Time Keeps On Slipin

Who remembers the movie SPEEED with Keanu Reeves?  Ok, I may be showing my age a little here.  If you haven't seen it....you are honestly not missing much.  The premise is someone plants a bomb on a Metro Bus in the city and Keanu has to save the people on board.  The dilemma is that the bus is moving and it can not go over or below a certain SPEED or it will ignite the bomb.  Pretty awesome right?  Yeah, the 90's were very awesome indeed. 

This to me is an example of how a lesson plan can seem when you are a first time (student) or professional teacher.  I taught my lesson for LE1 today and it went very well.  But my biggest hang up as continued to be my SPEED.  This was a simple lesson about Context Clues for my 4th graders.  4th graders that is.  I thought I would make it rather simple and cut down on unnecessary time sucking activities such as cut outs and notebook design.  I used post-it notes and pre printed vocabulary sheets with examples of different types of context clues.  I thought this would be pretty straight forward and planned to have other examples and independent practice for the students to work through.  I also planned for 30 minutes TOPS for the entire lesson.  Well....I went to about 45 minutes.  The notebook set up still was a struggle.  Students were concerned about "doing it right" and not so much about the speed.  They took this time to chit chat with friends, find their supplies, and tie their shoe etc...  I made sure to thoroughly explain the process and assumed it would all be a 2 minute task.  After I demonstrated and explained what to do, I had at least 4-5 students asking how to do it: "How do I glue the post-its?  What sheet are we doing?  Do we cut it out?  What do we write?" etc...  So this tacked on another 10 minutes or more before we could begin the second part of the lesson.  I then explained what we were going to do for the written portion and still had some say where do we write?


A few things stuck out about this to me.  It is VERY important, even with an older age group to thoroughly explain at the beginning of the lesson.  It is also important to have a model of what theirs should look like.  I don't really like this idea, but the lesson is specific I guess, so they couldn't do it any old way.  But in the future, I want them to figure out what is best for them.  I don't think everyone's should always look the same, it takes away from creativity.  Being an artist at heart, that bugs me sometimes (though I know it maybe necessary depending on your district).  Anyway, I also thought about how I could teach these students to work more efficiently.  One way would be to lay down the ground rules such as: Get everything you need before you start (which I did) so that you are not walking around.  Possibly make it a game (which group is going to get there notebook set up first?)  The other thing would be design this portion of the lesson in a way that they can create while they learn so that they are not SO focused on "getting it right" or getting the notebook set up when they should be learning.  These are just some possibilities.


Classroom management seems to be a skill that can be overlooked and if done incorrectly, as we all know and have been told, can really hinder progress and time for you and your students.  We only have a small window to fit a full size elephant of content into, so we have to make our minutes and seconds count.  From and ASCD article:


"Research not only supports the importance of classroom management, but it also sheds light on the dynamics of classroom management. Stage and Quiroz's meta-analysis (1997) shows the importance of there being a balance between teacher actions that provide clear consequences for unacceptable behavior and teacher actions that recognize and reward acceptable behavior. Other researchers (Emmer, Evertson, & Worsham, 2003; Evertson, Emmer, & Worsham, 2003) have identified important components of classroom management, including beginning the school year with a positive emphasis on management; arranging the room in a way conducive to effective management; and identifying and implementing rules and operating procedures." ASCD


The article goes on to talk about the importance of setting the tone of your classroom, establishing respect and maintaining clear expectations with your students.  We have all learned about these things and applied them to some extent, but as we get closer to full time teaching, we really need to focus on them.  But designing and leading a lesson plan or unit whether daily or for our LE assignments, we should focus as well on flow, transitions, expectations for the best student learning and outcomes.  My kids did a GREAT job, I just know there are many areas of improvement that I need to work on.  It will get somewhat easier when we are in the classroom more, but it is still something to develop even after a few years of teaching.  It is important for the students to understand how disruption affects their learning time and the time of others in the room.  This is important to assure every student (especially struggling students) are adequately processing information.  But they also need to have fun and enjoy education so there is a balance.


This idea meshes great with NCPTS:


4G: Teachers communicate in ways that are clearly understood by their students. They are perceptive listeners and are able to communicate with students in a variety of ways even when language is a barrier. Teachers help students articulate thoughts and ideas clearly and effectively.


It could also connect with Standard 2 as well.  I felt this illustrates the importance of lesson design and delivery methods. 


Overall, this was and continues to be a productive week.  I feel like I am driving a bus sometimes that won't slow down and there are many obstacles, but I know we will get through it, and we will be so proud when we do.  So when you design your lessons and Units, remember, practice, patience, knowing your students, and consistency will go a long way!


References:


http://www.learnnc.org/?pstandards=Teachers


http://www.ascd.org/publications/educational-leadership/sept03/vol61/num01/The-Key-to-Classroom-Management.aspx

Learning Environment: What Will Be Your Class Vibe?

This one is going to be short and sweet (maybe).  It seems as though it is crunch time for a lot of our projects, and even though I have tried to stay on top, I still have a lot to get done!  This is good for me because I feel it is preparing me very well for the pressures and dealings we will have as a teacher: on top of instruction and lesson planning, having to work with parents and satisfy our school systems and administrators requirements.  This is in no way a negative outlook, but it is realistic!  I am stoked to be a fulltime teacher very soon, but I still need to focus on the tasks at hand.


This week, I was able to visit another edCamp.  I know, "ain't no body got time for dat!" (sp?) But I really learn a lot from these and they have given me some great insight on the positives and negatives teachers face on a day to day basis from veteran and current teachers.  I have been pondering for a while now what my classroom will be like.  I know it will probably be nothing like I am imagining, but I want to prepare ahead of time and have been making a mental checklist in my head as I prepare for lessons, Unit design and classroom management.  But the MOST important aspect I want to include and make the highest priority is the STUDENTS.  As important as what they learn, I am heavily pondering the WAY they learn!  This is what we have been studying and writing about for the past year or more right?  Our Pedagogy and educational theories are going to be paramount to our success and the students' success as well as how we "brand" ourselves as teachers.  Now I know we are not all going to be Ron Clark, but it is important to me to not be another robot teacher (I love them as well) but I just don't see the enjoyment in that.  I don't want to hate life 5 years from now.  We can (with our Principal's blessing) think outside of the box in our teaching, provide the best teaching experience and environment for students, and create and design new and better ways to teach students!  Students are with us for 7 or so hours a day, I feel we owe it to them to make good use of their time as well as making learning exciting and fun!


In an article I have read a few times from Teach Thought, the author lays out 10 Characteristics of A Highly Effective Learning Environment.  I felt number 4 and 7 really jump out at me.  4 is about varying our delivery methods to suit the needs of many different students/learners:


"Inquiry-based learning, project-based learning, direct instruction, peer-to-peer learning, school-to-school, eLearning, Mobile learning, the flipped classroom, and on and on—the possibilities are endless. Chances are, none are incredible enough to suit every bit of content, curriculum, and learner diversity in your classroom. A characteristic of a highly-effective classroom, then, is diversity here, which also has the side-effect of improving your long-term capacity as an educator" (Teach Thought.com)  


And 7 is about assessment:


"Assessment is just an (often ham-fisted) attempt to get at what a learner understands. The more infrequent, clinical, murky, or threatening it is, the more you’re going to separate the “good students” from the “good thinkers.” And the “clinical” idea has less to do with the format of the test, and more to do with the tone and emotion of the classroom in general. Why are students being tested? What’s in it for them, and their future opportunities to improve? (teachthought.com)


The rest of the article is a good quick read as well.  But thinking about these two, I think how am I going to do assessment in a way that I can track student progress the best and what delivery method will work the best?  I think the more I experiment with each of these, the more proficient I will become and the better I can understand how to use them.  This falls in line with NCPTS 4H:




IVh •


Teachers use a variety of methods to assess what each student has learned.


Teachers use multiple indicators, including formative and summative assessments, to evaluate student progress and growth as they strive to eliminate achievement gaps. Teachers provide opportunities, methods, feedback, and tools for students to assess themselves and each other. Teachers use 21st century assessment systems to inform instruction and demonstrate evidence of students' 21st century knowledge, skills, performance, and dispositions.


This is very important to me as a future teacher and as I continue to learn more and experience more, I look for new ways and possibilities to add and contribute to my learning community and my future students.  I still have a long way to go, but I know I will be successful in this pursuit.  What are some ideas you all have to build on this idea?







RESOURCES:







http://www.teachthought.com/learning/10-characteristics-of-a-highly-effective-learning-environment/






















 


 

 

Autism In the Classroom

This week, I thought I would write about student’s with Autism and what we could expect in our classroom when we have an AU student in our class.  Kristi Key from our class created a great breakdown of the NCPTS: 2D and 2E

It really got me thinking about how I will handle the different situations that we as teachers will face.  I am sure there are many teachers out there who dread having a problem child, ADD/ODD/ACDC students in their class.  I would hope that is not the case for all teachers, but let’s be real.  

Autism is one of those things that some teachers are unsure about and may not be equipped or accustomed to in their class.  I understand.  I actually look forward to the challenges and struggles we will face and I am sure we will all have those days when we wish we didn’t have to deal with some of the behavior, developmental and learning capacities some students exude in the classroom.  But we will and we have to ask ourselves how do we build up these students?  How do we give them the best experience they can have?  What are the ways in which we will make them feel loved when they may seem unlovable?  Are you up to it?  I believe everyone in 435 is.  I hope to illustrate some points to help us learn more about how to provide instruction as well as a safe happy environment for students within the AU spectrum.  There is certainly a rabbit hole of information out there that we can learn about, but this is a snapshot.  

In my Clinical placement, we have some very interesting students behavior wise.  They are all great but there are a few who require a little more guidance.  We have one diagnosed student within the AU spectrum.  I gravitate to this student who is very sweet and does a great job on learning tasks.  But there is a bit of scaffolding involved with other students as well as a little extra help provided.  But it is a great experience for me to learn how to best provide support and instruction with this student in particular.  

So what are some ways to assist an AU student within the classroom?  Well the first is understanding and love.  Having a son within the AU spectrum as well, I know first hand that he shuts down when he is pushed too hard or when he feels threatened in any way.  He is capable of a lot, but you have to find what he likes or doesn’t consider “boring”.  Also, a majority of students with autism on the higher functioning end (Asperger’s, etc.) can be opinionated and may say what is on their mind to you.  A lot of AU students will be kind of awkward emotionally and or socially so that is something to keep in mind for sure.  Students within the lower functioning end of the spectrum can be a little more of a challenge, but we should be prepared for either student.  This is important to research because as we are learning more and more, differentiated and blended classroom models and instruction are crucial for all students to succeed and enhance their learning experience.  From Autism Speaks: IDEA provides that students with disabilities are entitled to experience the “least restrictive environment.”  School districts are required to educate students with disabilities in regular classrooms with non-disabled peers, in the school they would attend if not disabled, to the maximum extent appropriate, supported with the aids and services required to make this possible. This does not mean that every student has to be in a general education classroom. The objective is to place students in as natural a learning environment as possible, within their home community, as much as possible. (Autism Speaks)  This illustrate a glimpse into the importance of helping students transition smoothly throughout their school career.  

The use of IEPs or (Individual Learning Plans) is another way to help students get the help and the leadership they need.  It is up to the teacher to adhere to the plans that are established by the parents and the teachers involved with the design of the plan.  This insures that the student will receive the adequate assistance they need.  Another method listed in the PDF: Named for its pioneer (ABA-based) Teacher-directed DTT targets skills and behaviors based on an established curriculum. Each skill is broken down into small steps, and taught using prompts, which are gradually eliminated as the steps are mastered. The child is given repeated opportunities to learn and practice each step in a variety of settings. Each time the child achieves the desired result, he receives positive reinforcement, such as verbal praise or something that he finds to be highly motivating.  (Autism Speaks) So there are certainly great ways in which we can help these students.  I think the main thing is making them feel part of the team and not feel like there is anything different about themselves.  They will have behavior issues like most students.  Sometimes a little more extreme.  But they also are capable of following the rules set by the teacher and being held accountable for their actions.  All students are to be taught how to be a good citizen in society as well as in the classroom.

This certainly corresponds with the standard: Teachers II • Teachers establish a respectful environment for a diverse population of students.  Particularly IId •Teachers adapt their teaching for the benefit of students with special needs.  But all of the subcategories of this standard certainly apply!  Experience is the best teacher for us on this area, but being prepared is very important.  Look at this not as a challenge, but an adventure.  I think this is the essence of teaching a well rounded classroom.  Teaching is not for everyone, and teaching students with special needs is not for everyone either.  But loving humans is or should be for everyone.  Teaching can teach you a lot about yourself, so make sure you are willing to learn! :)  

Resources:

https://www.autismspeaks.org/sites/default/files/sctk_educating_students_with_autism.pdf

http://www.learnnc.org/lp/pages/812

Change The Way Students Learn

I have really been interested in Maker Space over the past year and I have searched for different ways I could incorporate it into my future classroom.  But let me first recap my week.  Last Saturday, I was able to attend EdCamp QC in the Queen City itself....Charlotte.  I was able to go with my lovely wife Harmony and simultaneously celebrate 17 years of marriage!  Whoo hoo.  Ok, back to EdCamp.  If you haven't been (I know a lot of you have) it is an "unconference".  Meaning, there is no set agenda other than learning a lot from other teachers and education facilitators: aka: Media Specialists, Tech Integrators, Instructional Technology leaders.  Every hour or so we would switch to another group.  You can pick which group you would like to go to even if it is visiting 2 or 3 different groups during the hour.  You vote with your feet.  One of the constant groups was a makerspace that was set up in an art room.  There was technology, recycled items, robots, 3D printers etc... and you could use all of them to create and "play" with.  The other groups I went to were Twitter, PBL, Flexible learning spaces and Growth mindset.  I learned so much from all of these and helped a few teachers learn how to use Twitter.  The thing I like about these is that everyone has something to add.  I am a novice teacher obviously, but I was able to add to the conversation as well.  Just in case you are interested, there is another EdCamp in a few weeks in Raleigh: EdCamp Wake.  

Fast forward to this week...in my clinical visit this week, I was able to work with my small group of students to assess literacy and establish an idea of what and how we are going to work together.  I am looking forward to completing this task, but also looking forward to learning the process.  So, back to maker spaces...how do you implement a makerspace in an already super crammed, busy day?  That is my dilemma and mission.  You also have to ask: Why do you use a makerspace?  How do you use a makerspace?  How does it connect students to learning?  Obviously, it will not replace teaching, but like technology, it can be a powerful tool to use in engaging students in a different and powerful way.  Let's look at Bloom's taxonomy model:

As we have been learning and pondering throughout the last year or two, being able to open up a higher level of reasoning and learning in our students is our goal.  To do so, we must go beyond mere instruction.  Of course, we are to lead our students by our instruction.  But the types of questions we ask, the opportunities for learning we present and the methods and tools we use to bring them to deeper knowledge are all important.  This can happen with all students.  I believe Maker Space is a great opportunity to introduce students to their creative side and differentiate learning in a great way!  Here is an example of how you could use this in an ELA setting:

https://usergeneratededucation.wordpress.com/2013/10/28/maker-education-meets-the-writers-workshop/

The overall project in the article was having the students create a Reader's Theater.  They created the storyboard, narrative, props created for illustrating in real time.  It was a tool to encourage students to be creative in a powerful way WHILE LEARNING!  I certainly bookmarked the idea and hope to incorporate some of the ideas eventually.  The other article I have been reading was about "open ended" learning.  From the website: "Personalization only comes when students have authentic choice over how to tackle a problem. A personalized environment gives students the freedom to follow a meaningful line of inquiry, while building the skills to connect, synthesize and analyze information into original productions. Diane Laufenberg in What Do We Really Mean When We Say ‘Personalized Learning’?"  https://usergeneratededucation.files.wordpress.com/2016/09/selfdifferentiating.jpg?w=700

This is a great illustration to me of how successful this type of learning can be.  

So how does this fit into teacher standards?  I would link it to:

IV.C:  Teachers choose the methods and techniques that are most effective in meeting the needs of their students as they strive to eliminate achievement gaps. Teachers employ a wide range of techniques including information and communication technology, learning styles, and differentiated instruction.

and

IV.D: Teachers encourage students to ask questions, think creatively, develop and test innovative ideas, synthesize knowledge, and draw conclusions. They help students exercise and communicate sound reasoning; understand connections; make complex choices; and frame, analyze, and solve problems.

These standards represent the way makerspaces should help students learn in a meaningful and deeper way.  As I continue to learn about makerspaces, I plan to incorporate it as much as I can within the classroom.  My idea is to at first use makerspace as an extrinsic motivator for students to complete assignments on time, help with classroom management and to help students who need that creative outlet.  One idea would be introduce a new Unit or end a Unit study.  For ELA you could incorporate the above mentioned Reader's Theater and Writer workshop.  For a Unit study on measurement, you can have students construct a building/house model and measure all of the angles, materials and square footage.  I believe you need to start small and maybe take an idea or lesson 1 day a week and dedicate a little chunk of your day to help students get started.  It has to have meaning and connect with common core standards of course, so you have to make sure Common Core is integrated in the learning experience.  My BIG goal is to have a community "makerspace" day either at school or locally somewhere.  Overall, I realize that this is a tool just like Technology.  So it is important to utilize your time and purpose in the classroom.  I think it is possible to transform the traditional classroom.  I also believe that it is needed.  Traditional models and instruction have their merits and positive attributes, but progress and innovation are the only way in which we will ever move forward.  Now...let's make something!

website references:

https://usergeneratededucation.wordpress.com/2013/10/28/maker-education-meets-the-writers-workshop/

https://usergeneratededucation.wordpress.com/2013/10/28/maker-education-meets-the-writers-workshop/

edcamp notes and references:  https://docs.google.com/document/d/1cY8wZ6ugnABQIUxw0RDHDCxb4vL8q5jlZ1NZFbZsUVk/edit