimposed over a pocket chart. The result... ‘Cause It’s Like Democracy….
Posted on Apr 29, 2010 - 10:02 PM by Alison Bagg Brink in ImprovEducation
Students began choosing the delivery method for new information at the beginning of the month. I discussed this in "Maybe Kids Should Have a Say in How They Receive Information?"The experiment is going so well that we have increased the control the kids have in the daily lesson planning. Every day there is bell work, but that is the only set event of the class period. I have the day's activities arranged in three or four different orders. The students vote for the arrangement they believe fits their needs. Each option includes the same work, but the order is different.
So how is it going?
From my perspective, pretty good. I am not seeing as many springtime behavioral issues as I have...