My Biggest Fear

I have learned many strategies so far on this journey.  Some things I plan on doing that I didn't plan before I started this course are:

• using class Dojo
• greeting every child as they enter the room
• mid day exercises
• more computer, less chalkboard
• asking each student what works best for them
• using a timer & maybe using checklist for students who need extra attention
• kidblog
• 3 before me
• many others...

I think my biggest fears so far are, not having enough support from the school.  Wherever I am placed, some schools are more organized than others. How much time will i have to prepare for each curriculum?  I am wondering how the whole process works. Am I given a topic and then expected to just plan my own lesson.  I just don't know what kind of guidelines, time frame and how much freedom I'll have, on my own as a teacher to teach the lesson.  Every school system and county is different.  I am hoping most of this will get covered in my mentor teaching.  

  My other fear is the parent/teacher conference days.  Especially being a first year teacher, (although I technically have some teaching experience under my belt) parents are going to see me as a first year teacher and there will always be that one parent drilling you with questions or thinking you aren't good enough, since its your first official year as a teacher. I don't know how I will handle that. I just need to know the right things to say and not get stuck or build up the confidence, so that parent can have just as much confidence too.  In all honesty I am more worried about the parents than the students.  Some parents are hard on the teacher and then you have the ones who are worthless and you need them to be involved and they just wont budge. 

I feel more confident with classroom management and I think its also going to be easier to plan out more, once I know how many SPED kids I have, etc... 

Positive Learning Environment

  Classroom norms are the rules that should be followed at all times when in the classroom.  A successful and effective teacher focuses around these rules and establishing and teaching them the first two weeks of school.  Promotes positive and nurturing relationships with students and peers.

From day one it'll be important to have a safe and relaxing, learning enviorment.  I want my students to feel excited and comfortable to come into my classroom, which they will consider their "second home".  Temperature, lighting and noise level will need to adjusted to the students liking. The arrangement of the desks will be key and I will have a monthly rotating seating chart.  This will help student to be able to get along and work with every student in the classroom. Where the student is placed is non-negotbiable.  They can not move their seat. For whole group discussions I would use circle time.
Establishing the rules will be key in the first few weeks.  The movement they walk into my door the first day I will be guiding and directing them where they need to go.  I want them to rehearse from day one and get into the habit. By me reinforcing and giving verbal positive interactions after I see a student do something the way I want, other students will follow.  For example, if I see Johnny putting his backpack where it belongs then sitting on the carpet for our morning meeting, as instructed on the first day. I will say, "I like how Johnny is following directions". This works typically everytime and everyone is going to want to hear their name being rewarded and liked by the teacher. 
From our morning meeting I would be discussing the rules and procedures. 

"Class meetings provide a safe environment in which students can discuss with you and each other topics that are important to them. You and your students can get to know each other better and build relationships through open discussions on subjects like: Following Rules, How to Get Help, Including Others at Recess, Solving Playground Problems, etc. This helps create a positive classroom climate built on trust and respect."-Committee for the Children

I would need to establish the signal I'll be using to get my students attention.  I will let them know that under no-circumstane will a student talk after the bell has rung. I would clearly state directions,objectives,requirements and time limits. Mode behavior and attitude expected and address problems that arise the first week confidentially.  The behavior chart will go into effect and will help me establish what is negotiable and non-negotiable in my classroom.

  I will offer choice in assignments/methods of completing work for my students based on their needs. Giving feedback and encouragement will be very important to help these procedures lock into place. 

At the end of each lesson and the end of the day will be a small reflection period for my students. This will enable me to make sure they have retention of information. One way during the first week for reflection I would ask them to write down the rules they remembered from the first day.  This way I can see who is grasping them and who isn't.  Behaviors will be reflected as well. 

I have learned its important to establish typically up to 6 rules for the classroom. I would want to have my students give some input on the first day.  I will also keep in mind they could change through out the year. Some rules will be non-negiotable.  Meaning, logical consequences will apply and in my classroom if a rule is broken then the child will be moved down on the behavior chart. 

My Classroom Rules
1.  Be ready to learn.  (can be negotiated)
2. Be Responsible & Respectable.
3. Do not get up out of your seat, unless you are asked permission to.
4. Raise your hand to speak. (semi-negitoable--in the begging students may still need to get into the habit of this.  So I can be more lenient in the first week)

• raising your hand to speak can help factor out many things like, asking for bathroom permission and pencil sharpening.  I will create hand signals for bathroom permission.

5. Come to class prepared with my supply box and hw.

• Supply boxes--meaning fully sharpened pencils ready to go. This will take away from student in the middle of lessons all asking to sharpen a pencil. If its rehearsed in the first week and examples are shown then there shouldn't be issues down the road. 

  My classroom rules will need to be consistent with the school rules as well and it'll be important I follow through with everything.  However some thing will be non-negotiable. For example, if a child is bullying another student.  They will be removed from the situation immediately and parents called.
Other non-negotiable situations will be:
-If a student tries to change their assigned seat. The consequence will be they loose a smiley face.
-Disrespecting another student.  Things like verbally abusing, hitting, etc.
-HW not turned in you will loose behavior points but can be negotiated if there is a note from a parent or the student is sick.
-Typically the first weeks rules will need to a little negotiable until the students can fully comply.

  If I am consistent then the students will follow through. "Classroom procedures should form the framework for the climate of the room to be conducive to students and teachers working together cooperatively." (effectiveteaching.com)   If students are going to buy into the system, they must be a part of the process. Students are much more likely to follow a rule if the rationale has been explained to them.  This is why explaining the non-negotiable rules are important.  Below is a example of how I will express the rules.  Broken down into the way I will be teaching lessons.  So students know during whole group discussion they are to remain in their seats.  They need to raise their hand whether its to speak or to get up to sharpen a pencil.  

In my classroom it's important to establish these rules but also make everything meaningful and relevant to real world events.  Students can learn from each other and grow in a sense, its not always just going to be from the teacher.  

Resources
1.  Article retrieved from http://www.cfchildren.org/advocacy/about-us/e-newsletter/articletype/articleview/articleid/7934/key-factors-in-creating-a-positive-classroom-climate.aspx
2. 

Reflections on High Expectations

  I learned so much this week especially through interviewing my school counselor.  I learned about the different support groups that are out there for my future students.  That not everything falls on the teacher's shoulder and how affective and positive behavior charts are.  Going into this unit I already planned on having a general classroom behavior chart but I learned about the specialized behavior charts I can have for individual students with IEP's.  It is important to understand the student's feelings and needs when setting goals for them.  I loved the example Mrs.Smalls gave me about finding out what the students' favorite in school hobby is and make that a part of his/her reward, for following the expectations in the classroom.  Allowing the student's to become teacher's assistants and so on.  This is a great presentation on "affective domain" I really viewing this presentation and I learned about keeping up with the student's own self awareness is important as well. 

  Setting high expectations and setting goals can pretty much make or break the students success.  This video shows how parents can communicate their high expectations to the teacher that they have for their child at home and in the classroom. I think this is important for the teacher and the parents to be involved from the first day of school! That is why I would want parent signatures on behavior charts.  This is a great video I found on examples I can express to my student's parents the first week in my parent/teacher meetings. If I stay on top of the student's behavior charts and rewarding them for their behavior and reminding them when they aren't following the procedures the students are bound for improvements.  

  I need to remember to eliminate the "opting out" answers from students.  Always ask a question and if they first say, "i don't know", many will do, you will indirectly give them answer and then repeat it back to the student. This way you can ask the student the question again and they will already have the answer but this time, it will prevent them from being able to say the sluggish "i don't know".  
  "It reminds them that you believe in their ability to answer. And it results in students' hearing themselves succeed and get answers right. This causes them to grow increasingly family with successful outcome. No Opt Out normalizes this process with the students who need it the most". (Lemov, 31).

  I also am a firm believer its not just about the goals and high expectations, its about motivation as well.  This video is about student reflections on "be sure to" which is going to help with students having goal settings and help them perform better as students.   

  Working with my group member, Brandi this week was great!  She was very supportive knowing I was very frustrated with the program, Glogster. It was great to collaborate our ideas through email and give each other feedback. We each found different videos and taught each other something.  

  

  

Resources

1. Miller, Sarah "Prezi presentation"  retrieved from www.prezi.com on April 3,2014.

2. www.greatschools.org

3. Manley, Julie "Teaching Strategy: Reflecting And Setting Goals" video retrieved from www.teachingchannel.org on April 4, 2014.

4.  Lemov,Dough. "Teach Like a Champion" retrieved from chapter One: Setting High Academic Expectations. 

Reflections on Classroom Climate

  The first week of school is going to be the most crucial part of my teaching career. I will have to lay down the rules, seek my student’s needs and clarify the expectations I want from them, but also what expectations they are looking in me as their "teacher & mentor".  Promote how important communication is. Once the class is clear on what the rules are, have them posted up in the classroom as a daily reminder.  Discuss positive reinforcement and behavioral rewards. "Students will often misbehave if they don't know exactly what they should do and when. Teachers can avoid this dilemma by installing class routines and procedures, which allow the student to begin and complete work expeditiously [RW,19]."

  Creating that warm and nurturing environment. Decorating my classroom to the fullest with posters, pillows, and animals.  I will think about when I was in Elementary school and what do I remember the most.  What things did I love about school back then? My mentor-teaching portion will also guide me in the right direction as to what works and what does not work. Making the classroom learning environment fun. Schools exist for the students, and not for the teachers. It is important for the teacher to expend every effort necessary to make the curriculum relevant, the lessons interesting, and the activities enjoyable. The result will be an engaged and active participant in the learning process.

  How I will treat my students---Greeting them one by one as they enter my "home", the classroom.  I must keep in mind that the days can go by quickly. I must make every minute count. "As part of an effective routine, it is best for students to begin work immediately after the bell rings [215]. " I will have my morning meetings lead directly into the day's lesson. I must set the also remember to set a positive tone for our morning meetings.  I am really excited to buy this book and start to develop my list of "morning meetings" I will use.  My favorite one is using a beanbag to toss around to each student. This gives everyone a chance to speak out and reflect on his or her previous day. 

  

  I believe if I have success with my "tattling vs. bullying" lesson the first week then I will be setting a good tone for the year. However, some students can still misbehave. Misbehavior is a disruption to my effectiveness as an educator. The time spent dealing with misbehaving would be better spent teaching the others. Therefore, misbehavior will be dealt with quickly and consistently with class defined consequences.  This all goes back to me establishing the rules and guidelines the first day. 

  As a teacher it is really important to create that safe learning environment for your students. You want them to come to school excited to learn.  I really was touched by what Ken Robinson said in this video.  He says teachers should "mentor, stimulate, provoke & engage".  Teachers should allow freedom of creativity.  If I continue to work daily with my students and actively develop my skills, this is going to help me manage my classroom to its full potential. 

Resources: 

"Building Classroom Discipline", 5th Edition, by C.M. Charles

"Instructional objectives,determine selection of tools"

  Technology is on the rise today, so it's important for teachers to incorporate these technologies in the classroom. When using digital tools in a classroom it is important to first think about what you want to achieve and how you will achieve that goal/lesson.
Students today are actually more inclined to find information online than they are in a physically library.
You need to ask yourself as a Teacher some preliminary questions:

• What age are the students I am teaching?
• Which ones require that extra special attention? Learning Disabilities?
• How will I engage the students?
• How will I teach the plan so that the lesson is effective?

  From my own personal research with interviewing other teachers, its important you take these questions into consideration.  Then set up the classroom accordingly.  Keeping the ones with visual impairments closely.  Showing the tools to the children first on a large screen is important and keeping them engaged by using a smartboard.  Asking questions to the students and allowing them to ask questions about the digital tool.  Having them practice at home.  With guided technology application and instruction, we are actually allowing the students interact with the tool and provide feedback.   

  I would also make a list of apps/programs that would work for each subject I am teaching.  Break it done by simplicity.  Practice using the tool myself and familiarizing myself with the tool.  So that I can fully demonstrate it to my classroom. If you don't demonstrate and sort out who needs more help then others, you aren't going to have a productive lesson plan. 

  Thinking about my students that I want to teach, 2nd graders: Educational gaming is a great tool.  Research has proven that educational gaming not only improves their technology skills but also improves skills in communication and collaboration, problem-solving and various number-related skills. 

  I want to prepare my students for the future and the next grade level.  By demonstration and use of the apps they should be have the ability to: 

• Process information more quickly
• Determine what is and is not of relevance to them
• The child will think they are "playing" but actually they are "learning"
• Use these computer skills in their future.

A critical piece to any classroom project "is accessing, sorting, and processing information, exploring possibilities to identify problem solutions, and collaborating with others (both live and asynchronously) in order to achieve a goal." (Kloper,2012).  Digital tools are proven to be way more engaging then a typical lecture, so through thorough demonstration you can be successful. 

 

Brain-Based Learning

"Brain-based education emphasizes how the brain learns naturally and is based on what we currently know about the actual structure and function of the human brain at varying developmental stages." (Brainbaseoverview, Wilson).  This helps teachers create lesson plans that connect to students based on their lives and emotional experiences. Research has shown that lecture is the least effective after 24 hours. When a teacher presents the materials right after a lesson.  Doing something memorable.  The brain based learning has been broken down into 12 principles.  When a teacher understands the meaning of each principal than he/she can apply certain teaching techniques for the student that will help him retain/learn in the best way possible. 

1. The brain is parallel a processor: This is important with vision.  Its how we see things in color, shape, motion and depth.  Giving students the access to computers and using a type of learning program that is in 3D and interactive.  They would be using their eyes and following up with a worksheet immediately to make sure the lesson is learned. 

2. Learning engages the entire physiology: Any type of stress can affect our brain and how we learn.  As we saw in the video of the school in Key Largo the teacher used "brain based" exercises.  This is a great way for students to let off any stress. Recess is one way in schools today students can let out their stress. Another idea for younger children is taking breaks during the lesson and playing simon says.  Making the brain is nourished with food, is important for keeping the mind awake and the child not to become moody or fatigue.  Especially for the younger children. So incorporating a snack time would be affective. 

3. The search for meaning is Innate: "this means we are naturally programmed to search for meaning". I think this is why field trips play such an important role in our learning.  The principle explains how "The brain needs and automatically registers the familiar while simultaneously searching for and responding to additional stimuli". Not only have a classroom that is full of colors and textures but linking indoor/outdoor places. If you're doing a lesson plan on animals and habitats. Not only discussing this in the classroom but taking a field trip to the zoo to really explain the meaning and see with their own eyes. 

4. The search for meaning occurs through patterning: Patterning refers to the organization and categorization of information. The brain resists having meaningless patterns imposed upon it. "Pattern making is pleasing (emotional content) for the brain. The brain takes great pleasure in taking random and chaotic information and ordering it. The implications for learning and instruction is that presenting a learner with random and unordered information provides the maximum opportunity for the brain to order this information and form meaningful patterns that will be remembered, that will be learned. Setting up a learning environment in this way mirrors real life that is often random and chaotic". 

5. Emotions are critical to patterning:Students learn and form patterns best in classrooms with a favorable emotional climate.  Having different corners in the classroom where the student feels most comfortable.  For example,setting up a cosy library in my classroom for reading time.  Providing stuffed animals and beanbag chairs for the students to sit on.

6. The brain processes parts and wholes simultaneously. Presenting bits and pieces of information outside of their context is ineffective. It's important to stimulate the left and right sides of the brain because everyone can be different learning.  Using flash cards for a vocabulary lesson would be helpful.  check out this video.

7. Learning involves both focused attention and peripheral perception: Therefore, the entire classroom environment affects student learning. I would make sure my classroom is fully decorated from the outside of the door to the inside.  Visually eye appealing bulletin boards that the children can relate to,coinciding with lessons. Stations that they can have research tools. Students can learn more effectively when their attention is deepened and multiple layers of context are used to support learning.

  

8. Learning always involves both conscious and unconscious processes: All students can learn more effectively when given time to reflect and acknowledge their own learning. I would have a "reflection journal" where each student would write in at the end of the day. This would not only practice their writing skills but also give them the chance to remember what they learned during the day and if they ever needed to go back and remember something about a lesson it is there. 

9. We have at least two types of memory -- a spatial memory system and a set of systems for rote learning: Meaning archiving isolated facts and skills or making sense of experience. Students can learn more effectively when taught through experiences that engage multiple ways to remember. Incorporating memorization into a math lesson is a great way to help them remember.  Collaborative math lesson.

10. The brain understands and remembers best when facts and skills are embedded in natural spatial memory: Learning is developmental, and teaching should engage developmental shifts and steps. I would do this by always using visuals like the Elmo tool.  Students who have vision complications really like this in the classroom.  Using real life “activity” in the classroom. Acting out a story using drama.

11. Learning is enhanced by challenge and inhibited by threat:  All students can learn more effectively in a supportive, empowering, and challenging environment. Creating a relaxing environment.  I really liked the idea of playing classical music for a minute before a lesson to get the students in the mood.

12. Each brain is unique: Students can learn more effectively when their unique individual talents, abilities, and capacities are engaged. So recognizing each child's special need and talents are key. I would do this in the beginning of the year through assessment.  Then have a wide variety of choices for each student.  I think learning is all about giving a student “choice”.  Loosing their attention span is going to create failure and interest in their minds. 

Resources:

1.     http://www.designshare.com/Research/BrainBasedLearn98.htm

2.     https://www.csbsju.edu/education/teacher-as-reflective-decision-maker/knowledge-base/kb-ii.htm

3.     http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_199010_caine.pdf

http://youtu.be/Op_4u-vpRn0

Planning for English Language Learners

There are six different stages of the second language acquisition. All ELL students go through the same stages. Just some take longer than others. 

Stage 1: Pre-Production: Vocabulary and Language Development. They are grasping new words but not yet speaking them. They will repeat a lot of what they learn.  Copying and writing down what they see on the blackboard. 

Stage 2: Early Production: This can last up to six months and they can typically speak one-word/two-work phrases. Guided interaction is used and "teachers structure lessons so students work together to understand what they read—by listening, speaking, reading, and writing collaboratively about the academic concepts in the text." (reference)

.Stage 3: Speech Emergence: Their vocabulary has become larger. They have short conversations with classmates. They can write about short topics. They are no longer just memorizing.  Teachers are using metacognition and authentic assessment.

Stage 4: Intermediate Fluency:  Their vocabulary has advanced to over 6,000 words, using more complex sentences.  They can work in math & science classes, with support. Teachers use explicit instruction.

Stage 5: Advanced Fluency:"It takes students from 4-10 years to achieve cognitive academic language proficiency in a second language. Student at this stage will be near-native in their ability to perform in content area learning." (Haynes, Stages of Second 

Language Acquisition).  Teachers use meaning-based context and universal themes.

"The final strategy is the use of modeling, graphic organizers, and visuals. The use of a variety of visual aids, including pictures, diagrams, and charts, helps all students—and especially ELL students—easily recognize essential information and its relationship to supporting ideas. Visuals make both the language and the content more accessible to students." (reference)

Next semester I am likely to be teaching 2nd graders Math on place value.  I personally this modeling is one of the best tools you can use.  ELL students need to not just hear but see what the lesson is.  You want to engage the students and get them excited.  I personally think when it comes to Math, using games on the tables in groups is a great way.  This video is an example of game I could use and how I would teach place value to my students. I have used dice before in a classroom when teaching math-just a differnt game.  Notice how the teacher, models on the screen what they will be doing. Next, she makes sure to ask questions-by calling on students by name.  I would slow down my rate of speech more than her in my classroom, in consideration of my ELL students.  In addition, I would "check for understanding". Go around the room once they have begun to make sure my ELL learners have grasped the concept. 

Encouraging development in the classroom and at home is important too. So along with this game, I would provide something students can do at home as well.  Flashcard games would work best.  For example here is one you can print offline for free.