Wednesday, October 30, 2013

True Grit

Thank you Rochelle for finding this inspiring video! Click to view!


What does it Take?  

Accepting the Challenge requires that you take action.

Teaching is a hard job on a good day.   Each day you must be ready to say "I will be highly successful"  Many of us spend most of our lives or career waiting the an opportunity and great things to happen.  We shouldn't wait we must "carpe diem" "Seize the Day!"   If with do this the optimism and excitement we are happier and more productive.  In the next few weeks we will be receiving our Humanex results.  It is an opportunity for us to reflect on our culture and determine what we can do to improve it.  Frankly, we spend a great majority of our waking day together and it is beneficial to us to make the most of our time.  If you accept the challenge each and every day and look for your success within the results gleaned from students you will find a great sense of empowerment and satisfaction.  Really, we can not hesitate; there is not time like the present to make a difference in the lives of the children you work with each day.

What Great Teachers Do Differently Todd Whittiker

1)   It's the People, Not the Programs:  
  • Great Teacher equate to a great school.  Great teacher don't rely on a program to improve they focus on improving their level of implementation
2)   The Power of Expectations
  • Great Teachers are clear about their approach to student behavior.  Their expectations are clear and enforced from the beginning of the school year.  They are consistent and fair
3)   Prevention vs. Revenge
  • Great teachers have one goal when a student misbehaves:  Prevent it from happening again.
4)   High Expectations
  • The best teachers have high expectations for students and for themselves.
5)   The Teacher is the Variable 
  • Great teachers know that the most important variable in the classroom is the teacher, him/herself.
6) Ten Days out of Ten
  • Respect for all 24/7 every day, consistently.
7) The Teacher is the Filter
  • Great teachers know that their behavior sets the tone for student each day.
8) Don't Need to Repair--Always do Repair
  • The best teachers compliment and praise students consistently.
9) Ability to Ignore
  • The ability to be aware and choose to ignore rather than expecting perfection is the difference between an average and a great teacher.
10)  Random vs Plandom
  • Intentional planning and language choice is the difference!
11)  Base Every Decision on the Best People
  • Great teachers teach to the top!
12)  In Every Situation, Ask "Who is most comfortable, Who is least comfortable?"
  • Treat all students as if they have the greatest intention and not assuming intentional misbehavior.
13)  What About those Standardized Tests?
  • Great teachers don't let these matters distract from their focus from what really matters.
14)  Making it Cool to Care
  • Great Teachers understand that behavior and belief are tied to emotion; they understand the power of emotion to jump-start change.

Wednesday, October 16, 2013

Student Work Display: Build them; Use Them

Student Work Displays

Display to focus on teaching and learning.
Student Work in Phases with Feedback
"I Can" Chart







          




         
 A great example of a student work display is one that demonstrates the process of reading, language study and writing. The teacher's use of wall space as a portfolio indicates an understanding of how language-based behaviors influence comprehension. The unique approach is worth noting. This display illustrates how a teacher can use the curricular GLEs and 'I Can' statements that weave into a deeper connection of comprehension, persuasion and voice in writing.   This eighth grade example is one which you should find and review.  It clearly outlines the process and the teacher has given specific feedback throughout.  Student work is staged and you will clearly see how students independently uncovered the information to form a persuasive argument.  The work and teaching are authentic and engaging.  I look forward to reading the final pieces once they are displayed.
It would be easy and quite direct to teach the individual skill of comma, equivilency or organelle. However, that would be a surface structure and we are after deep structures!  The students discovered how a writer uses persuasive technique and organization to convince his/her audience of their purpose.

 Student Work  displays that teach and self-regulate
Social Studies Outlining Note Display
         This display can be found in a social studies class.  Student work displays can be an area where students can find answers to questions independently.  The teacher explicitly describes the process through a co-constructed chart and specific description.  The student work to the left of the description has ties to areas of the rubric that demonstrated quality.  It's a clever way to give feedback and point students in the direction to help themselves when taking notes or completing inquiry.

It's the Feedback that makes the difference
Feedback to reinforce and lift

          Feedback can be easily overlooked.  It is the critical ingredient for a student work display.  Students can reflect on the feedback and know what is it that made this piece quality and how can it be improved.     These two examples, 7th grade math and 8th grade science, illustrate that feedback can come in many forms.  These teachers found their own voice and made it work for them and their students.
Answering a feedback question

I've been in every classroom looking at student work.  I found that 100% of the classrooms 6-8 had a display.  Two were under construction and will be finished.  There are sixteen examples that are exemplary.  There are examples to be found in the exploratory classrooms also.  You should find you way to guidance, business and spanish to see them.  They are also a unique representation of the work students do in those classrooms.  If you haven't gotten a display up please remember that we all teach and student work display is how we demonstrate the value and purpose of instruction.

          During professional development you will be asked to look  for the eleven and give the teacher positive feedback.  You will find that you will see that no two are exactly alike but each have their own unique flavor and the teacher made sense of it.

Don't just tell me; show me!" YOU DID THAT! Congratulations!!  I'm very impressed with the level of implementation.  Thank you.

Reflect on your student work display. Use it as an opportunity to analyze your practices and work to implement at deeper levels during this genre study.

Prompt for response: Reflect on what have you planned this week that demonstrates the integration of strategic learning behaviors and it's influence on curriculum. What evidence are you collecting and how will you know kids are reaching your target?

Wednesday, October 2, 2013

Kids Will Do Well if we teach them



Kids Do Well if they Can  Please click link to view


Kids Do Well if they Can! WE can do well too!


I would like you to view this video.  It will only take about 4 minutes.  It is powerful professional development and the foundation of our work.  If we are to guide our students on a path of maturity and productivity we have to be the change we want to see in them.  

Kids do well if they can is a difficult concept to operationalize.  

What challenges to you face to bring this concept into your paradigm?  Why is understanding the rationale critical when working with our students?