edublog
How can teacher’s make learning math and reading EASIER?
I asked my class this very question this afternoon. For our school division’s Learning Improvement Plan, we have some major goals around reading and math. As teachers, we sometimes spin our wheels trying to think of new and different ways to help kids learn how to read or “get” math better.
I took notes during a talking circle where THE KIDS told me what they think!
1) Teachers need to be more serious. (Ha! I’m putting my grumpy eyebrows on tomorrow FOR SURE.)
2) For reading, we should sound it out.
3) Teachers should test us more. (Ick. I hate tests.)
4) We should be reading harder books.
5) The grade ones could be paired with the grade 2’s so that the grade 2’s can help us read words we don’t know.
6) We should keep trying and don’t give up. (Two students said this.)
7) We could use the iPads and practice with RazKids (reading program) and math games. (Check out my class blog to see some of the math games we use in grade 1 and 2.)
8) Have our parents help us read the word.
9) The teacher reads the book first, then we can read it back to them.
10) To help us with math, we should play dice games where we practice adding the two dice together.
Well there you have it! The students have some ideas on how to improve reading and math in the classroom. This might be a neat activity for every teacher to do. You ever know what your students want to see happen for their learning improvement!
Read Full Post | Make a Comment ( None so far )Looking at the Heart
You’ve heard of a bandaid. But have you ever heard of a behavior band aid? This is a term describing what people do when they try to fix a behavior by telling a child to stop something that they shouldn’t be doing, or by threatening them with some type of consequence and then possibly not following through. As a teacher, I have been learning the value of getting to the root of my student’s behavior issues and trying to deal with the heart of the issue rather than slapping on a behavior bandaid.
It all started when my friend Janelle was reading this Christian book called Shepherding a Child’s Heart.
She has three kids and this book was really challenging her to be purposeful and consistent in her discipline. It was challenging her to actually spank her kids EVERY TIME they disobeyed. Sounds harsh, but hear me out; if she asked one of her sons to do something and they didn’t, she would have a talk with them, explain why it’s important to be obedient, pray with them and then spank them. At first, she felt like she was spanking them constantly, and then after about 2 weeks, she noticed that they would obey her without questioning her or putting up a fight. They were starting to become obedient and their household was getting more peaceful. She actually found herself disciplining in love rather than anger because she would correct their behavior before it got to the point where she was angry and fed up, and the children understood that she was discipling them because she loved them, not because she was angry and they had screwed up.
This inspired me to try and be consistent in my own classroom for the very reason that I too wanted to correct my student’s behaviour in love, looking out for what is best for them rather than giving consequences in anger. I was going to be teaching kindergarten at the time and I decided that at the beginning of the year, our class was going to make up rules that everyone was expected to follow, and WHENEVER someone broke a rule, I was going to try and be consistent with discipline. Now, I obviously can’t spank my students, THAT would be awkward! And I also decided that I couldn’t give timeouts every time one of my 39 students broke a rule, or I would have no instruction time and the whole classroom would be filled with kids in time outs. Instead, I decided to give three chances. First time they broke a rule was 1, 2nd time was 2, and when they reached 3, I walked them over to the time out chair (while still teaching the lesson) and set the visual timer for about 5 minutes; when the red was gone, they were allowed to come back and join the group on their own. Sometimes they had to draw a picture of what they did wrong and what they should have been doing, and I would try my best to talk to the child one on one afterwards to discuss what had happened. At first it was hard to be consistent, I would forget how many chances each kid had, but thankfully the other little tattle tales would usually help me out! Forcing myself to be consistent was one of the best things I could have ever done in my career. To this day, it is helping me so much with classroom management. I have never once had a kid question why they had to go into the time out. They know my expectations, and they know the consequences… Every time.
Now, that’s all fine and dandy, and I’m sure many other teachers have come to this conclusion long before me, but what I am excited about this year is how consistency in discipline is merging with the heart issues of my students behavior. Let me explain; it began when my husband Jon and I went to a marriage retreat this September. We watched a series of Paul Tripp videos, and one of the analogies he used really stuck with me. He says:
“If I shake a bottle of water, spilling some, and ask you, “Why did water spill on the floor?” you might say, “Because you shook the bottle.” In other words, the shaking is to blame for the water on the floor. If I ask you, “Why did water spill on the floor?” you might say, “Because there was no milk or pop in the bottle. Why does anger, hurtful actions, and vile language spill out of people? It is not because they are shaken or the fault lies with whatever did the shaking. No, the problem is that there is anger and vile language inside, waiting to be shaken and spilled.”
I explained the water bottle analogy to my students in language they could understand, and gave them a chance to find a spot by themselves in the classroom and look into their water bottles/hearts. I wanted to give them a chance to see if they could find any anger or “darkness” that was already hiding in their hearts; whether that was mean thoughts or actions towards a sibling or friend, parent or teacher. Before we came back to the carpet, I told the kids that if they needed to make anything right with another person in the classroom, they could do that before they sat down. About 3 kids took me up on that offer, and talked one on one with another student before sitting down. When we came back to the carpet, I asked the children if anyone wanted to share what they “saw” in their hearts. A few students told me about hateful thoughts toward others, or about a fight they got in earlier that day.
As the year has gone by, I have continued to give the students chances to look into their heart to find out WHY they acted they way they did. I am trying to not only train their behavior, but help them realize what is causing their behavior and what they can do to deal with it BEFORE it comes out in hurtful words or actions.
This is a difficult task to do for anyone, including adults, but I have learned that if I expect my students to be changing their behavior from the inside out, I need to be doing it myself also. Now, as a Christian I believe I can’t actually change my own heart, but that Jesus can work in me and change my evil heart into a loving, caring one that can show mercy and kindness, so I pray for help! 🙂
I have also found that recognizing my attitude and my heart has really helped me be transparent with my students. I have had to apologize to them on more than one occasion this year when I have acted in anger, or tried to discipline not in love. I don’t tell them that I am sorry for disciplining them; if they are not following the rules, and the kids are creating an environment where it is not easy to learn, they need to know that I have the right to discipline them for that, AND change that behavior… BUT, the problem is that my heart tends to do this in the wrong way… surprise surprise! What I do tell them is that I am sorry for getting angry and mad at them. I explain it to them by saying that my heart gets kind of black and hard towards them and I start getting mean and trying to control the situation through anger rather than love. They are always very forgiving, and they show me grace. Isn’t it funny how children are so quick to forgive, yet as adults we hold grudges and can carry bitterness with us for days, months and years? I am so thankful that I work with children who are so young, so tender, and so willing to open their hearts. I am definitely blessed. And the plan is, from now on I will only be handing out REAL bandaids for paper cuts, scraped knees and microscopic owies that the child seems to need a bandaid for… No behaviour bandaids here!
Read Full Post | Make a Comment ( 2 so far )Dear parents…
#Kinderblog
Imagine that a parent of one of your students, stumbling around the internet, happened to land on your blog. Not your class blog with your cute photos of all your munchkins and their amazing brilliant work. Your personal teacher-reflection blog, the one where your intended audience is mostly other teachers. Pretend that parent managed to figure out exactly who you were, and that you were their child’s teacher. What would you want that parent to know? What would you say to that parent? Write the letter that you would want that parent to read.
Dear Parents,
I want you to know more then anything that I love your kids. I really do! I try to tell them I love them at least every couple weeks so that they KNOW it and inadvertently, you know it as well. That said, you may have come across my blog, my Twitter account, or my Facebook statuses, and you may have seen that I sometimes write about your children.
I do in fact talk/blog/write about your kids often! They are important to me, and they are a huge part of my day, so of course I talk about my experiences with them.
I want you to know that I try to be very careful when I am talking about your kids. I try not to use their names, and I try not to write about anything that could be hurtful, embarassing, or confidential. That said, I have made mistakes in the past, and I have said and shared things that have later come back to bite me in the butt. I have learned my lesson, and thankfully, none of these things have been online. I am trying very hard to learn where discretion needs to be used, and who I can professionally talk to when I am struggling with a situation. I will try to explain to you how and why I talk about your kids in the different outlets I use.
Speaking/talking in person: I sometimes have good days and I sometimes have bad days at work. You may or may not be surprised to hear this, but sometimes your 5 year old makes me go crazy! When I come home, I usually share with my husband why my day was crazy. He usually laughs with me at how crazy kids can be, and how I try to handle the tornado that is Kindergarten some days. Other days, something your child says really makes me think, or it makes me sad. Sometimes it has to do with what your home is like. Don’t worry, I’m not judging you as a parent or caregiver. I am just empathizing with your 5 year olds version of what is going on in their little world. I’m trying to make sense of it in light of my own experience. On these days, I might share your child’s story with another trusted staff member or friend; it helps me gain perspective. Sometimes, when your child’s story has really impacted my day, I pray for you and your family, and entrust you into God’s hands because we all know my reach can only go so far.
Blogging: Parent, you may have stumbled across my personal blog and read some articles that talked about our classroom, my own teaching, or maybe even your own child. This blog post was probably written when I was unsure about something, and struggling with what I should say or do. My blog is one of the outlets I use to talk things out. I quite often ask for other people reading the post to comment and tell me what they think I should do. Usually, I hope another teacher reads my post and leaves a comment with their advice on the situation. Sometimes people comment, and other times no one comments, and the conversation ends there. Either way, I hope you can see that the topic I wrote about was important to me; whether that topic was your child, our classroom, or my own teaching pedagogy. Whatever it was, it mattered enough to me to take the time out of my day to write out my thoughts. I’m not the most consistent blogger, so when I do blog about something, it matters! Please don’t feel strange that I shared about your child, or my classroom issues online. It should make you feel valued. I value your child and their peers enough to write about them and try and get a response that will help your child, his/her classroom, and the way I teach your child. I promise you, I am blogging about the situation so that I can be a reflective teacher who has the best tools in hand to educate your child.
Facebook: If you are a parent of my student, chances are that I most likely don’t have you on Facebook. If you have added me as a friend, I probably accepted because I feel like I have nothing to hide from you, and you’re probably a really cool person. That said, I am not the type of person that goes out looking for Facebook friends usually ever, so don’t feel bad if you are not my Facebook friend. However, if you are, you have probably seen that I put “kinderquotes” up quite frequently. These are little quotes that your child and his/her peers say throughout the day. I try and write them down because I think they are hilarious, but I have no one to share them with during the day. I hope you understand that when I write these quotes on Facebook, I am not making fun of your child, or laughing at your child. Instead, I am enjoying them at this age and sharing that joy with others who don’t get to work with the wonderful age group that I do. I get so many Facebook friends telling me that they love it when I put up kinderquotes because it brightens their day. That’s how I feel. When your child says something funny or cute, it brightens my day as well! And don’t all of us need a little sunshine in our day?
I hope this helps you understand why I talk about your children, and how I do want what’s best for them. However, if you ever have any issues with me putting information or stories about your child online, please don’t hesitate to let me know, and I will take them off immediately. Your best wishes for your child are most important to me.
Sincerely,
Mrs. Maley
Faculty of Education at the University of Regina
The question for #kinderblog this week is about our teacher training program. I went to the university of Regina in Regina Saskatchewan. This university is known for their education program. A lot of people (probably biased) say it’s one of the best programs in the country for education. I agree that they have a great internship program throughout the 4 year program, and fantastic professors, but I also have had a few issues with the u of r’s program as well.
It all started when I was trying to get into the education program. I had taken a year off after I graduated high school. I lived in Germany for a year and went to a Bible school called Bodenseehof. It was a great year and I really believe it changed my life. But the U of R didn’t see my year off as the great life experience I did. When I returned from Germany, I tried to get into the university’s Education program. I wrote my little essay and included all my experience with children (which was extensive). I paid the fee and waited. I got my rejection letter later that summer and was devastated. After talking to some people, I heard that U of R chooses mostly high school grads because they believe that these kids are the real deal. They are the ones who have always known they want to be teachers, so they apply right out of high school. I don’t know, but in my opinion not every good teacher has always known they want to be a teacher! Sometimes it takes life experience to realize that teaching is your calling.
Either way, I took regular transferable classes that year, and when it came time to apply for education the next year, my mom had a friend whose daughter had got into education the previous year, so do you want to know what I did? I borrowed her application essay! I figured that if they didn’t like what I wrote last year, I better go with what works! So yes, kind of ironic, but I, the future teacher, pretty much plagiarized her entrance essay into the Faculty of Education. The other girl had talked about handicapped children being included into the regular classroom, so I wrote about that too. I hadn’t even heard of the word inclusion before, and suddenly I was passionate about it. I tweaked a couple of her other ideas and put them in my own words, and sure enough, I found out later that I was accepted. Now, I don’t know if it was all because of my essay, but it’s pretty sad that I even felt like that was something I needed to do! Please don’t judge me!
My first year in the faculty of Education, we took an Ed class that put us into a classroom to observe a teacher. I think this was a good move on the university’s part because when some of the education students got into the classroom that first year, they realized education wasn’t for them. It’s a good weeding out process.
My second year was where we learned all the theory behind teaching. We learned about all the big wigs in education, and what their teaching philosophy was.
My third year was my pre-internship. I was put into a Pre-K class once a week for the first semester, and then for a solid 3 week block the next semester. It was during this year that we learned how to make a full out lesson plan; which I honestly don’t think I’ve ever used since. This was when we really learned how to teach a group of students.
My biggest issue with my third year of university was the trip that every third year education student goes on. It’s called P.L.A.C.E. Professional Learning… something or other. The idea behind it was that all of the third year education students go to an outdoor place and learn from nature, and each other, in a different environment. That’s great with me, and it would have been a fantastic time, except the faculty only told us about this outdoor ed experience 2-3 weeks before we were supposed to go. It was a mandatory trip, and everyone was expected to make it, regardless of previous plans or work schedules. Well it turns out that I was a bridesmaid for my good friend’s wedding that weekend, @kristenlknowles. I told some professors about it, and I wasn’t really given a decent answer of what I should do. I was told that I was expected to be at P.L.A.C.E. and in fact, one professor told me that sometimes teachers need to make sacrifices! I couldn’t believe that they were expecting me to tell my friend a couple weeks before her wedding that I couldn’t be in it anymore because I was going to be camping with the university! Frustrated, I decided to drive my own car up to the lake that they were going to, and then drive home that same night. I told my friend that I had to miss her wedding rehearsal because of P.L.A.C.E., and thankfully even though she didn’t really understand, she was gracious towards me. The next morning I took part in my friends wedding, but it was kind of a gong show, because I was the first bridesmaid to walk down the aisle, and I had no idea where to stand or what to do because I missed rehearsal! To top that all off, I found out that because I missed P.L.A.C.E. I was “red flagged” and was told that I was not allowed to miss more then 2 classes for the rest of the year regardless of the circumstance. Thank goodness I stayed healthy that year!
My fourth year was my main learning year. From September to December, we were put into a cooperating teacher’s classroom, and we slowly started teaching. We began teaching 1 class a week, then went to 3 classes a week, then we moved to teaching the whole day. I really believe my internship was where I learned what it takes to be a succesful teacher. It gave us hands on experience, and helped us to play around with our teaching and management styles. I had a fantastic cooperating teacher and we got along really well. Her and I had different teaching styles, but I think we complimented each other nicely as a team.
After December, I went back to the university for my last semester, and took the last 5 classes of my degree. One of those was ECMP 455 with @shareski, who I owe a lot, if not all, of my twitter and “e-knowledge” to. He was an inspiring professor who showed me how to take teaching to the next level and make it social, collaborative, and applicable to today’s students. Now that I am officially done training to be a teacher, it’s time to move to unofficially training to be a teacher. I have been doing this online, through relationships, through everyday teaching, and through learning from everyone and everything I can!
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