There is a lot I am trying to plan for WAY ahead of time. I am trying to get all my ducks in a row way before I need to.
These are some of the improvements I would like to make next year:
1) A school schedule of events GIVEN to all teachers
2) Scheduled and unscheduled observations where I observe the teachers and how they teach and give them tips and suggestions (aka mentoring) Maybe once a month PER teacher.
3) Better Teacher Training
4) Meetings: PACAF days
5) More shelving
6) Recycling bin: Separating Recycling
7) Lesson Plans: Teachers create them 2 weeks ahead of time and turn a copy of them in to me.
8) Better grading systems: checklists and portfolios instead of report cards
9) Continue Ouch Reports
10) Daily reports (2's only)
11) Each teacher clean up their area even if it means you stay late!!! Or your pay is docked for me cleaning it up.
12) Each teacher decorate their own area
13) School Wide Classroom Management Strategies
14) Be more strict with the teachers and my expectations.
15) Make teachers write weekly reflections. What worked, what didn't, what they will improve the next week.
16) New Themes for afternoons. Related to the morning theme.
17) More Teacher Only Books Related to theme and social emotional learning
18) More Calendar practice
19) More Phonics (maybe a real phonics program)
20) More sight word practice
21) Beginner Reading/Writing on alternate days
22) LESS WORKSHEETS
23) Movement Program
24) Potty Training Help (Firm and sticker chart)
25) Circle time: Talk to the children see how they are feeling, what they want to share. Give them a chance to get involved and share with you. This may be the only time they have to talk to you. Make it count. Treat them like a friend and with respect and they will respect you for it!
26) Create your classroom WITH YOUR STUDENTS WORK. Their school should represent them AND LOOK NICE and professional.
27) Give them choices. Let them choose the color paper they want, let them choose where to sit. Give them the option between a couple different toys to play with. Let the kids make small choices so they feel partially in control too!
28) Hug them. Show the students you care about them. Treat them like you do too.
Friday, May 9, 2014
Tuesday, May 6, 2014
A difference two years make
In August 2012 I wrote an article after my first week of working at my preschool. I saw a lot of changes that needed to happen and some of the changes I wanted to effect. I wanted to look into how many of those I made happen to date:
Things I would like to continue to improve:
More books:
A year later-Ironically enough we needed less books not more books, we had a lot of books but they weren't effect in their display. The children were using them to make a mess rather than pick them up and read. I moved the books to buckets and then proceeded to make a library where it became exciting to read books.
Now we have books in each of our classrooms, still I think they could be organized a bit but we are steadily making changes. We still do have our library and it seems effective but I think we are going to be changing that around as well. And using the shelves for better storage space. I did end up buying more books but put them in a place the kiddos couldn't destroy.
A more up to date (preferably technology involved) calendar A year later-(The calendar I ended up with wasn't technology based but I was able to make it mimic the pattern and colors of that month so that became very effective.
Now: We work on the calendar as a needed basis. I think this is something that could be more reinforced with some of my teachers. Into the next year :)
Newsletters A year later-(Once a month I sent a newsletter home and letters home (good, bad and informational) when needed)
Now newsletters are a part of our norm: Every month parents expect it.
Hands on learning A year later-(We try to do lots of hands on learning or tactile learning. We make crafts, practice our manners, practice our school rules, work on our letters in sign language and our numbers on our fingers, we even sing songs with different movement and beginner sign language.)
We work a lot more with our hands and have incorporated more science and social studies into the mix which has been great fun!
Parent involvement activities A year later-(We did a few of these. Mainly for holidays, I wanted parents to feel welcome in the classroom. We will be having a graduation ceremony June 3rd as well.)
Now: Every month we work on a parent involvement day we have done everything from Ice Cream Socials to Bring your Mom to School day to Donuts with Dads day!
School assemblies A year later-(I think I meant field trip like things here. We went on a couple field trips (aka went to the first floor and watched some shows), our school is not open Saturdays, but some Saturdays we have different programs we put on like magicians, egg hunts, etc
Now: We don't really do this but we do Saturday events to get the kids involved and we did do egg hunts.
Classroom rules, playground rules etc. (with visuals)
A year later- (It took me a while to get this one accurate, I had a few rules I bought in the states, and I just got a lot more. I wanted not only rules but behavior and manners etc. This has yet to make a big impact, but it is better than it was before.)Now: I am still looking for that perfect classroom management strategy but I have learned that leaving it in the hands of the teachers make them stronger. I still think there is a way to incorporate more!
Positive reinforcement A year later-(This is my big thing. I am very positive at school except in those instances I can't be. I can bounce right back to being positive however. Some of my teachers need ot work on this a lot. THey seem to always nag the students, this will be changing in the next month)
Now: Teachers are wonderfully supportive and they get better and better! I am so glad and proud of the teachers I have! :)
Art projects A year later-(This was one of the first things I changed. I wanted parents to see their kids create things and accomplish things they could be proud of .Worksheets are a bit too boring to do every day.)
Now: I love the projects my teachers are making. They make the cutest, most age appropriate, theme oriented crafts in the world! I love it!
Teaching writing A year later-(We teach how to write names and letters, I am starting my Kindergarten Readiness class on beginning reading and CVC words)Now: We have started beginner reading and beginner writing. We focus mostly on writing this year. Next year I think it should be an every other day thing.
More musical involvement A year later-(This we are doing well at and starting to get even better. We have some decent cds with some great movement songs, also we are incorporating KinderJam into the program as well.)Now: Our music program has increased even further, we have made our own instruments, still use KinderJam and really work hard on singing, dancing and enjoying our music!
Less paperwork at one time A year later-(I got rid of worksheets for a LONG time, and did mostly just art projects. Slowly I brought worksheets back, we may do one or two a week. Nothing like the 6 they were doing a day)Now: I left it up to the teachers some teachers do a lot of worksheets so that the fast learners are busy and she gives them a half hour to get done what they can. Personally, I think there are better ways to teach writing at this age but this works for this teacher.
Movement activities A year later-(With KinderJam, plus the different gross and fine motor skills and games, this has increased wonderfully. We no longer climb on equipment and we follow the rules on how to act, how to run etc)Now: Now we have movement programs the teachers can follow and ways to incorporate extra movement into their classrooms! It is wonderful!
Themes-monthly and weeklyA year later- (I decided on bi-weekly and for the summer we are going to have 2 pretty intense themes. I am trying to push my students a little farther than we have been so we don't get too comfortable. I think that may be some of the reasons some of my students are acting out.)
Now: We still follow two themes each month and are focusing on that in different ways in different classes! And we have added it over to the afternoons!
Guided lessons A year later-(I am working on making this even better, we do this a bit now. But my teachers are more repetitive then exciting.)Now: I have strayed from this entirely. I wanted to do this because some of my teachers weren't up to the job at hand. Now, all of my teachers are wonderful and able to come up with the education on their own.
Creative lessons A year later-(I love this! We are doing so much more for the students and pushing them to be better students and stronger thinkers)Now: This is how we run our classrooms. The teachers have guidelines to follow but they create so that they love their jobs more!
Bathroom breaks A year later-(After snacks and lunch we go to the bathroom. With only 2 kids bathrooms in our facility (one boys, one girls) it is hard to have bathroom breaks without losing kids attention. If kids gotta go, they gotta go)Now every class goes to the bathroom once a hour or so. It helps defer from accidents and helps with potty training!
Things I looked into:
Teacher's backgroundsA year later- (My teachers and I have made goals and are working on strengthening our teaching skills. I am pretty impressed at this and it helps me know where they feel strong and where they feel weaker)Now: I have helped teachers grow and find their inner teacher as much as I can. Now its up to them to find what they love best. I also ask teachers and parents for their feedback
Prices A year later-(I have had a few impacts on this some to better students, some to better the company)Now: The price remains the same, in fact there was a raise. But overall it was necessary and I talked him down on his grand ideas.
I would still like to lower the Japanese rate but thats something that will just have to wait.
New curriculum. A year later-(Thank GOD I did this)Now: We have tried a few different lessons. But I have learned to let go and leave things up to the teachers.
Book selection we do have:A year later- (I would like to arrange these eventually by theme so we can rotate them. BUT with how these books barely survive these kids, it may just be easier to let survive of the fittest handle that)Now: I have ashley only books that the kids can't touch but the teachers can use. This made a big difference.
Money allotments we could use A year later-(I got some petty cash, not much, and have made things work to my benefit in some ways.)Now: This hasn't gotten much better.
Teacher meetings (weekly?) A year later-monthly, and by the teachers job title, not all together.Now: I have learned meetings are hard. but email blasts are easy! :D
Spelling? A year later-CVC and Sight words, this part is seriously brand new. like maybe a month max we have started this.Now: I made a big push for phonics so we really work on that throughout the year! :D They know a lot of letter sounds and which letter that goes with.
New teacher problems? A year later-Getting the new teachers to the same level of my old teachers is a struggle. But one I can take on. For now, i need to get my teachers to focus on all students, handle their own problems and be MORE positive.)
Now: I have teachers that last! FINALLY! And I have resources to hand to new teachers like a powerpoint and a contract with job description. Also, I have other teachers train them!
NOW things to look forward to this coming year:
More Teacher Only Books, Less books on the floor.
More calendar time
More Phonics
More Sight word
More beginner reading/writing (alternating days)
Overall school behavior management system
Less Worksheets
Afternoon Themes
Movement Program
Potty Training Help (sticker chart and HAVE TO TRY, BE FIRM)
Things I would like to continue to improve:
More books:
A year later-Ironically enough we needed less books not more books, we had a lot of books but they weren't effect in their display. The children were using them to make a mess rather than pick them up and read. I moved the books to buckets and then proceeded to make a library where it became exciting to read books.
Now we have books in each of our classrooms, still I think they could be organized a bit but we are steadily making changes. We still do have our library and it seems effective but I think we are going to be changing that around as well. And using the shelves for better storage space. I did end up buying more books but put them in a place the kiddos couldn't destroy.
A more up to date (preferably technology involved) calendar A year later-(The calendar I ended up with wasn't technology based but I was able to make it mimic the pattern and colors of that month so that became very effective.
Now: We work on the calendar as a needed basis. I think this is something that could be more reinforced with some of my teachers. Into the next year :)
Newsletters A year later-(Once a month I sent a newsletter home and letters home (good, bad and informational) when needed)
Now newsletters are a part of our norm: Every month parents expect it.
Hands on learning A year later-(We try to do lots of hands on learning or tactile learning. We make crafts, practice our manners, practice our school rules, work on our letters in sign language and our numbers on our fingers, we even sing songs with different movement and beginner sign language.)
We work a lot more with our hands and have incorporated more science and social studies into the mix which has been great fun!
Parent involvement activities A year later-(We did a few of these. Mainly for holidays, I wanted parents to feel welcome in the classroom. We will be having a graduation ceremony June 3rd as well.)
Now: Every month we work on a parent involvement day we have done everything from Ice Cream Socials to Bring your Mom to School day to Donuts with Dads day!
School assemblies A year later-(I think I meant field trip like things here. We went on a couple field trips (aka went to the first floor and watched some shows), our school is not open Saturdays, but some Saturdays we have different programs we put on like magicians, egg hunts, etc
Now: We don't really do this but we do Saturday events to get the kids involved and we did do egg hunts.
Classroom rules, playground rules etc. (with visuals)
A year later- (It took me a while to get this one accurate, I had a few rules I bought in the states, and I just got a lot more. I wanted not only rules but behavior and manners etc. This has yet to make a big impact, but it is better than it was before.)Now: I am still looking for that perfect classroom management strategy but I have learned that leaving it in the hands of the teachers make them stronger. I still think there is a way to incorporate more!
Positive reinforcement A year later-(This is my big thing. I am very positive at school except in those instances I can't be. I can bounce right back to being positive however. Some of my teachers need ot work on this a lot. THey seem to always nag the students, this will be changing in the next month)
Now: Teachers are wonderfully supportive and they get better and better! I am so glad and proud of the teachers I have! :)
Art projects A year later-(This was one of the first things I changed. I wanted parents to see their kids create things and accomplish things they could be proud of .Worksheets are a bit too boring to do every day.)
Now: I love the projects my teachers are making. They make the cutest, most age appropriate, theme oriented crafts in the world! I love it!
Teaching writing A year later-(We teach how to write names and letters, I am starting my Kindergarten Readiness class on beginning reading and CVC words)Now: We have started beginner reading and beginner writing. We focus mostly on writing this year. Next year I think it should be an every other day thing.
More musical involvement A year later-(This we are doing well at and starting to get even better. We have some decent cds with some great movement songs, also we are incorporating KinderJam into the program as well.)Now: Our music program has increased even further, we have made our own instruments, still use KinderJam and really work hard on singing, dancing and enjoying our music!
Less paperwork at one time A year later-(I got rid of worksheets for a LONG time, and did mostly just art projects. Slowly I brought worksheets back, we may do one or two a week. Nothing like the 6 they were doing a day)Now: I left it up to the teachers some teachers do a lot of worksheets so that the fast learners are busy and she gives them a half hour to get done what they can. Personally, I think there are better ways to teach writing at this age but this works for this teacher.
Movement activities A year later-(With KinderJam, plus the different gross and fine motor skills and games, this has increased wonderfully. We no longer climb on equipment and we follow the rules on how to act, how to run etc)Now: Now we have movement programs the teachers can follow and ways to incorporate extra movement into their classrooms! It is wonderful!
Themes-monthly and weeklyA year later- (I decided on bi-weekly and for the summer we are going to have 2 pretty intense themes. I am trying to push my students a little farther than we have been so we don't get too comfortable. I think that may be some of the reasons some of my students are acting out.)
Now: We still follow two themes each month and are focusing on that in different ways in different classes! And we have added it over to the afternoons!
Guided lessons A year later-(I am working on making this even better, we do this a bit now. But my teachers are more repetitive then exciting.)Now: I have strayed from this entirely. I wanted to do this because some of my teachers weren't up to the job at hand. Now, all of my teachers are wonderful and able to come up with the education on their own.
Creative lessons A year later-(I love this! We are doing so much more for the students and pushing them to be better students and stronger thinkers)Now: This is how we run our classrooms. The teachers have guidelines to follow but they create so that they love their jobs more!
Bathroom breaks A year later-(After snacks and lunch we go to the bathroom. With only 2 kids bathrooms in our facility (one boys, one girls) it is hard to have bathroom breaks without losing kids attention. If kids gotta go, they gotta go)Now every class goes to the bathroom once a hour or so. It helps defer from accidents and helps with potty training!
Things I looked into:
Teacher's backgroundsA year later- (My teachers and I have made goals and are working on strengthening our teaching skills. I am pretty impressed at this and it helps me know where they feel strong and where they feel weaker)Now: I have helped teachers grow and find their inner teacher as much as I can. Now its up to them to find what they love best. I also ask teachers and parents for their feedback
Prices A year later-(I have had a few impacts on this some to better students, some to better the company)Now: The price remains the same, in fact there was a raise. But overall it was necessary and I talked him down on his grand ideas.
I would still like to lower the Japanese rate but thats something that will just have to wait.
New curriculum. A year later-(Thank GOD I did this)Now: We have tried a few different lessons. But I have learned to let go and leave things up to the teachers.
Book selection we do have:A year later- (I would like to arrange these eventually by theme so we can rotate them. BUT with how these books barely survive these kids, it may just be easier to let survive of the fittest handle that)Now: I have ashley only books that the kids can't touch but the teachers can use. This made a big difference.
Money allotments we could use A year later-(I got some petty cash, not much, and have made things work to my benefit in some ways.)Now: This hasn't gotten much better.
Teacher meetings (weekly?) A year later-monthly, and by the teachers job title, not all together.Now: I have learned meetings are hard. but email blasts are easy! :D
Spelling? A year later-CVC and Sight words, this part is seriously brand new. like maybe a month max we have started this.Now: I made a big push for phonics so we really work on that throughout the year! :D They know a lot of letter sounds and which letter that goes with.
New teacher problems? A year later-Getting the new teachers to the same level of my old teachers is a struggle. But one I can take on. For now, i need to get my teachers to focus on all students, handle their own problems and be MORE positive.)
Now: I have teachers that last! FINALLY! And I have resources to hand to new teachers like a powerpoint and a contract with job description. Also, I have other teachers train them!
NOW things to look forward to this coming year:
More Teacher Only Books, Less books on the floor.
More calendar time
More Phonics
More Sight word
More beginner reading/writing (alternating days)
Overall school behavior management system
Less Worksheets
Afternoon Themes
Movement Program
Potty Training Help (sticker chart and HAVE TO TRY, BE FIRM)
Sunday, February 23, 2014
Energy Drain: Activated!
When does playing with or learning with your students start to feel like a chore? When do Mondays seem to drag? When do the meetings outweigh the fun? When do the planning hours that zipped by ruin your day?
I think those days happen to me when I am drained! When my kiddos have been having a pretty gruling day, when my stress levels are out of control when I just don't have the energy to go on.
So why not share that with the kiddos. Explain to them that you get energy off their behaviors and the better they behave the more you can do for them.
What happens if they are having an exhausting and draining day? You take that away from them. You have given them the knowledge, you have explained your reasoning and when you take something away because you don't have the energy to keep it up, they will learn.
Explain to them "Uh oh! How sad! You forgot how to listen today and you drained my energy. Now I don't have the energy to take you outside. I KNOW you will do better tomorrow!"
Let their actions dictate yours! That way they are the bad guys! Not you.
How can you use Energy Drain in your classroom to help communicate empathy and understanding in your classes?
I think those days happen to me when I am drained! When my kiddos have been having a pretty gruling day, when my stress levels are out of control when I just don't have the energy to go on.
So why not share that with the kiddos. Explain to them that you get energy off their behaviors and the better they behave the more you can do for them.
What happens if they are having an exhausting and draining day? You take that away from them. You have given them the knowledge, you have explained your reasoning and when you take something away because you don't have the energy to keep it up, they will learn.
Explain to them "Uh oh! How sad! You forgot how to listen today and you drained my energy. Now I don't have the energy to take you outside. I KNOW you will do better tomorrow!"
Let their actions dictate yours! That way they are the bad guys! Not you.
How can you use Energy Drain in your classroom to help communicate empathy and understanding in your classes?
Friday, February 21, 2014
I like spending time with kids, do you?
Think about this: Why do you do things with your students? Why do you teach them soccer? Why do you have holiday parties? Why do you bring them breakfast when they forget, help them with a project or talk to them?
Why do you plan exciting lessons? Read adventurous books? Why do you encourage greatness and accept mistakes?
Sometimes we are teachers forget why we do things for our kids. It is easy to say "We want them to be great kids, we want them to have the best." But really are we that altruistic? Not at all!
We do it because we like to! We all enjoy it! Sometimes, we may forget that, sometimes we get down and we feel like the mundane things we do, just don't connect to the children. But generally, we like to spend time with the kiddos and we like to have fun! And the more we can bring that out for the kiddos, the better it will be.
Sometimes, it can be helpful to share that with the kiddos. Explain to them that you like to do things with them and for them and that you have fun doing it!
This is a great way to build better relationships with children and explain to them that your happiness is dependent on them! Keep them happy and they keep you happy. What a wonderful empathetic relationship!
Why do you plan exciting lessons? Read adventurous books? Why do you encourage greatness and accept mistakes?
Sometimes we are teachers forget why we do things for our kids. It is easy to say "We want them to be great kids, we want them to have the best." But really are we that altruistic? Not at all!
We do it because we like to! We all enjoy it! Sometimes, we may forget that, sometimes we get down and we feel like the mundane things we do, just don't connect to the children. But generally, we like to spend time with the kiddos and we like to have fun! And the more we can bring that out for the kiddos, the better it will be.
Sometimes, it can be helpful to share that with the kiddos. Explain to them that you like to do things with them and for them and that you have fun doing it!
This is a great way to build better relationships with children and explain to them that your happiness is dependent on them! Keep them happy and they keep you happy. What a wonderful empathetic relationship!
Wednesday, February 19, 2014
Uh oh!
Mistakes happen. No one goes through life mistake-free. Some children feel so much pressure and anxiety do to mistakes, they think their respect and love is on some sort of see-saw that if there are too many mistakes they won't be able to swing that love and respect back up.
In reality, your students are going to make a lot of mistakes. It is a part of your life and it will be a part of your kiddos' life. So how can we help our kiddos be comfortable making those oopsies?
We can be there for them. We can share our experiences and our mistakes. We can make mistakes in front of them and show them how we triumph. We can show them how we improve. We can share our experiences with them. And when we make mistakes that involve them, we can apologize and we can show them that all we can do is learn from them too.
What mistakes could you share with your students to help them feeling a little safer about their own?
In reality, your students are going to make a lot of mistakes. It is a part of your life and it will be a part of your kiddos' life. So how can we help our kiddos be comfortable making those oopsies?
We can be there for them. We can share our experiences and our mistakes. We can make mistakes in front of them and show them how we triumph. We can show them how we improve. We can share our experiences with them. And when we make mistakes that involve them, we can apologize and we can show them that all we can do is learn from them too.
What mistakes could you share with your students to help them feeling a little safer about their own?
Monday, February 17, 2014
Don't have a conversation
What an interesting concept!
So I went to my first Love and Logic seminar and I was told a lot of interesting ideas that could make sense (that I, personally, can't wait to try) and I think should be taught to every parent but I found them so interesting on a teacher standpoint.
One of the points that stood out as the most shocking is NOT to talk about why the kiddo got into trouble, what to look from here. Just be empathic. You don't talk to your pup when he does something wrong and ask him to explain himself, you just reprimand him (I use timeouts) and then you love them after that all the same as always. You don't hold grudges, you just go with it. And you show them how much you still care about them.
My "discipline" technique goes like this:
A) Try to think of every way you have seen the kiddos screw up and think of every way they have in the past pick 3 of them and remind them not to do those.
B) If they are caught doing them do the 1-2-3 count
C) Try to redirect them with other toys, objects or ideas
D) If none of that works, time-out
E) Have a conversation leading out of timeout (normally with a hug, high five or hand shake). We talk about what they did, why they did it, what they could do better next time and what my expectations are.
If things escalate from there we can call mom, if it seems out of control.
This class has taught me to ignore E all together basically. To give them a hug, tell them you believe they will do better next time and drop it. Maybe they are right, maybe my conversations are too long and look like an added version of punishment, also I know some kiddos spoon feed me lines because they know what I like to see from them and how they consistently get in trouble.
I am interesting in trying this new technique and seeing how my kiddos respond.
So I went to my first Love and Logic seminar and I was told a lot of interesting ideas that could make sense (that I, personally, can't wait to try) and I think should be taught to every parent but I found them so interesting on a teacher standpoint.
One of the points that stood out as the most shocking is NOT to talk about why the kiddo got into trouble, what to look from here. Just be empathic. You don't talk to your pup when he does something wrong and ask him to explain himself, you just reprimand him (I use timeouts) and then you love them after that all the same as always. You don't hold grudges, you just go with it. And you show them how much you still care about them.
My "discipline" technique goes like this:
A) Try to think of every way you have seen the kiddos screw up and think of every way they have in the past pick 3 of them and remind them not to do those.
B) If they are caught doing them do the 1-2-3 count
C) Try to redirect them with other toys, objects or ideas
D) If none of that works, time-out
E) Have a conversation leading out of timeout (normally with a hug, high five or hand shake). We talk about what they did, why they did it, what they could do better next time and what my expectations are.
If things escalate from there we can call mom, if it seems out of control.
This class has taught me to ignore E all together basically. To give them a hug, tell them you believe they will do better next time and drop it. Maybe they are right, maybe my conversations are too long and look like an added version of punishment, also I know some kiddos spoon feed me lines because they know what I like to see from them and how they consistently get in trouble.
I am interesting in trying this new technique and seeing how my kiddos respond.
Saturday, February 15, 2014
Breakthrough moment
Ah-Hah moments are just a precious piece in time where teachers can actually see the students grasping something new and exciting. The way the students faces light up and eat the information in front of them is just awe-inspiring.
As a teacher those are the moments I crave. I love when students finally understand something and begin to think critically about something in a brand new way.
As a student, I had my very own Ah-Hah moment in my ESL class. I am currently learning about the SIOP model and trying to get my head around it. There is a lot more work for learning this model then for some of the models I have used in the past. I can see the benefits to this model already and one big Ah-Hah moment made it all the better.
The SIOP model is meant to help CLD (ESL) students grasp the lessons a bit easier, it helps teachers think about langauge as its own category and work specifically with differentiation. But my big Ah-Hah moment isn't just to tell my students the lesson and spend extra time learning about it. But with the now minimally 4 objectives (2 content, 2 language) we should be sharing them with the students. That way the students will know exactly what they are learning, exactly what will be on the test and exactly what is expected of them. There will be no need to worry about the rest and the students' confidence should skyrocket.
I can't wait to start doing this even in my preschool classroom. I expect to see results instantly! :D
As a teacher those are the moments I crave. I love when students finally understand something and begin to think critically about something in a brand new way.
As a student, I had my very own Ah-Hah moment in my ESL class. I am currently learning about the SIOP model and trying to get my head around it. There is a lot more work for learning this model then for some of the models I have used in the past. I can see the benefits to this model already and one big Ah-Hah moment made it all the better.
The SIOP model is meant to help CLD (ESL) students grasp the lessons a bit easier, it helps teachers think about langauge as its own category and work specifically with differentiation. But my big Ah-Hah moment isn't just to tell my students the lesson and spend extra time learning about it. But with the now minimally 4 objectives (2 content, 2 language) we should be sharing them with the students. That way the students will know exactly what they are learning, exactly what will be on the test and exactly what is expected of them. There will be no need to worry about the rest and the students' confidence should skyrocket.
I can't wait to start doing this even in my preschool classroom. I expect to see results instantly! :D
Sunday, February 9, 2014
Let them Learn
When I look back to my own educational experience, I realize that I was always a little different. I was such a reader (and such a teacher) growing up that I looked for lessons in everything I did. And it kind of became my theory on life.
I remember throughout middle school and high school, teachers would ask for the "main theme" of the book. And I thought that was always stupid. How could there just be one theme? One thing we could possibly learn from that whole interaction. I always came up with the lesson I learned, not the one that the book was about. Who cares about love conquers all if everyone dies in the end?
I think that for my students I want them to grow in individualized ways. Ways that make them think and expand their own learning. I don't want them to tell me something that they will forget (or could care less about).
And I will never tell my students "That's not right" when their lessons still apply. I think its important to question and ask them more. Like "Why do you think that?" "Oh isn't that interesting. Can you tell me a bit more?" Give them the floor to explore their own thoughts instead of telling them to follow some robotic scheme.
My goal as a teacher is to step back and watch the learning take place. To push them, encourage them and excite them about learning. I want them to solve the problems and I want them to create their own learning. I want my students to watch, listen, learn, question, answer, explore with the right amount of guidance and the right push. But I want them to seize the moment and give it their best.
And if they fail? They can learn from that failure and they can try again. And they can live life, like I do. Looking at every experience as a learning one. Every book, a way to make us better people. Every relationship, a way to figure something new about ourselves. Every adventure, a chance to explore. And every interaction, a way to share our excitement.
Let the students learn and teach them how they can learn from everything and maybe we can make some lifetime learners and some Supermen and Superwomen of our own.
I remember throughout middle school and high school, teachers would ask for the "main theme" of the book. And I thought that was always stupid. How could there just be one theme? One thing we could possibly learn from that whole interaction. I always came up with the lesson I learned, not the one that the book was about. Who cares about love conquers all if everyone dies in the end?
I think that for my students I want them to grow in individualized ways. Ways that make them think and expand their own learning. I don't want them to tell me something that they will forget (or could care less about).
And I will never tell my students "That's not right" when their lessons still apply. I think its important to question and ask them more. Like "Why do you think that?" "Oh isn't that interesting. Can you tell me a bit more?" Give them the floor to explore their own thoughts instead of telling them to follow some robotic scheme.
My goal as a teacher is to step back and watch the learning take place. To push them, encourage them and excite them about learning. I want them to solve the problems and I want them to create their own learning. I want my students to watch, listen, learn, question, answer, explore with the right amount of guidance and the right push. But I want them to seize the moment and give it their best.
And if they fail? They can learn from that failure and they can try again. And they can live life, like I do. Looking at every experience as a learning one. Every book, a way to make us better people. Every relationship, a way to figure something new about ourselves. Every adventure, a chance to explore. And every interaction, a way to share our excitement.
Let the students learn and teach them how they can learn from everything and maybe we can make some lifetime learners and some Supermen and Superwomen of our own.
Friday, February 7, 2014
Personalized learning
I absolutely love the idea of personalized learning. Finding a way to bring the student and their own lives into the classroom in a way that matters to each individual student. I love seeing students eyes widen and heart grow as they realize that the education that is happening involves them and changes them.
Students are the artwork and our connection is the easel where our artwork holds. Sometimes we connect in left over paint marks and sticky glue, other times in dents of continuous use and at times the place of memories where you made a piece of perfection.
Those students deserve to experience a learning that is made for them and one that helps them grow and its our job to make this learning experience one that isn't made to standardized tests, but one that is unique and special just for them. That's what these kids deserve.
Students are the artwork and our connection is the easel where our artwork holds. Sometimes we connect in left over paint marks and sticky glue, other times in dents of continuous use and at times the place of memories where you made a piece of perfection.
Those students deserve to experience a learning that is made for them and one that helps them grow and its our job to make this learning experience one that isn't made to standardized tests, but one that is unique and special just for them. That's what these kids deserve.
Wednesday, February 5, 2014
The Gift of the Child
I had parent teacher conferences recently and one of my parents told me some shocking news. One of the best students in my class was a terror at home, in ways, I would never have guessed.
So what did we do? We made a behavior chart for at home to bring to me. It will be nice to be the parent at this point and see the progress from the other side.
Sometimes it is hard for teachers and parents alike to remember that the students we have are blessings. They make each day interesting, each day exciting and they leave us exhausted but fulfilled. These students deserve the best and they deserve an education that promotes their positives and strengthens their strengths and that is what I hope to do for every student that walks in my doors. They are our gift and we give them the gift of knowledge and power.
So what did we do? We made a behavior chart for at home to bring to me. It will be nice to be the parent at this point and see the progress from the other side.
Sometimes it is hard for teachers and parents alike to remember that the students we have are blessings. They make each day interesting, each day exciting and they leave us exhausted but fulfilled. These students deserve the best and they deserve an education that promotes their positives and strengthens their strengths and that is what I hope to do for every student that walks in my doors. They are our gift and we give them the gift of knowledge and power.
Monday, February 3, 2014
Superbowl Monday
Since I am way out here in Japan, my Superbowl was on Monday morning at 8am. While most of my parents opened up a beer early and settled down in their PJ's for a trample of a game, I got to go off to work like any other day.
I had 2 meetings Monday that added on more work onto my already busy schedule.
The first was a EDIS meeting so I could schedule a screening for all my kiddos. This lasted 45 minutes when it was supposed to last 15.
My second meeting was with the school owner. In my school there is an owner. One man who supports this school and believes, he should make money from it. (This is a joke.) This meeting lasted 3 and a half hours and sadly it was mostly about his bad business moves and my exemplary ones.
But I walked away with more jobs and more to do. I walked away with a simple idea as well.
My translator would ask about a question I would have and then would ask what solution I had for it. What an incredible way to lead life. Don't just think of the problem but come up with some ways to fix it. For most of the problems, it took me another 12 seconds to come up with a feasible solution. The ones I didn't have solutions for was because the problem was the boss so I said that I was stuck on that problem and needed his help (which I had already given him a list of things to do for solving it but he didn't do it yet).
Just a tip, I thought I'd share.
I had 2 meetings Monday that added on more work onto my already busy schedule.
The first was a EDIS meeting so I could schedule a screening for all my kiddos. This lasted 45 minutes when it was supposed to last 15.
My second meeting was with the school owner. In my school there is an owner. One man who supports this school and believes, he should make money from it. (This is a joke.) This meeting lasted 3 and a half hours and sadly it was mostly about his bad business moves and my exemplary ones.
But I walked away with more jobs and more to do. I walked away with a simple idea as well.
My translator would ask about a question I would have and then would ask what solution I had for it. What an incredible way to lead life. Don't just think of the problem but come up with some ways to fix it. For most of the problems, it took me another 12 seconds to come up with a feasible solution. The ones I didn't have solutions for was because the problem was the boss so I said that I was stuck on that problem and needed his help (which I had already given him a list of things to do for solving it but he didn't do it yet).
Just a tip, I thought I'd share.
Friday, January 31, 2014
Teacher's Potential
Our interests become their knowledge.
Our abilities become their successes.
We are creating passionate students every day.We are fostering students memories that will stick in their minds for the rest of their lives.We are giving them the best base to stand on and the strongest leg to put forward. We are encouraging them in the classroom and in life.
We are creating the future leadersWe are molding their futuresWe are lighting their fires.
Our experiments will feed them.Our voices will stand for them.Our motivation will create them.Our questions will enlighten them.
Our experiments will feed them.Our voices will stand for them.Our motivation will create them.Our questions will enlighten them.
Every time we share a moment
with a child, not only does it shape them,
it reminds us once:
We needed teachers that would feed us concepts.
We needed someone to light our fires and teach us where to stand.
We needed someone to teach us strength, someone to teach us hope
And someone to show us how deep curiosity could go.
Once we needed someone to brighten our path and teach us about our potential.
with a child, not only does it shape them,
it reminds us once:
We needed teachers that would feed us concepts.
We needed someone to light our fires and teach us where to stand.
We needed someone to teach us strength, someone to teach us hope
And someone to show us how deep curiosity could go.
Once we needed someone to brighten our path and teach us about our potential.
Wednesday, January 29, 2014
Opt Out
I read this article the other day that really got me thinking. It is all about how some parents are opting their children out of standardized testing. What a remarkable idea!
Here the government is trying to fix the system, the teachers are fighting it and the parents could solve it right under everyone's noses. If the kids don't test, there is no argument to be had.
Now, I know the benefits of testing, I understand wanting to know how your child compares to the rest and make sure everything is going the way it should be, but if teachers went back to teaching that creates passion and dedication, then the students would learn more about how to learn in a way that benefits them and works in the society that can learn all the facts with a touch of their thumbs.
We, as teachers, need to learn how we can help students ask the right questions and question further, how students can learn the next level and question themselves.
As a teacher, I am an advocate for what is best for my students and I think opting out of these tests and standing up to the issues in the education field is hands down what is best.
Here the government is trying to fix the system, the teachers are fighting it and the parents could solve it right under everyone's noses. If the kids don't test, there is no argument to be had.
Now, I know the benefits of testing, I understand wanting to know how your child compares to the rest and make sure everything is going the way it should be, but if teachers went back to teaching that creates passion and dedication, then the students would learn more about how to learn in a way that benefits them and works in the society that can learn all the facts with a touch of their thumbs.
We, as teachers, need to learn how we can help students ask the right questions and question further, how students can learn the next level and question themselves.
As a teacher, I am an advocate for what is best for my students and I think opting out of these tests and standing up to the issues in the education field is hands down what is best.
Monday, January 27, 2014
Mid-Year Parent Teacher Conferences
I love parent teacher conferences at the preschool level. There is less pressure and a better chance to set up things for the parents and having parents listen to you not just fight you.
I either have completely wonderful parents this year or I have done a remarkable job doing what is right for the students this year. My low students, parents want support. My high students want ways to continue. When parents are looking for the educational benefits and when parents are invested it makes a world of difference for the teachers.
I was able to set up a free screening for development at my school in February so when I approached parent teacher conferences this week I was able to say that I am not a professional but I have the professionals coming to help and parents can use this opportunity for free and without hassle!
I was able to offer my help for providing games that parents can play with their students that encourage learning and questions to ask their students. I was able to motivate some parents and calm others down. I was able to answer any questions and have a relationship with these parents instead of an introduction.
And for all these parents, this is the first time we have had a sit down conversation about their learning, about what they would like to see and about what we bring to the table. It has been a remarkable (albeit exhausting week).
What works well at your parent teacher conferences? Would you ever consider doing one midyear? Would it be any different at your school?
I either have completely wonderful parents this year or I have done a remarkable job doing what is right for the students this year. My low students, parents want support. My high students want ways to continue. When parents are looking for the educational benefits and when parents are invested it makes a world of difference for the teachers.
I was able to set up a free screening for development at my school in February so when I approached parent teacher conferences this week I was able to say that I am not a professional but I have the professionals coming to help and parents can use this opportunity for free and without hassle!
I was able to offer my help for providing games that parents can play with their students that encourage learning and questions to ask their students. I was able to motivate some parents and calm others down. I was able to answer any questions and have a relationship with these parents instead of an introduction.
And for all these parents, this is the first time we have had a sit down conversation about their learning, about what they would like to see and about what we bring to the table. It has been a remarkable (albeit exhausting week).
What works well at your parent teacher conferences? Would you ever consider doing one midyear? Would it be any different at your school?
Saturday, January 25, 2014
Said No Teacher Ever...
What a great video! Sometimes every teacher needs a laugh when they are a bit overwhelmed. Here is a video to help you laugh your stress away!
(I don't take credit for the video in any way.)
Tuesday, January 21, 2014
I Belong with Monsters
 |
| http://flic.kr/p/jhG6K |
Look at your classroom like a living monster with body parts of all sorts, shapes and sizes that not only can function, but those limbs can function individually and together. Finding the pieces of this moving monster puzzle can be difficult at times and cause every teacher to question themselves and their class.
Just like students adapt to fit in, you can adapt how you work. You can take that monster of a classroom and build a system that supports all the components. Making accomplishments out of possible failures can help you feel important and help your students feel like they belong. How can you find accomplishments in what you do to help build a wave of success for your teaching, classroom and students?
Sunday, January 19, 2014
This looks like a job for Superman!
This probably should have been my first post. I named this blog I could be Superman for a number of reasons.
1) I have always loved superheros and everything they stand for. I see the strengthen in them, the ability to put others first no matter what. To give up their own lives sometimes for the sake of other people. And I think sometimes, we forget that side of the superheroes. It gets to be so easy to view them as a ritzy jack*** (I am looking at you, Ironman) or the same old rich kid with no parents tune we have been hearing for years. Sometimes, I think it is important to think about what is beneath that. That these men (and women) give up their lives, they put their families on the line for the sake of some black silhouette of a person they don't know.
2) Waiting for Superman. I won't lie and say I saw the movie before starting this blog. That's a lie. (Though I finally did have the courage to watch that movie) but I did specifically say I could be Superman because of that movie. Not because of anything the movie said, not because of anything the movie didn't say. Just the title. That's it. It's exactly how I feel about education, it seems like we are waiting for some super famous amazing fairy godmother character to come in with a magic wand and fix education. No one is stepping up. And we could, we all could. I could. I have said this for months. If I knew who to contact at least to shoot down my ideas if nothing else, I would call them up. But even I, I could at least attempt to fix the education system. If I tried something different enough, maybe it would get better. If it didn't? It sure can't get any worse. Maybe YOU could fix education and make it the kind that makes students think.
3) We have super powers. Superman wasn't some rich man. He didn't have lots of degrees. I mean he had superpowers but don't we? Teachers have a special way of being exactly what a classroom needs and changing it on the spin of the dime if it needs changing. We know how to wrap students around information, we know how to push their questions out of them, we know how to make those "Ah-hah!" moments happen. If you threw Joe Shmoe into the classroom, he wouldn't be able to do these things. We chose this because we can do it.
4) And we are up to the challenge. We sit here waiting for the moment that we can teach how we should be teaching, when we can do what we should be doing. We are stuck in the ways of the world and we ourselves are broken. We stopped asking "Why", we stopped experimenting with our own jobs. We like the money, we like the job security but we are the ones that are supposed to be up to the challenge and save the people that we don't even know yet.
Those are your kids, your future students, your current students, the people that question your job, the people that belittle your work. We need to save them because if we don't? No one else will.
We can be the Champion of the Oppressed. We stand for truth, justice and the American way.
We can be Superman. Up, up and away!
“You wrote that the world doesn't need a savior, yet everyday I hear people crying out for one.”
― Superman Returns 2006
1) I have always loved superheros and everything they stand for. I see the strengthen in them, the ability to put others first no matter what. To give up their own lives sometimes for the sake of other people. And I think sometimes, we forget that side of the superheroes. It gets to be so easy to view them as a ritzy jack*** (I am looking at you, Ironman) or the same old rich kid with no parents tune we have been hearing for years. Sometimes, I think it is important to think about what is beneath that. That these men (and women) give up their lives, they put their families on the line for the sake of some black silhouette of a person they don't know.
2) Waiting for Superman. I won't lie and say I saw the movie before starting this blog. That's a lie. (Though I finally did have the courage to watch that movie) but I did specifically say I could be Superman because of that movie. Not because of anything the movie said, not because of anything the movie didn't say. Just the title. That's it. It's exactly how I feel about education, it seems like we are waiting for some super famous amazing fairy godmother character to come in with a magic wand and fix education. No one is stepping up. And we could, we all could. I could. I have said this for months. If I knew who to contact at least to shoot down my ideas if nothing else, I would call them up. But even I, I could at least attempt to fix the education system. If I tried something different enough, maybe it would get better. If it didn't? It sure can't get any worse. Maybe YOU could fix education and make it the kind that makes students think.
3) We have super powers. Superman wasn't some rich man. He didn't have lots of degrees. I mean he had superpowers but don't we? Teachers have a special way of being exactly what a classroom needs and changing it on the spin of the dime if it needs changing. We know how to wrap students around information, we know how to push their questions out of them, we know how to make those "Ah-hah!" moments happen. If you threw Joe Shmoe into the classroom, he wouldn't be able to do these things. We chose this because we can do it.
4) And we are up to the challenge. We sit here waiting for the moment that we can teach how we should be teaching, when we can do what we should be doing. We are stuck in the ways of the world and we ourselves are broken. We stopped asking "Why", we stopped experimenting with our own jobs. We like the money, we like the job security but we are the ones that are supposed to be up to the challenge and save the people that we don't even know yet.
Those are your kids, your future students, your current students, the people that question your job, the people that belittle your work. We need to save them because if we don't? No one else will.
We can be the Champion of the Oppressed. We stand for truth, justice and the American way.
We can be Superman. Up, up and away!
“You wrote that the world doesn't need a savior, yet everyday I hear people crying out for one.”
― Superman Returns 2006
Friday, January 17, 2014
Tackle Your Expectations
Sometimes, we like to live up to other people’s expectations. It becomes difficult when you feel like you let someone down.
Imagine you were football player and your father, the biggest football fan you ever met, told you that he wanted you to win him a superbowl ring. Year after year, you pushed yourself, through doubles and practice year round and you gave it your all. Yet after a few years, your coach saw that you weren't going anywhere and told you to give it up.
How do you think you would feel about yourself knowing someone else gave up on you well before you did? How would it feel to have someone who is supposed to push you, tell you that you aren't good enough? The same is true for your students. If you constantly give up on them, how are they ever going to reach their dreams? By letting down your students you start to let yourself down too.
What are some ways to avoid letting your students and yourself down?
Wednesday, January 15, 2014
What Are You Giving Your Giving Tree?
Take care of your school
We like knowing we took part in something important. We want to see the fruits of our labor. Just like a gardener, you can take care of your relationships and help them reach greatness. Are you doing everything in your power to help it reach that greatness?
Here are some questions to guide your thoughts:
Nurture
- How do you show you care for your school?
- How can you show that you care about your coworkers?
- How can you show that you care for your parents?
- How can you show that you care for your students?
Protect
- What does success look like for your school?
- How are you keeping it healthy?
- What new goals are you making?
- What are you doing to make sure you remain at the top once you get there?
Growth
- What ways are you encouraging consistent success?
- How can you adapt failure into a newfound success?
- How can you constantly strive down new paths to make success easier?
Help your school reach success, just like you would help that seed become a tree.
.jpeg) |
| I do not take credit for this picture or any on my blog |
I Will Not Let An Exam Result Decide My Fate||Spoken Word
This will sure make you think. It is definitely a much watch! Maybe even a much watch 10 times! I love this video.
Monday, January 13, 2014
Swimming in The Have To Do's-- A Teacher's Perspective
As a teacher, sometimes overwhelming is an understatement. We always have pre-tests to make, progress tests to take, post tests to grade, lesson plans to create, team meetings to attend, IEP Meetings to structure and everything in between. Most of us get lost, we get swamped on the "To-Do" lists of our lives. And it seems like we will be swimming under the papers until the day we die.
And sometimes the sigh of relief that is supposed to follow the victory of completing an aspect of the to-do list is replaced with 10 more items on your list. In fact, in my classroom, that's how it feels every time. But we need to remember to take the victories for what they are and celebrate every accomplishment (just as much, if not more than, how much we dread every new task). Take a second to focus on the fact you are still chipping away at that mountain of papers you have in front of you. And that it is in fact making you a better teacher, better student, better leader in this crazy world around you. Don't let the avalanche of the "Haven't happened yets" fall all around you to the point where you drown in the monotony.
How can you celebrate every time you complete another obstacle on your list?
And sometimes the sigh of relief that is supposed to follow the victory of completing an aspect of the to-do list is replaced with 10 more items on your list. In fact, in my classroom, that's how it feels every time. But we need to remember to take the victories for what they are and celebrate every accomplishment (just as much, if not more than, how much we dread every new task). Take a second to focus on the fact you are still chipping away at that mountain of papers you have in front of you. And that it is in fact making you a better teacher, better student, better leader in this crazy world around you. Don't let the avalanche of the "Haven't happened yets" fall all around you to the point where you drown in the monotony.
How can you celebrate every time you complete another obstacle on your list?
 |
| This is a picture off of Google Images and I take no credit for it or any others on my site. |
Subscribe to:
Posts (Atom)