tag:blogger.com,1999:blog-72679293204122121542024-02-01T22:10:56.009-08:00Teaching- Another Day In ParadiseThis site is dedicated to improving, inspiring, and enjoying the profession of teaching.Anonymoushttp://www.blogger.com/profile/18215766991554398470noreply@blogger.comBlogger50125tag:blogger.com,1999:blog-7267929320412212154.post-48952029849918616992015-06-08T20:23:00.000-07:002015-06-08T20:23:23.670-07:00Readicide: How Schools Are Killing Reading and What You Can Do About It by Kelly GallagherBelow is a sample from the notes/quotes I have begun to take out of the book Readicide. With all the conversations about high stakes testing. This book makes a STRONG CASE for why more reading is vital to have in the classroom. Click on the pages link with title to see quotes from more chapters. They will be added as I am assigned them.<br />
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<span style="font-kerning: none; text-decoration: underline;">Chapter 1- The Elephant in the Room (pg. 7)</span></div>
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<span style="font-kerning: none; text-decoration: underline;"><b>A Vicious Cycle</b> (pg. 21)</span></div>
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As a teacher I’ve always had an intuition that the high-stakes testing wasn’t best for students or education but I couldn’t articulate exactly why. Readicide is providing some concrete ideas. For example, the Paige Paradox and WYTIWYG. In my mind these processes explain why the standards/testing movement is simply continuing to escalate in pressure but not results. There were no gains in reading from 5 years of NCLB. I also never realized how ironic it is that in trying to increase reading proficiency that we are taking away reading from the students. In regards to all of this I agree that we have definitely “lost our way” (pg. 23).</div>
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<span style="font-kerning: none; text-decoration: underline;"><b>What Can You Do to Prevent Readicide </b>(pg. 24)</span></div>
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“A terrible price is paid when schools value the development of test-takers more than they value the development of readers” (pg. 26).</div>
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<span style="font-kerning: none; text-decoration: underline;">Chapter 2- Endangered Minds (pg. 27)</span></div>
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This chapter continues to emphasize how the most struggling of readers need to be reading the most. Yet what the school is doing about this issue may never even come up during staff meetings. </div>
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How do we get them to read then?</div>
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“…they need to be immersed in a pool of high-interest reading material. (pg. 30).</div>
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“Readers who are undernourished need good books. Lots of them. Instead, what do many undernourished readers get? They are often placed in remedial classes where the pace is slowed and where the reading focus moved away from books to a steady diet of small chunks of reading. In an effort to “help” prepare them for reading tests, <b>we starve readers</b>. (pg. 32-33).</div>
Anonymoushttp://www.blogger.com/profile/18215766991554398470noreply@blogger.com0tag:blogger.com,1999:blog-7267929320412212154.post-28172957267101743722015-03-26T10:05:00.001-07:002015-03-26T10:46:43.306-07:00Recycled Art with A Purpose--Pedagogy of Listening<div class="separator" style="clear: both;">Recycled Art Project BUT SO MUCH MORE!</div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;">A realization that is being confirmed for me over and over these days is just how important listening to our students is. Listening to them and letting them know that we care about their life stories and themselves. One way to weave this idea into your classroom is to give students opportunities to engage with ideas and modalities that interest them. </div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;">This was an end of unit project for our chemistry unit. We had studied the basics of chemistry, food/health chemistry, drug chemistry, and synthetic materials (plastics) chemistry. </div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;">The project was for students to create an art piece out of recycled/reused materials. The art piece HAD to have a message! However, students were able to choose one of the chemistry sub-units we had covered that most interested them. This may seem like a minor thing but giving students that choice makes a HUGE difference! </div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;">It was great watching students think about how to best get their messages across and problem solve how to build their projects. Thy were able to use glue, tape, string, and/or a glue gun to put their projects together! The students had previously brought in recyclable "trash" for us to examine. We used that plus anything else they wanted to bring in but it had to be something that would be otherwise thrown away or recycled.</div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;">HARMFUL PLASTIC MESSAGE</div><div class="separator" style="clear: both;">The easiest theme for the art project was the recycling theme and the harmful effects on animals and especially the ocean. We watched the movie 'Bag It'. Below are a few with the recycle theme. Students were allowed to create a notecard to accompany their art piece. </div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;">Piece #1: This piece is of a fish that is puking up plastic! </div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh5VJRnuPaNfqq5NWy9vxKTMoBYTPi0zGkkb5lsMpqG5_1eFnHfdgJijva6pkiOaM42FMMXwfT3xwdfTDWS7b5OmJ6cQvWk64sOUOe2hGDKENLzwjnG2ebaVcptS2VyhNUvL5b4YvrIKZg/s640/blogger-image-509441521.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh5VJRnuPaNfqq5NWy9vxKTMoBYTPi0zGkkb5lsMpqG5_1eFnHfdgJijva6pkiOaM42FMMXwfT3xwdfTDWS7b5OmJ6cQvWk64sOUOe2hGDKENLzwjnG2ebaVcptS2VyhNUvL5b4YvrIKZg/s640/blogger-image-509441521.jpg"></a></div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;">Piece #2</div><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;"><font color="#000000" style="margin-left: 1em; margin-right: 1em; -webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEilPVvlSg4Jkjhop_hmQyOYOggcdp5V1M0z3p2tA6x0OHQSJzWaszRS6sjrnCUTd1pjhRKLBc0x1AwoPSudVh4OR7-h6uWcvGk9G6q05s-B4EabP5pYv6RKaeKQvLTm27cHqWYAJIUrqhY/s640/blogger-image-956854724.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em; -webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEilPVvlSg4Jkjhop_hmQyOYOggcdp5V1M0z3p2tA6x0OHQSJzWaszRS6sjrnCUTd1pjhRKLBc0x1AwoPSudVh4OR7-h6uWcvGk9G6q05s-B4EabP5pYv6RKaeKQvLTm27cHqWYAJIUrqhY/s640/blogger-image-956854724.jpg"></a></font></div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;">Piece #3</div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiA-fqxuo3pcHWuR3UbkzmJbbHlh1zjtmEiXCO75HdpiF2_W2bFlLfbUn6VpZfUuMQZ8hus6WCa4md0cf3YZmOF8_rdeHT5Hd7IqBPWCXtHy_2CH16uytIWWs9hsl0qm9UBDi115zILrAk/s640/blogger-image-869716026.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiA-fqxuo3pcHWuR3UbkzmJbbHlh1zjtmEiXCO75HdpiF2_W2bFlLfbUn6VpZfUuMQZ8hus6WCa4md0cf3YZmOF8_rdeHT5Hd7IqBPWCXtHy_2CH16uytIWWs9hsl0qm9UBDi115zILrAk/s640/blogger-image-869716026.jpg"></a></div><br></div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;">HARMFUL DRUGS MESSAGE</div><div class="separator" style="clear: both;">Piece 4--This was a head/face "on drugs". Notice the eyes are funky. The most creative thing was the "brain" that is full of pill bottles and they made a "syringe" that is in there too! </div><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgJ_Ii2hFLUK3et3KtRgUXirEXCzuPH_3Phvrz-RUyUEY2MnOKninOIwWJ7bwp7ntNjncwf-3vmNN3OPzxAZNQ3gwXDlZTe2SowapEjnMBhZnt-5Nr7nbX3peX-ysVgVCp4eNgYoE7drhQ/s640/blogger-image--103760477.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgJ_Ii2hFLUK3et3KtRgUXirEXCzuPH_3Phvrz-RUyUEY2MnOKninOIwWJ7bwp7ntNjncwf-3vmNN3OPzxAZNQ3gwXDlZTe2SowapEjnMBhZnt-5Nr7nbX3peX-ysVgVCp4eNgYoE7drhQ/s640/blogger-image--103760477.jpg"></a></div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;">Piece 5--The message is obvious but what is cool is that everything in there was made by the student. This includes the ash tray and cigerattes. </div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0yJXRnPLHOXIDL20K_ZRtQuLw9B1pFcOl_gfag-q_QYyPBclyJ4Xf7QWSwQ8nRjC-GTKkP5zwyPYawnLcOwrSPlcsERNMmXXH3yYyaAeeK-pcpk3axKCjdnrN0EtbPEMFrzInoVZiOEY/s640/blogger-image-172094600.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0yJXRnPLHOXIDL20K_ZRtQuLw9B1pFcOl_gfag-q_QYyPBclyJ4Xf7QWSwQ8nRjC-GTKkP5zwyPYawnLcOwrSPlcsERNMmXXH3yYyaAeeK-pcpk3axKCjdnrN0EtbPEMFrzInoVZiOEY/s640/blogger-image-172094600.jpg"></a></div><br></div><div class="separator" style="clear: both;">*Note: We had previously had a debate on the legalization of marijuana. There were a few students who had argued "for" it and wanted to make their art piece in relation to that. After much consideration I told them that they would be able to do that but it would not be displayed in the school! </div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;">HEALTH DANGERS MESSAGE</div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;">Piece 6</div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh8cp7xcyySjbjNtDsJBoJ7ReIUsW6kmyutP3hh3kEQyXuykXnaNBgP9YBug88YGEz_y-My7CNVfbtc_1cF_V-3APXmxqXnG1BLkiw_6xuT-SwtSZgfipoQZux_lN8CbJ2sp2RrdapLGcs/s640/blogger-image-856788115.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh8cp7xcyySjbjNtDsJBoJ7ReIUsW6kmyutP3hh3kEQyXuykXnaNBgP9YBug88YGEz_y-My7CNVfbtc_1cF_V-3APXmxqXnG1BLkiw_6xuT-SwtSZgfipoQZux_lN8CbJ2sp2RrdapLGcs/s640/blogger-image-856788115.jpg"></a></div><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6qxsdH6zocdQf_6tie5_-6ojjCLSkPO1jNrvLsOSq5_nPUs7USVbxGSWlMh8gxPe3TbHXpsC9LNLY-_6jfH3UEeJ4jRlib3sAUmS7v1pX4U3EViz8Tcpz9JChHdYHxRm5QD_8TxzxIbM/s640/blogger-image--1846032631.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6qxsdH6zocdQf_6tie5_-6ojjCLSkPO1jNrvLsOSq5_nPUs7USVbxGSWlMh8gxPe3TbHXpsC9LNLY-_6jfH3UEeJ4jRlib3sAUmS7v1pX4U3EViz8Tcpz9JChHdYHxRm5QD_8TxzxIbM/s640/blogger-image--1846032631.jpg"></a></div><br></div><br></div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;"><div class="separator" style="clear: both;">HARD WORK--The reason I include the piece below is because they represent a significant amount of work that students put in. Some of it at home while engaging the parents to help! </div><br></div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;">Piece 7</div><div class="separator" style="clear: both;">This piece was supposed to be a lightbulb. However, if you look closely you will see a bike sprocket as the base for the bulb. What you wouldn't know is that I had brought in an old bike frame. A group of boys spent 2 class periods trying to take it apart. The took of the chain, took out spokes from the rims, and felt quite a sense of accomplishment when it was through. Definitely worth it! </div><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi8C3BCO_OCbjPMBCj3LA7gttTqEwgbpcOfSAUnlJ5cEMpkL1Kdt6j4shMkdgPrtZrHlSMiYmgH3zWicmKCfNU_Z8hc9HMvWeS3HS__GoiXn1FkOdCmwJisgUb5B2VO8T_2yx__YS1UW1I/s640/blogger-image-828693695.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi8C3BCO_OCbjPMBCj3LA7gttTqEwgbpcOfSAUnlJ5cEMpkL1Kdt6j4shMkdgPrtZrHlSMiYmgH3zWicmKCfNU_Z8hc9HMvWeS3HS__GoiXn1FkOdCmwJisgUb5B2VO8T_2yx__YS1UW1I/s640/blogger-image-828693695.jpg"></a></div><br></div><div class="separator" style="clear: both;">Concluding Thoughts</div><div class="separator" style="clear: both;">1) I didn't have the easiest of times finding actual examples to show my students. Therefore I wanted to include some photos and may add more if asked too.</div><div class="separator" style="clear: both;">2) Students were given a choice between a few different themes. All of the theme choices were given by the teacher but giving students a choice is not to be underestimated. </div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;">This is the first year that I used this project in this way. I was very happy with the student effort and the results. I will either keep this theme next year but I think I'd like to add something where students have to build a piece of furniture out of recycled/reused materials! Till Then! </div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;">Another Day in Paradise,</div><div class="separator" style="clear: both;">~Mr. McKinney</div><br></div>Anonymoushttp://www.blogger.com/profile/18215766991554398470noreply@blogger.com0tag:blogger.com,1999:blog-7267929320412212154.post-24948321798182267152015-02-19T21:45:00.001-08:002015-02-19T21:45:55.635-08:00Toxic culture of education: Joshua Katz at TEDxUniversityofAkron<iframe allowfullscreen="" frameborder="0" height="270" src="https://www.youtube.com/embed/BnC6IABJXOI" width="480"></iframe>Anonymoushttp://www.blogger.com/profile/18215766991554398470noreply@blogger.com0tag:blogger.com,1999:blog-7267929320412212154.post-52674638895116816432014-11-20T23:12:00.001-08:002014-11-20T23:13:24.785-08:00Why We As Teachers Should be Opting Out Of Testing!! :) http://www.pegwithpen.com/2014/11/test-scores-zipcode.html?spref=fb&m=1Anonymoushttp://www.blogger.com/profile/18215766991554398470noreply@blogger.com0tag:blogger.com,1999:blog-7267929320412212154.post-75152375651274928102014-11-08T23:24:00.002-08:002014-11-08T23:42:32.290-08:00The Performance of Close-Up Teaching <div class="column">
<span style="font-family: Helvetica; font-size: 11pt;">I LOVE planning and reflecting on what goes on in my classroom. The class with Dr. Meyer
always sparks a more in depth examination of what is occurring in my classroom.</span><br />
<span style="font-family: 'Helvetica'; font-size: 11.000000pt;"><br /></span>
<span style="font-family: 'Helvetica'; font-size: 11.000000pt;">We just finished moving all of our belonging from one household to another. It is always
interesting to see how much stuff has been accrued over a number years. It is exciting to clear
out some things you don't need and I always seem to re-discover a few books and items that I
need to spend more time with.
</span><br />
<span style="font-family: 'Helvetica'; font-size: 11.000000pt;"><br /></span>
<span style="font-family: 'Helvetica'; font-size: 11.000000pt;">In my college days I used to perform magic as a hobby and a way to generate extra income. I
have attended a few magic conventions and been fortunate enough to watch some very
talented magicians. One such magician is Eugene Burger. I have a book written by him called
'The Performance of Close-Up Magic'. I can't say I remember ever actually opening it up and
reading it. To my surprise as I flipped through the book and read the Foreword that the book
wasn't simply about magic tricks but was more about the philosophy of performing.
</span><br />
<span style="font-family: 'Helvetica'; font-size: 11.000000pt;"><br /></span>
<span style="font-family: 'Helvetica'; font-size: 11.000000pt;">I have come to believe that people are always performing. We perform differently depending on
which audience is in front of us. Teaching is no different. We are putting on a certain persona
and performance for our classes. Admittedly, I also believe that teaching is THE most
demanding sort of performance in that it is for so many hours in a row and for so many different
participants.
</span><br />
<span style="font-family: 'Helvetica'; font-size: 11.000000pt;"><br /></span>
<span style="font-family: 'Helvetica';"><span style="font-size: 11pt;">Recently I had the </span><span style="font-size: 15px;">privilege</span><span style="font-size: 11pt;"> of watching a great presenter by the name of <b>Arel Moodie</b>. I can see why he was named "America's Top Young Speaker". What an </span><span style="font-size: 15px;">inspiring </span><span style="font-size: 11pt;">performance he give to students all across America! </span></span><br />
<span style="font-family: 'Helvetica';"><span style="font-size: 11pt;"><br /></span></span>
<span style="font-family: 'Helvetica'; font-size: 11.000000pt;">As I began to read this book I realized there were many similarities between this book and my
current musings about education. I have always enjoyed pulling relevant quotes out of pieces of
work. Whenever the term performer is used, I believe teacher could easily be inserted. Let's
take a look.
</span><br />
<span style="font-family: 'Helvetica'; font-size: 11.000000pt;"><br /></span>
<span style="font-family: 'Helvetica'; font-size: 11.000000pt;">Quote 1: " What is important, in short, is the thinking that is necessary before any performer
can reach any of [their] goals." (pg. 20).
</span><br />
<span style="font-family: 'Helvetica'; font-size: 11.000000pt;"><br /></span>
<span style="font-family: 'Helvetica'; font-size: 11.000000pt;">The thing I love about the class with Dr. Meyer and the performance from Arel Moodie is that it challenges us to think about the
performance in our classroom. Unfortunately, I think when teachers believe they are "thinking"
about what is going on in their classrooms they are really just worrying about all the things that
their administration is going to be looking for. This is not thinking that is going to help them
reach their goals. Assuming that their goals are about doing what is best for their students.
</span><br />
<span style="font-family: 'Helvetica'; font-size: 11.000000pt;"><br /></span>
<span style="font-family: 'Helvetica'; font-size: 11.000000pt;">Quote 2 is out of Chapter 4. In this Chapter Burger is discussing the idea that the tricks aren't
what makes a magician.
</span><br />
<span style="font-family: 'Helvetica'; font-size: 11.000000pt;">"His ability to communicate his own sense of wonder and fun to his audience" (pg. 23) is what
makes the magician.
</span><br />
<span style="font-family: 'Helvetica'; font-size: 11.000000pt;"><br /></span>
<span style="font-family: 'Helvetica'; font-size: 11.000000pt;">I believe that this holds true for teachers as well. Unfortunately teachers are often times
required to use the "same tricks" in the classroom as if that is what is going to "fix" them. When
in reality the teachers ability to communicate is most important.
</span><br />
<span style="font-family: 'Helvetica'; font-size: 11.000000pt;"><br /></span>
<span style="font-family: 'Helvetica'; font-size: 11.000000pt;">I have to admit that in this Chapter there were quite a few pages describing a certain trick and I
was about to abandon the book as far as relevant information towards teaching goes but at the
beginning of each chapter as Burger discussing his thoughts on magic in general I find another
gem!
</span><br />
<span style="font-family: 'Helvetica'; font-size: 11.000000pt;"><br /></span></div>
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<span style="font-family: 'Helvetica'; font-size: 11.000000pt;">For example, on pg. 36 it reads, "The modern problem, Nathan Scott Jr. once wrote, is a failure
of the imagination." (Quote 3)
</span><br />
<span style="font-family: 'Helvetica'; font-size: 11.000000pt;"><br /></span>
<span style="font-family: 'Helvetica'; font-size: 11.000000pt;">There are many analogies that could be made between this quote and education. I would say
that administration doesn't truly appreciate teachers using their imaginations in regards to the
classroom AND even more disheartening is that teachers are less and less afforded the
opportunity to cultivate the growth of student imaginations.
</span><br />
<span style="font-family: 'Helvetica'; font-size: 11.000000pt;"><br /></span>
<span style="font-family: 'Helvetica'; font-size: 11.000000pt;">In Chapter 8 Burger discusses the idea of approach. How one approaches people (and by
extension a classroom full of students) is vital. <b>Arel Moodie</b> comes to mind here as well! </span><br />
<span style="font-family: 'Helvetica'; font-size: 11.000000pt;"><br /></span>
<span style="font-family: 'Helvetica'; font-size: 11.000000pt;">Quote 4: "In close-up magic, as in life, it is very often our </span><span style="font-family: 'Helvetica'; font-size: 11.000000pt; font-style: oblique;">approach --- </span><span style="font-family: 'Helvetica'; font-size: 11.000000pt;">the impact of our initial
appearance, presence, and manner---that determines whether our efforts will be successes,
failures, or complete disasters." (pg. 51).
</span><br />
<span style="font-family: 'Helvetica'; font-size: 11.000000pt;"><br /></span>
<span style="font-family: 'Helvetica'; font-size: 11.000000pt;">I can't help but be saddened thinking about all the teachers who allow their approach to be
dictated by systems focused on testing and activities that lead to a disadvantageous approach.
</span><br />
<span style="font-family: 'Helvetica'; font-size: 11.000000pt;"><br /></span>
<span style="font-family: 'Helvetica'; font-size: 11.000000pt;">Quote 5:</span><br />
<span style="font-family: 'Helvetica'; font-size: 11.000000pt;">
"Consider the following two propositions.</span></div>
</div>
<div class="layoutArea">
<div class="column">
<span style="font-family: 'Helvetica'; font-size: 11.000000pt;">1. My show will be good if my tricks are good.<br />2. My show will get off the ground if my approach is strong.</span><br />
<span style="font-family: 'Helvetica'; font-size: 11.000000pt;"><br />
Frankly, I very much doubt that the first proposition is true. In most instances, I think it is
largely false. The second proposition, however, I take largely to be ignored but,
nonetheless, to be true. A strong approach obviously cannot </span><span style="font-family: 'Helvetica'; font-size: 11.000000pt; font-style: oblique;">guarantee </span><span style="font-family: 'Helvetica'; font-size: 11.000000pt;">a good show
because even a strong approach can be followed by material that fails to be sufficiently
deceptive and/or entertaining [or educational].
</span><br />
<span style="font-family: 'Helvetica'; font-size: 11.000000pt;"><br /></span></div>
</div>
<div class="layoutArea">
<div class="column">
<span style="font-family: 'Helvetica'; font-size: 11.000000pt; font-style: oblique;">"Well", </span><span style="font-family: 'Helvetica'; font-size: 11.000000pt;">you might ask, </span><span style="font-family: 'Helvetica'; font-size: 11.000000pt; font-style: oblique;">"how does one make a strong approach?"</span><br />
<span style="font-family: 'Helvetica'; font-size: 11.000000pt; font-style: oblique;"><br />
</span><span style="font-family: 'Helvetica'; font-size: 11.000000pt;">Wouldn't is be wonderful if I could simply tell you by spelling it all out in a few sentences that you
could memorize and apply!</span><br />
<span style="font-family: 'Helvetica'; font-size: 11.000000pt;"><br />
I can't. Performing doesn't work that way. It is you who must find your own strong approach
through your own work. That is, through your own trial and error. Others might give you
pointers along the way which you may (or may not) be helpful and effective for you. The final
criterion, is the response that you are able to generate from your audiences...If the response
isn't what you want, the only answer is more thought and more work. This, I submit, is the path
to performing excellence. It is a path the requires great attention and awareness. A willingness
to look at our own work with ruthless honesty and to see what is there." (pgs. 53-54)
</span><br />
<span style="font-family: 'Helvetica'; font-size: 11.000000pt;"><br /></span>
<span style="font-family: 'Helvetica'; font-size: 11.000000pt;">I don't think teachers would read Quote #5 and have any difficulties understanding the
similarities between "performing" and teaching. Unfortunately, I believe the general public has
a grave time understanding that the best approach to education is a process. It isn't something
that can be prescribed to masses of educators in a cookie cutter format. Without
acknowledging that the best approach is unique to each teacher, teachers are always set up
with a disadvantage.
</span><br />
<span style="font-family: 'Helvetica'; font-size: 11.000000pt;"><br /></span>
<span style="font-family: 'Helvetica'; font-size: 11.000000pt;">In <u>Chapter 12: Conversation at the airport</u>, the whole chapter actually revolves around a
conversation that Burger has with a teacher during a plane flight. Towards the end of the conversation the
topic turns towards discipline.
</span></div>
</div>
</div>
</div>
<br />
<div class="column">
<span style="font-family: 'Helvetica'; font-size: 11.000000pt;">Quote 6:<br />
"Magician: I am saying that the real work leading to real accomplishment requires great energy,
great interest, it requires clear vision.
</span><br />
<span style="font-family: 'Helvetica'; font-size: 11.000000pt;"><br /></span>
<span style="font-family: 'Helvetica'; font-size: 11.000000pt;">Teacher: </span><span style="font-family: 'Helvetica'; font-size: 11.000000pt; font-style: oblique;">Yes, but it also requires great discipline.
</span><br />
<span style="font-family: 'Helvetica'; font-size: 11.000000pt; font-style: oblique;"><br /></span>
<span style="font-family: 'Helvetica'; font-size: 11.000000pt;">Magician: Doesn't interest create discipline? On the other hand, if there is no interest, then I
am simply following orders, following some program imposed from the outside, trying to conform
to what someone else says I must do. That, I'm afraid, is a most uncreative way to approach
one's art.
</span><br />
<span style="font-family: 'Helvetica'; font-size: 11.000000pt;"><br /></span>
<span style="font-family: 'Helvetica'; font-size: 11.000000pt;">Teacher: </span><span style="font-family: 'Helvetica'; font-size: 11.000000pt; font-style: oblique;">But if there is no discipline</span><span style="font-family: Helvetica;"><span style="font-size: 15px;"><i>…</i></span></span><br />
<span style="font-family: 'Helvetica'; font-size: 11.000000pt; font-style: oblique;"><br /></span>
<span style="font-family: 'Helvetica'; font-size: 11.000000pt;">Magician: If there is sufficient interest, then there will be discipline--but discipline of a quite
different quality from one which is simply obeying orders...I see that a teacher who doesn't
challenge me to move beyond my own little interests, and wants and worries and likes and
dislikes--<b>all </b></span><span style="font-family: 'Helvetica'; font-size: 11pt;"><b>of it</b></span><span style="font-family: 'Helvetica'; font-size: 11.000000pt; font-weight: 700;">--</span><span style="font-family: 'Helvetica'; font-size: 11pt;">leaves</span><span style="font-family: 'Helvetica'; font-size: 11.000000pt; font-weight: 700;"> </span><span style="font-family: 'Helvetica'; font-size: 11.000000pt;">me exactly where I was. I don't move forward. There is no real
accomplishment."
</span><br />
<span style="font-family: 'Helvetica'; font-size: 11.000000pt;"><br /></span>
<span style="font-family: 'Helvetica'; font-size: 11.000000pt;">I stand behind my use of the Whole Brain Teaching techniques and score board that I use in my classroom to
ensure appropriate behavior. However as I reflect on the particular techniques I use, I realize they
work so well for me because they are part of my developed approach. I've always wanted to
write up a "how to" for other teachers in regards to how I run those techniques but it always
seems too complicated and involved. Why? Because IT IS! I have developed that approach
through many years of trying, failing, and trying again!
</span><br />
<span style="font-family: 'Helvetica'; font-size: 11.000000pt;"><br /></span>
<span style="font-family: 'Helvetica'; font-size: 11.000000pt;">However, as I believe Dr. Meyer has been trying to convey for most of this semester, getting
students interest is so vital! A student with interest will help create a system with discipline.
Perhaps part of the great thing about Whole Brain Teaching is that it embeds interest and fun within
the general framework of the classroom. Reflection on some of my "behavior students" is
leading me to rethink their interest level. </span><br />
<span style="font-family: 'Helvetica'; font-size: 11.000000pt;"><br /></span>
<span style="font-family: 'Helvetica'; font-size: 11.000000pt;">Thanks to Dr. Meyer and <b>Arel Moodie</b> for providing inspiring performances and creating authentic interest among students and teachers. </span><br />
<span style="font-family: 'Helvetica'; font-size: 11.000000pt;"><br /></span>
<span style="font-family: 'Helvetica'; font-size: 11.000000pt;">Till We Meet Again,</span><br />
<span style="font-family: Helvetica;"><span style="font-size: 15px;">J. McKinney</span></span></div>
Anonymoushttp://www.blogger.com/profile/18215766991554398470noreply@blogger.com0tag:blogger.com,1999:blog-7267929320412212154.post-52268964355008141832014-10-23T19:33:00.002-07:002014-10-23T19:58:24.786-07:00Seriously!?! IEP Let DownI went to an IEP today.<br />
It was for a wonderful, sweet, hard-working 8th grade girl I have in my 5th period science class.<br />
<br />
She comes in as the meeting has already started. One of the testing facilitators tells her that she scored average on her IQ test and this is a good thing but she scored low on everything else. The next 30 minutes is a list of all her deficits (and there are many).<br />
<br />
Her older sister was there in place of her mom. The sister mentions how in first grade it was mentioned that "Kassie" was having trouble and mixing up letters. She was held back that year, as the teacher thought she was just lazy.<br />
<br />
It was noted that there was a possibility for dyslexia in her IEP file during our meeting. As the meeting was drawing towards it's conclusion I realized, with shock, that NO ONE was going to offer suggestions for how to help her with possible dyslexia. There is no assessment for it according to the IEP facilitator, therefore there were no assessment deficits to rattle off and discuss.<br />
<br />
I was so upset and disgusted that our educational system had let this young lady go from 1st through 8th grade without acknowledgment or offering of help for the family to figure out what was going on. The older sister confirms that she's been trying to get help for years.<br />
<br />
It turns out the counselor did have a sheet of colored overlays that she was able to try out. I was able to look up and give some possible options for discovering what works best for her.<br />
<br />
Another colleague had brought to my attention that IEP's have become so disassociated to the actual human students. It has become a reading of data and discussion about how to "improve" those data scores.<br />
<br />
These are our children, our future.
I am thankful I was there today to stand up for one of my beloved students. She deserves to really be looked at and listened to. Come On education! Seriously!<br />
<br />
Till Next Time,<br />
Another Day In Paradise,<br />
<br />
~Mr. McKinney
Anonymoushttp://www.blogger.com/profile/18215766991554398470noreply@blogger.com0tag:blogger.com,1999:blog-7267929320412212154.post-34137285616040344082014-10-20T21:55:00.001-07:002014-10-20T21:55:35.654-07:00White Privelage<blockquote class="twitter-tweet" lang="en"><p>Jon Stewart vs. Bill O’Reilly - EPIC Interview ov…: <a href="http://t.co/dgV0CTZcgL">http://t.co/dgV0CTZcgL</a> <a href="https://twitter.com/joerogan">@joerogan</a> <a href="https://twitter.com/hashtag/whiteprivelage?src=hash">#whiteprivelage</a></p>— The Culk (@The_Culk) <a href="https://twitter.com/The_Culk/status/522889995263438848">October 16, 2014</a></blockquote>
<script async src="//platform.twitter.com/widgets.js" charset="utf-8"></script>Anonymoushttp://www.blogger.com/profile/18215766991554398470noreply@blogger.com0tag:blogger.com,1999:blog-7267929320412212154.post-62206450380812481742014-10-20T21:43:00.001-07:002014-10-20T21:43:17.424-07:00<blockquote class="twitter-tweet" lang="en"><p>Eyes welled with tears from <a href="https://twitter.com/EmWatson">@EmWatson</a> incredible speech. <a href="http://t.co/rqszzhX6Qa">http://t.co/rqszzhX6Qa</a> <a href="https://twitter.com/hashtag/HeForShe?src=hash">#HeForShe</a> <a href="https://twitter.com/hashtag/IAmAFeminist?src=hash">#IAmAFeminist</a></p>— Jessica Chastain (@jes_chastain) <a href="https://twitter.com/jes_chastain/status/514489683720826880">September 23, 2014</a></blockquote>
<script async src="//platform.twitter.com/widgets.js" charset="utf-8"></script>Anonymoushttp://www.blogger.com/profile/18215766991554398470noreply@blogger.com0tag:blogger.com,1999:blog-7267929320412212154.post-68812439219890622732014-10-20T21:14:00.001-07:002014-10-20T21:14:17.502-07:00True Inquiry!?!<span style="background-color: white; color: #141823; font-family: Helvetica, Arial, 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 14px; line-height: 20px;">I am working hard this year at not giving students answers in my 8th grade science class. I want them to discover information for themselves. The students took some great strides in trying to figure out the independent variable of an experiment today. They believe they have come to a consensus but it's not the correct answer. </span><br style="background-color: white; color: #141823; font-family: Helvetica, Arial, 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 14px; line-height: 20px;" /><br style="background-color: white; color: #141823; font-family: Helvetica, Arial, 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 14px; line-height: 20px;" /><span style="background-color: white; color: #141823; font-family: Helvetica, Arial, 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 14px; line-height: 20px;">I'm not sure how to proceed next. Maybe have them come up with a statement that says what the variable is and why. Perhaps in coming up with this they might realize their misconception? </span><br style="background-color: white; color: #141823; font-family: Helvetica, Arial, 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 14px; line-height: 20px;" /><br style="background-color: white; color: #141823; font-family: Helvetica, Arial, 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 14px; line-height: 20px;" /><span style="background-color: white; color: #141823; font-family: Helvetica, Arial, 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 14px; line-height: 20px;">Any suggestions that wouldn't involve me giving them the answer!?!</span>Anonymoushttp://www.blogger.com/profile/18215766991554398470noreply@blogger.com0tag:blogger.com,1999:blog-7267929320412212154.post-84948254317419846842014-10-14T20:33:00.000-07:002014-10-14T20:33:02.682-07:00Here it is! The official T-Shirt! :) <div role="article">
<div class="_5rny">
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Here it is! The official 'Another Day in Paradise' T-shirt! Get yours today! :) </div>
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http://teespring.com/ADIPAnonymoushttp://www.blogger.com/profile/18215766991554398470noreply@blogger.com0tag:blogger.com,1999:blog-7267929320412212154.post-56178023884724281682014-10-14T20:28:00.004-07:002014-10-14T20:28:50.419-07:00Check this out! Plickers!! <span style="background-color: white; color: #141823; font-family: Helvetica, Arial, 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 14px; line-height: 20px;">Need an easy formative assessment. Don't all teachers!?! Try PLICKERS!! Brilliantly simple idea! </span><br />
<span style="background-color: white; color: #141823; font-family: Helvetica, Arial, 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 14px; line-height: 20px;"><br /></span>
<span style="background-color: white; color: #141823; font-family: Helvetica, Arial, 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 14px; line-height: 20px;">Check this out! Each student holds a shape and answers questions simply by the way they hold their shape. The teacher scans the shapes with their phone or iPad. The answers and class responses are instantly collected and shown. </span><br style="background-color: white; color: #141823; font-family: Helvetica, Arial, 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 14px; line-height: 20px;" /><span style="background-color: white; color: #141823; font-family: Helvetica, Arial, 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 14px; line-height: 20px;">I have given it a trial run and it seems to work pretty well.</span><br style="background-color: white; color: #141823; font-family: Helvetica, Arial, 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 14px; line-height: 20px;" /><span style="background-color: white; color: #141823; font-family: Helvetica, Arial, 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 14px; line-height: 20px;">Anyone else use this before!?! </span><br />
<br />
<a href="https://www.plickers.com/" rel="nofollow nofollow" style="background-color: white; color: #3b5998; cursor: pointer; font-family: Helvetica, Arial, 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 14px; line-height: 20px; text-decoration: none;" target="_blank">https://www.plickers.com/</a><br style="background-color: white; color: #141823; font-family: Helvetica, Arial, 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 14px; line-height: 20px;" /><br style="background-color: white; color: #141823; font-family: Helvetica, Arial, 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 14px; line-height: 20px;" /><br style="background-color: white; color: #141823; font-family: Helvetica, Arial, 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 14px; line-height: 20px;" />Anonymoushttp://www.blogger.com/profile/18215766991554398470noreply@blogger.com1tag:blogger.com,1999:blog-7267929320412212154.post-59140887420817873902014-03-20T15:44:00.002-07:002014-03-20T15:44:58.592-07:002014 Testing Memoir<div class="x_MsoNormal" style="font-family: Calibri, sans-serif; font-size: 11pt; margin: 0in 0in 0.0001pt;">
A student asked if they could go use the restroom yesterday. The teacher said “not yet, they would need to hold it”. The boy proceeded to grab his crotch and “hold it”. The boy was not being facetious, he really thought that’s what the teacher meant. Make sure when you are questioning that student that you don’t ask them to “spill it”!</div>
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<br /></div>
<div class="x_MsoNormal" style="font-family: Calibri, sans-serif; font-size: 11pt; margin: 0in 0in 0.0001pt;">
I have a student who is continually digging and biting at his fingernails and cuticles. The thought of it doesn’t creep me out but seeing him really just dig in there!?! I wonder if I can handle one more day of that. </div>
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<br /></div>
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HOWEVER,</div>
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<br /></div>
<div class="x_MsoNormal" style="font-family: Calibri, sans-serif; font-size: 11pt; margin: 0in 0in 0.0001pt;">
There is all this emphasis on avoiding testing irregularities but never before have I heard mention of testing PTSD that I believe I now have due to the following incident: The events that follow are true. The name has been left out to avoid the chance of you also accruing secondary PTSD! </div>
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<br /></div>
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Much of the time our brains unconsciously filter what is in our environment for us. Our brains will decide which images are most important to us. This allows for the possibility of not seeing large changes in our environment right away and then leading to us questioning ourselves on how we missed such an obvious change or object. </div>
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<br /></div>
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As I walk and walk and walk and walk around my room my mind suddenly notices something large! Like a mirage that you suddenly and horribly wish you’d not seen or even imagined. One of my larger students has pants that have managed to slip their way down to uncover things. As bored as we are test monitoring there are some things I never want to see. Whether I like it or not I get visual confirmation that he is wearing Spiderman underwear. This underwear is not covering the space that should always be covered…known as the plumber’s crack, which means there is an additional 1-2 inches of blinding white flesh peeking out above that.</div>
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Look Away…Look Away…but the image is already seared into my visual cortex. I am now challenged with having to monitor this student’s test but avoiding my eyes scanning that part of the room. I can do that. </div>
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Walking by…not looking…OH Wait! What is that? </div>
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It can’t be….there is a smell as I walk by. Is my nose hallucinating? I can only hope so.</div>
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NOPE….it is a smell that can only be connected to one thing….butt crack!</div>
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OMG….how disgusting! Make a mental note to spray chair with disinfectant when testing is over.</div>
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Now the challenge….to continue walking by and monitoring his area of the classroom. </div>
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I take a breath, hold it, and go for another lap around the classroom!! </div>
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Till Next Time!</div>
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Anonymoushttp://www.blogger.com/profile/18215766991554398470noreply@blogger.com0tag:blogger.com,1999:blog-7267929320412212154.post-4193408338442099602014-03-19T20:18:00.004-07:002014-03-19T20:18:50.293-07:0016 Things You Can Do While Actively Monitoring Standardized Testing! I came across this blog! For any teachers testing these days….priceless!!
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<a href="http://www.loveteachblog.com/" target="_blank">Check It Out!!</a>Anonymoushttp://www.blogger.com/profile/18215766991554398470noreply@blogger.com0tag:blogger.com,1999:blog-7267929320412212154.post-39879910113869451522014-03-13T17:14:00.001-07:002014-03-13T17:14:38.669-07:00MIA during the school year!Hello All! Just had my 2nd evaluation on the new evaluation system and using WBT techniques scored 4's & 5's! (5 is the highest by the way!).
It is interesting how so many of us teachers "disappear" (including myself) during the school year because we are all working SO hard!
I appreciate you all!
P.S. The documentary 'AMERICAN TEACHER" was playing on T.V. this week! What a great documentary that hits the nail on the head (I think!) If you haven't seen it yet….you HAVE to!
Peace & Love! Anonymoushttp://www.blogger.com/profile/18215766991554398470noreply@blogger.com0tag:blogger.com,1999:blog-7267929320412212154.post-17238245404759793862012-08-23T20:55:00.001-07:002012-08-23T20:56:18.108-07:00Casual vs Formal RegisterI am about to finish up my first 8 days of school! It has gone super well! <div>
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One of my favorite things that I have implemented this year is something called<b> "Casual Register/Formal Register".</b> This was mentioned by Ruby Payne at a conference in Florida this summer. </div>
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Here is how is works. You explain to students the difference between how people talk casually and how they might talk formally. The example I used was if the principal called over the intercom. (We are the Tigers by the way). I asked them, would I answer "Yo Mama Tiger, What Up, What Do You Want"?. They of course laughed and I explained that it was too casual of a register. I would of course use a more formal register when addressing the principal. I explain that there are appropriate times for casual register and for formal register. </div>
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In class this is how it works. If a students says somethings that is either mean, disrespectful, or too simple I ask them to repeat it in a formal register. I tell them that if they give too good of an explanation I might ask them to say it in a more casual register but haven't actually had that one happen yet! :) </div>
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What I've found is that I've had to explain further how they are to change something mean into a more formal register. For example I had a student say that they were going to stab someone in the eye with their pencil. I asked for a more formal register. They responded, "I am going to poke you in the eye with this utensil." Ha! I explained to them they needed to address more formally what action or behavior was causing them to say that. They then stated, "please do not say that to me". Ahhh!!! Success! </div>
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It has really been such a GREAT way to correct students without "punishing" them. Students are even starting to correct one another! As a matter of fact they are even trying to catch me with something to make more formal! </div>
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Till Next Time!</div>
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As Always,</div>
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~Jason</div>
Anonymoushttp://www.blogger.com/profile/18215766991554398470noreply@blogger.com1tag:blogger.com,1999:blog-7267929320412212154.post-4996367885227927582012-08-11T16:35:00.000-07:002012-08-11T16:35:38.732-07:00The Butterflies of August<br />
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NEW-TEACHER SUPPORT <span id="beat-rss-icon" style="background-color: transparent; border: 0px; margin: 0px; padding: 0px; vertical-align: baseline;"><a href="http://www.edutopia.org/blogs/beat/706/rss.xml" style="background-image: url(http://d3t11qjpnf3c9u.cloudfront.net/sites/all/themes/hextopia/images/rss.gif); background-repeat: no-repeat no-repeat; border: 0px; color: #0099ff; display: inline-block; height: 10px; margin: 0px 0px 0px 6px; padding: 0px; text-decoration: none; text-indent: -9999em; vertical-align: baseline; width: 11px;">SUBSCRIBE TO RSS</a></span></h5>
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The Butterflies of August found at <a href="http://www.edutopia.org/blog/back-to-school-tips-nicholas-provenzano?utm_source=facebook&utm_medium=post&utm_content=blog&utm_campaign=butterflies" target="_blank">Edutopia</a></h1>
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As I gear up for my 11th school year, I start to get the same butterflies in my stomach that I did getting ready for my first. The uncertainty of the type of students I'm about to get and the inevitable administration curve balls hang on my mind as each day passes. Over the years, though, I have learned to do a few things that make the nerves rest a bit. Here are some simple tips to cure the pre-school butterflies as the school years draws closer.<h2 style="background-color: transparent; border: 0px; font-size: 15px; line-height: 15px; margin: 0.8571em 0px 0.2857em; padding: 0px; vertical-align: baseline;">
1) Prepare</h2>
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I know this seems silly, but I feel that too many teachers think they can wing the first couple of weeks because they have "been there and done that." Well, that is the worst approach to starting the school year. I tried to do that when I thought I was a "veteran" teacher, and it caused me the most stress before a school year I had ever experienced. Take some time, sit down and map out the first few days or weeks of the school year. This doesn't need to be a rigid, set-in-stone plan, just a nice outline of where you want the class to go.</div>
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2) Accept Not Having Control Over Everything</h2>
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I'm a bit of a control freak. I want to know everything that's going on as soon as possible so that I can make arrangements to deal with it. This is not how our educational system works -- in fact, it's never worked that way -- so I have no idea why so many teachers expect it to. Once I learned to accept that there would be things outside of my control and that I was a good enough teacher to adjust on the fly, I was much calmer. The stress of the unknown faded over time as I became more comfortable letting go. It's also a trust issue. I had to learn to trust my admins and colleagues to support me if things got crazy. That trust has saved me countless hours of worrying.</div>
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3) Communicate</h2>
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Teachers tend to scatter to the four corners of the world when school is over. Most don't see each other until the mandatory reporting day. I used to worry about what my fellow department members were working on and what units they had planned out. Only recently did I start to think about reaching out to them during the summer to see how the planning is going. A simple exchange of email put me at ease regarding summer assignments and unit planning. Communication is key, even during July and August.</div>
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4) Have Fun</h2>
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I would spend so much time worrying about the start of school that I would miss the end of vacation. Last minute stress would ruin my final weekend with family and friends. It is crucial to enjoy the last few days before school starts, because over the next ten months there will be plenty of time to stress over exams, units and parent meetings. Make a deal with yourself to not worry about any school planning the last weekend before school starts, and concentrate on the family and friends that support you during the long school year.</div>
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By working these four tips into our summer, all educators should be able to enjoy the final days of vacation before we start directing our energies toward inspiring the children we get to see every day. Please share your tips on how you'd help teachers get the pre-school butterflies out of their stomach.</div>
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<span style="color: red;">**On a side note is that in my opinion WBT takes care of both #2 and #4! :) </span></div>
</div>Anonymoushttp://www.blogger.com/profile/18215766991554398470noreply@blogger.com0tag:blogger.com,1999:blog-7267929320412212154.post-21616235349897776592012-08-11T15:12:00.001-07:002012-08-11T15:13:00.520-07:00Universal Homework Model<br />
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Hello All! Below is my own current rough draft for my Universal Homework page. There are a few more levels on this page than on the official Univ. Homework Model. (UHM) I haven't figured out exactly how I want to do the points yet. Check out this blog(http://awholebrainteacher.blogspot.com/2011/09/universal-homework-model.html) for a great explanation of how the UHM works and additional links! It is a 2nd grade teachers blog (the great allisong!) but has a great basic description. Wib on! </div>
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Universal Homework</div>
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Level 1  </div>
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1) SuperSpeed VocabularyTime To Beat: _________ Actual Time: ___________</div>
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 2) 30 minutes Free Read Book/Magz. Title ______________/Pages ___-___. </div>
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 3) Think about class so far this week: What are your:</div>
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Clear Concepts  Muddy Concepts</div>
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Level 2</div>
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4) Reading Summary---Top half of page on the back of this paper: </div>
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A) Write a summary of either what you have read this week or what was covered in class. -Should include an introduction, body, and conclusion. </div>
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 B) Include possible questions which still remain unanswered in conclusion. </div>
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Level 3</div>
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5) Final Summary--Bottom half of page on the back of this paper.  (Rewrite Level 2) with improvements to structure and content as needed. </div>
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Level 4</div>
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6) Teaching- Teach the material/activities from class this week to a parent or older sibling.  </div>
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Topic Discussed: _______________________________________________  </div>
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Parent Signature: _______________. Date___________ </div>
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Level 5 </div>
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7) Answer the Bonus Question of the Week below! </div>
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*Note: Level 5 question will not be posted anywhere. It will only be announced during class (i.e. have to be there and in attendance!) For the most part everything else can be done without actually being in class!</div>Anonymoushttp://www.blogger.com/profile/18215766991554398470noreply@blogger.com0tag:blogger.com,1999:blog-7267929320412212154.post-83940012807778264422012-08-07T22:27:00.002-07:002012-08-11T15:13:19.867-07:00WBT Blogger Google DocBelow is the link to the Google Doc that has all the WBT bloggers thus far. The grades range from kindergarten to high school. I just thought that having this link in as many places as possible would be great! Happy Blog Surfing!<br />
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<a href="https://docs.google.com/spreadsheet/ccc?key=0Au-i-JeVFp-9dGJZbUp6SjJWcnp6aE03SUhqakF4WUE#gid=0" target="_blank">WBT Bloggers! </a>Anonymoushttp://www.blogger.com/profile/18215766991554398470noreply@blogger.com0tag:blogger.com,1999:blog-7267929320412212154.post-55245178023205905602012-08-07T22:24:00.000-07:002012-08-07T22:24:24.275-07:005 instead of 15!I sent out a number of awards to some of the blogs I and that are listed below. I'm thinking the number of referral award blogs should be 5 rather than 15. Not sure if it was originally 15 but I believe 5 is a more reasonable number! :)<br />
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-Till Next Time!Anonymoushttp://www.blogger.com/profile/18215766991554398470noreply@blogger.com0tag:blogger.com,1999:blog-7267929320412212154.post-85060225911343185132012-08-07T22:11:00.002-07:002012-08-11T15:13:37.485-07:00First Blog Award!!<br />
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<tr><td><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjB1raR52nyvkwXWy8WMtRkxmEhz6ceB4NjAP222-JrHZOszq7JJUMmSr9hQuDnmZKxrDBu3YXHM7a7payreYjK_M0LfV48cxNoMLYglSSAxixUV1-yiqfKEWj05kfbUqfsyEF2t6UFwzw9/s1600/liebster.png" style="margin-left: auto; margin-right: auto;" /><br />
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Thank You to Melissa for giving me this prestigious award! :) Her contributions to the WBT Middle School Facebook page are always great as well as her fantastic blog! (And you can feed fish on her site as well!) Check it out at: http://melstodd.blogspot.com</div>
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Hmmm...Seven Random Facts About Myself:</div>
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1) I am a Michael Jordan fanatic</div>
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2) I dislike whole tomatoes but will eat them sliced on a sandwich</div>
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3) I watch Days of Our Lives with my wife</div>
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4) I am beginning to think my 8 year old is smarter than me!</div>
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5) I want to help everyone I come across (especially children!)</div>
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6) My favorite color is North Carolina Blue (and yes it is an actual color!)</div>
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7) I am a yellow belt in Kenpo Karate.</div>
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I would like to nominate the following bloggers for this award:<br />
1) <a href="http://www.google.com/url?q=http://wholebrainteaching.blogspot.com/&usd=1&usg=ALhdy29VcwUcugJx_QHiIkySXilnseF5rw" target="_blank">Jackies Whole Brain Teaching Blog</a><br />
2) <a href="http://wbtwithharding.blogspot.com/" target="_blank">A Whole Brain Teaching Journey with Mrs. Harding</a><br />
3) <a href="http://www.google.com/url?q=http://www.misslwholebrainteaching.blogspot.com&usd=1&usg=ALhdy2_Nzusz6Y8LCBIqy9kyXZTbOlDz9g" target="_blank">Miss L's Whole Brain Teaching</a><br />
4) <a href="http://scrapbunnywbt.blogspot.com/" target="_blank">WBT with Scrapbunny </a>(for seemingly being everywhere that is WBT!)<br />
The next two are to hopefully inspire these bloggerss to continue their great blogs!<br />
5) <a href="http://mrsmolnarswbt.blogspot.com/" target="_blank">Mrs. Molnar's Whole Brain Teaching Log</a><br />
6) <a href="http://wholebrainteachingwithmrschavez.blogspot.com/" target="_blank">Whole Brain Teaching with Mrs. Chavez</a><br />
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Props to all the wonderful teachers out there! <br />
May the WBT force be with you!<br />
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Always Another Day In Paradise,<br />
~Jason</div>
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<span class="Apple-style-span" style="color: #333333; font-family: 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 13px; line-height: 18px;"><span class="text_exposed_show" style="display: inline;"></span></span><br />
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<span style="letter-spacing: 0.0px;"><b>WBT Webcast: The First Hour</b></span><span style="font: 12.0px Helvetica; letter-spacing: 0.0px;"> </span></div>
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<span style="letter-spacing: 0.0px;"> Hat and glasses coming off....“Reform has to be free and voluntary!” It is great to see so many first time postings in relation to this broadcast. What a motivational broadcast to encounter as your first “free and voluntary” introduction to WBT. For those of us who aren’t seeing WBT for the first time we are already believers and practitioners of such a powerful reform!! </span></div>
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<span style="letter-spacing: 0.0px;"> It is amazing how many strengths can be squeezed into “The First Hour”! I will have to simply choose a few of my favorites (some I have used for a while and some I learned tonight!). I have always appreciated the fact that WBT is polite, respectful, and energetic. These characteristics come through in the very first sentences spoken (whether they are in the hallway or in the classroom)! This presentation also reminded me of just how important scaffolding and repetition are in getting students to retain both desired information and behavior. </span></div>
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<span style="letter-spacing: 0.0px;">I have used the Three Peat for many years now. In middle school I probably use it most when having students open to certain pages in the textbook or in their binders. I absolutely love the idea of having them practice with imaginary books in the beginning! I have used something similar to the Learning Names Game that Coach B discussed. He is correct when saying that you can learn the majority of the names in a class period worth of time. However, even with my brain running at top speed I don’t know if I could get it completed in 8 minutes! For my version of this game check out the WBT Middle School facebook page! :) </span></div>
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<span style="letter-spacing: 0.0px;">Lastly, I believe that the idea of reform that Coach B speaks of is not only happening among teachers but is also happening in the classrooms. Think about it! Your students will be voluntarily participating in a free reform of their own WITH you! The biggest weakness I see is not having the WBT spread fast enough. I know it is spreading far enough but education needs major reform now! As teaching professionals it is imperative to share our knowledge and excitement about WBT and to help one another along the way. I look forward to hearing from all the great reformers out there!</span></div>
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<span style="letter-spacing: 0.0px;">Always Another Day In Paradise,</span></div>
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<span style="letter-spacing: 0.0px;">~Jason McKinney</span></div>
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<span style="letter-spacing: 0.0px;"><br /></span></div>Anonymoushttp://www.blogger.com/profile/18215766991554398470noreply@blogger.com4tag:blogger.com,1999:blog-7267929320412212154.post-79182991483347510482012-07-20T05:26:00.002-07:002012-07-20T05:28:08.613-07:00Gestures Activity....1st Week of School<span class="Apple-style-span" style="color: #333333; font-family: 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 13px; line-height: 18px;">Let's share both WBT activities and also any great "starter" activities for the first week of school.</span><span class="Apple-style-span" style="color: #333333; font-family: 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 13px; line-height: 18px;"><br /></span><span class="Apple-style-span" style="color: #333333; font-family: 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 13px; line-height: 18px;">The only procedure I usually start with on the first day is Class/Yes because even on the first day I will need to get their attention. I then tell the students we will cover other procedures/rules as the need arises.</span><br />
<span class="Apple-style-span" style="color: #333333; font-family: 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 13px; line-height: 18px;"><br /></span><span class="Apple-style-span" style="color: #333333; font-family: 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 13px; line-height: 18px;">In the past one of my favorite activities has been a gestures game of sorts. Students line themselves up in a circle. The first</span><span class="Apple-style-span" style="color: #333333; font-family: 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 13px; line-height: 18px;"><span class="text_exposed_show" style="display: inline;"> person says, "Hi my name is ______" and then the must do a gesture (generally no sound effects). The rest of the group replies, "Hi _____!" and they all repeat the gesture. The next person in line says their name and gives their own gesture. NOW....the whole group repeats the second person's name/gesture and then ALSO repeats the first person's name and gesture. They go all the way around the room until the whole group repeats all 30 some odd names and gestures in a row! Usually takes about 2 days. This is a great activity because it shows the group that we can all be silly together (no one is better than anyone else because they all participate) AND they get to know each other a bit.<br /></span></span><br />
<span class="Apple-style-span" style="color: #333333; font-family: 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 13px; line-height: 18px;"><span class="text_exposed_show" style="display: inline;">There are a few rules that go along with this activity. For example, a gesture can only be used by one person and everyone must participate. If someone repeatedly doesn't participate they may be asked to perform it all on their own (never had that actually need to happen). Also...no one is skipped. If a person isn't sure of what gesture to use we just wait. I explain all of these rules before starting. This trains them to the idea that they will not be able to use the "i'm not sure" answer to get out of answering questions.</span></span><br />
<span class="Apple-style-span" style="color: #333333; font-family: 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 13px; line-height: 18px;"><span class="text_exposed_show" style="display: inline;"><br />There have been many years when I almost have not done this activity because I felt it was going to be too silly or because I didn't want to take the time but it ALWAYS ends up worth it!</span></span>Anonymoushttp://www.blogger.com/profile/18215766991554398470noreply@blogger.com1tag:blogger.com,1999:blog-7267929320412212154.post-47921743717534717652012-07-16T21:21:00.001-07:002012-07-20T05:28:29.830-07:00Kevin Carroll and SoocketI had the pleasure of watching a presentation from Kevin Carroll at the recent 2012 Josten's Renaissance Convention. He was very entertaining and motivating. One of the coolest things he showed us was a story about a ball that produces electricity called the Soocket Ball. You HAVE to check this out! <br />
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<a href="http://www.youtube.com/watch?v=u5gqoYkL8To" target="_blank">Click Here: Soocket!! </a>Anonymoushttp://www.blogger.com/profile/18215766991554398470noreply@blogger.com0tag:blogger.com,1999:blog-7267929320412212154.post-32793127037182946952012-07-16T20:57:00.002-07:002012-07-16T21:33:16.901-07:00Whole Brain Teaching: Super Improvers Wall for Secondary LevelsHere is a great posting on using the Super Improvers Wall in Secondary Levels. Written by Angela M.<br />
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Check out other great postings at: http://www.wholebrainteaching.com/<br />
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For additional conversations check out the Middle School WBT Facebook pages<br />
at: https://www.facebook.com/WBTGrades678<br />
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<span class="Apple-style-span" style="font-family: Verdana, sans-serif; font-size: x-small;">Hello my secondary friends!</span><br />
<span class="Apple-style-span" style="font-family: Verdana, sans-serif; font-size: x-small;">I wanted to share how I used the Super Improvers wall near the end of my school year.</span><br />
<span class="Apple-style-span" style="font-family: Verdana, sans-serif; font-size: x-small;">I posted several levels related to the sports theme: rookies, phenoms, starters, stars,</span><br />
<span class="Apple-style-span" style="font-family: Verdana, sans-serif; font-size: x-small;">living legends, etc. Because I was near the end of the year, I did not have too many levels,</span><br />
<span class="Apple-style-span" style="font-family: Verdana, sans-serif; font-size: x-small;">but next year there will be more.</span><br />
<span class="Apple-style-span" style="font-family: Verdana, sans-serif; font-size: x-small;">I chose a new goal each week. It was always focused on improvement. One week it could be</span><br />
<span class="Apple-style-span" style="font-family: Verdana, sans-serif; font-size: x-small;"> getting to class on time. The next completing homework on time. Some others I had were</span><br />
<span class="Apple-style-span" style="font-family: Verdana, sans-serif; font-size: x-small;">percentage of growth on quizzes and assessments (notice I said growth not overall score).</span><br />
<span class="Apple-style-span" style="font-family: Verdana, sans-serif; font-size: x-small;"> These academic ones were great because I contrasted a pre-test or diagnostic with </span><br />
<span class="Apple-style-span" style="font-family: Verdana, sans-serif; font-size: x-small;">common assessments my department was doing after each unit.</span><br />
<span class="Apple-style-span" style="font-family: Verdana, sans-serif; font-size: x-small;">Students were able to see the overall scores and growth for their period. This collective score</span><br />
<span class="Apple-style-span" style="font-family: Verdana, sans-serif; font-size: x-small;">was great because it built healthy competition each week between periods. When one period</span><br />
<span class="Apple-style-span" style="font-family: Verdana, sans-serif; font-size: x-small;">had the most growth on that goal for the week they moved up a level on the super improvers</span><br />
<span class="Apple-style-span" style="font-family: Verdana, sans-serif; font-size: x-small;"> wall. The reward was to add a song to the bucket. This means that each period had a</span><br />
<span class="Apple-style-span" style="font-family: Verdana, sans-serif; font-size: x-small;">bucket full of their favorite school-appropriate songs and whenever they won on the</span><br />
<span class="Apple-style-span" style="font-family: Verdana, sans-serif; font-size: x-small;">scoreboard I would draw another song. These songs were added to their period's playlist</span><br />
<span class="Apple-style-span" style="font-family: Verdana, sans-serif; font-size: x-small;">which I created on my iPhone. This could be done with any iPhone or computer using, </span><br />
<span class="Apple-style-span" style="font-family: Verdana, sans-serif; font-size: x-small;">pandora, grooveshark, rhapsody, spotify, or whatever you use for music. If you do this</span><br />
<span class="Apple-style-span" style="font-family: Verdana, sans-serif; font-size: x-small;">definitely stick with something that does not charge you per song! This reward was highly</span><br />
<span class="Apple-style-span" style="font-family: Verdana, sans-serif; font-size: x-small;"> motivating. Just for</span><br />
<span class="Apple-style-span" style="font-family: Verdana, sans-serif; font-size: x-small;"> kicks, I also added silly songs to their list on days they lost by two or three points on the</span><br />
<span class="Apple-style-span" style="font-family: Verdana, sans-serif; font-size: x-small;">scoreboard. (Some periods had a few banjo-heavy tunes)</span><br />
<span class="Apple-style-span" style="font-family: Verdana, sans-serif; font-size: x-small;">Finally, I also had a special MVP section of the wall where I chose to recognize students</span><br />
<span class="Apple-style-span" style="font-family: Verdana, sans-serif; font-size: x-small;">who were carrying the most weight that week in helping their class go up. Therefore I</span><br />
<span class="Apple-style-span" style="font-family: Verdana, sans-serif; font-size: x-small;">could put up the names of two or three kids in each period who scored really high on a</span><br />
<span class="Apple-style-span" style="font-family: Verdana, sans-serif; font-size: x-small;"> quiz or showed the greatest improvement on a quiz. I also put up names for behavioral</span><br />
<span class="Apple-style-span" style="font-family: Verdana, sans-serif; font-size: x-small;">improvement. For example, if a student is persistently late and we are focusing on being</span><br />
<span class="Apple-style-span" style="font-family: Verdana, sans-serif; font-size: x-small;">on time that week, I could list their name if they made it each day. Same could go for</span><br />
<span class="Apple-style-span" style="font-family: Verdana, sans-serif; font-size: x-small;">completing work, neatness, helping classmates, or whatever I choose.</span><br />
<span class="Apple-style-span" style="font-family: Verdana, sans-serif; font-size: x-small;">This is a fairly simple way to use the super improvers wall when you have over 150 kids</span><br />
<span class="Apple-style-span" style="font-family: Verdana, sans-serif; font-size: x-small;"> and it was really motivating. My plan by the end of next year is to implement the WBT</span><br />
<span class="Apple-style-span" style="font-family: Verdana, sans-serif; font-size: x-small;"> Hall of Fame where I will list names and may be a picture of students who have</span><br />
<span class="Apple-style-span" style="font-family: Verdana, sans-serif; font-size: x-small;">consistently helped their class on moving up levels. These names will stay on the</span><br />
<span class="Apple-style-span" style="font-family: Verdana, sans-serif; font-size: x-small;"> wall forever for following classes to see. Now the hard working kids will be campus</span><br />
<span class="Apple-style-span" style="font-family: Verdana, sans-serif; font-size: x-small;"> celebrities!!!</span></div>
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Teaching Secrets: Get to Know Students Through Seating Challenges</h1>
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By Sandy Merz</div>
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<em style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Where do I sit?</em> It's the universal first question, at the top of students' minds as they cross the threshold of my room on the first day of class.</div>
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Many teachers start the semester with students seated alphabetically: It's easy and aids in learning names. Others may wait to make a seating chart until they get to know their students.</div>
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I've tried both of these approaches with my 8th graders. Until recently, I usually seated students alphabetically while paying attention to gender. I'd also get feedback from previous teachers on whether I should watch out for any "bad combinations."</div>
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However, these practices don't demand anything from students. Nor do they provide immediate data about the nature of the class.</div>
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I've found that by engaging students in seating challenges, I set a positive collaborative tone from the first day. I also gain information about how each class will function—information that might otherwise take weeks to learn.</div>
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On the first five days of class, my students determine where they sit based on team problem-solving activities. These activities provide baseline data about class chemistry, learning styles, and students' personalities. The approach requires my students to demonstrate proactivity, collaboration, resourcefulness, and interdependence. They experience my expectations firsthand.</div>
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In return, students learn to expect me to be prepared, organized, and supportive—as opposed to being authoritative and having all the answers.</div>
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Here's how the approach works in my middle school classroom, which seats 32 students around five large tables. You may want to adapt the activities, select from them, or reorder them. (Currently they're arranged in order of complexity.)</div>
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Each activity takes 10 to 15 minutes but there is some preparation. Before beginning, I label the tables and chairs in an orderly way and post the seating challenge prominently.</div>
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<b style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Day 1:</b> Greet each student at the door and make sure he or she is in the right classroom. Next, before he or she has a chance to sit down, direct the student to follow the posted instructions: "Sit in birthday order so that the person with the birthday closest to January 1 sits in Seat 1. The year you were born doesn't matter. Don't skip seats. When everyone is seated, the student in Seat 5 will raise his or her hand and report that the class is ready to begin."</div>
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Observe the interactions: Look for organizers, active and passive participants, refusers and disrupters. Be mindful that some students would rather be invisible and that the activity is probably something they haven't experienced before.</div>
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If anyone asks you what to do, redirect him or her to classmates and the posted instructions. Encourage students and remind them that you don't know the answer.</div>
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When Seat 5 reports in, do a couple of spot checks, show them where your birthday lies (just for fun!), and begin your lesson. By the end of this activity, every student will have interacted with other students and many will have reported to the whole class in a safe, nonthreatening way. (Ok, Seat 5 is under some pressure.)</div>
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<b style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Day 2:</b> Ask the students to follow these instructions: "Line up in alphabetical order by the name you like to be called. Use last names and then middle names as tie-breakers. Then sit with an equal number of students at Tables 1-4. Remaining students sit at Table 5. When all are seated, the last student raises his or her hand and reports that the class is ready."</div>
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Adjusting to have equal numbers at each table produces a lot of interaction and some tension. Watch closely how students with different ideas negotiate. Don't intervene with the answer, but mediate if necessary. Have students quickly report out their names. Treat alphabetizing mistakes kindly, of course.</div>
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<b style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Day 3</b> is different. Meet each student at the door with a paper that says, "Read this card completely. Do not enter the room until you understand the instructions. You may talk about the instructions before you enter the room. When you understand the instructions, give the card back to Mr. Merz, enter the room, and begin." Here's what the card says:</div>
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<em style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">1) Complete this challenge in complete silence: Remain silent for the entire activity. Do not talk or whisper after you enter the room.<br style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;" /><br style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;" />2) In the room, line up in order by height.<br style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;" /><br style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;" />3) Then take your seats with the shortest person in Seat 1.<br style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;" /><br style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;" />4) Do not skip seats.<br style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;" /><br style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;" />5) When the class is seated, the student in Seat 12 raises his or her hand, and when called on reports that the class is ready.</em></div>
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Post the instructions in the room as well. Although the task is easy, the silent rule adds some stress, so observe which defense mechanisms students display. Note who is comfortable reading the cards and who avoids the task.</div>
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On Days 4 and 5 students sort themselves into groups and sub-groups that may be lopsided. The instructions demand more judgment and decision-making from the students.</div>
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<b style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Day 4:</b> The instructions read: "Sort yourselves into two groups: sneaker wearers and non-sneaker wearers. Next, each group forms two subgroups: students with curly hair and those with straight hair. You have curly or straight hair if you think you do. Each sub-group finds enough chairs and sits in order from the person with the shortest hair to the person with the longest hair."</div>
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A tree diagram showing the groups may help. Watch how they negotiate and decide where to sit.</div>
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<b style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Day 5:</b> The instructions read: "Form two groups—students who prefer to spend free time indoors and those who prefer to spend it outdoors. You may like both but choose just one. Within those groups, define your own subgroups based on the last thing you did when you spent free time the way you wanted to. Find a place to sit together and talk about your free time activity."</div>
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By the time you complete this series of seating challenges, you will have a good idea about how your classes will function and have a sense of the key players and personalities. The data can help guide you in your planning and execution throughout the course. And by training students to rely on each other and work together, you've demonstrated your norms rather than explaining them.</div>
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Sandy Merz teaches engineering and algebra and sponsors <a href="http://azmesa.arizona.edu/" style="color: #336699; font-weight: bold; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; text-decoration: none;">MESA</a> at <a href="http://edweb.tusd.k12.az.us/safford/" style="color: #336699; font-weight: bold; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; text-decoration: none;">Safford K8 International Baccalaureate Candidate School</a> in Tucson, Ariz. He is a member of the <a href="http://www.teacherleaders.org/" style="color: #336699; font-weight: bold; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; text-decoration: none;">Teacher Leaders Network</a> and the ArizonaTeacherSolutions team. A National Board-certified teacher in career and technical education, he blogs at <a href="http://digressivediscourseed.blogspot.com/" style="color: #336699; font-weight: bold; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; text-decoration: none;">Digressive Discourses</a></div>
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