Monday, April 5, 2010
Inquiry Progress Continued
I successfully video-taped myself teaching (with the help of my wonderful instructional assistant) last week. I am, as we speak, uploading my video to vimeo. A warning to those thinking uploading will be a simple, quick task: Vimeo estimated my uploading time at 1hr 15 minutes! Perhaps it's because of my memory card or computer. : ) I am proud of my Why Try class for making it the entire video without rude or obscene gestures...quite the accomplishment for my behavior class. LOL. Hope everyone had a great week!
Monday, March 29, 2010
Inquiry Progress: Week 2
Well, I didn't get my video made yet, but I did pratice using the camera. : ) I will begin my sign language sessions tomorrow, hopefully taping the introductory lesson. Other than that, not much more to report right now. Here's to a successful week!
Sunday, March 21, 2010
Inquiry Progress
I have managed to discuss my upcoming inquiry plan with the 5th grade teachers at my school. Some think sign language will present a fresh outlook on behavior and procedural expectations; others feel it's a good idea, but will be difficult to implement. Together, we discussed and identified 4 signs that would be most useful in the classroom. My Why Try students will help identify the 5th sign to use. I know with the support and positive attitudes of my RTI team, I will be able to successfully implement this plan. I have every confidence in my team and my students. : ) I plan to video my introduction lesson, this coming week. Wish me luck! : )
Friday, February 26, 2010
Task 5
Blog: Motivating the Unmotivated by Carrie from Walden University
How does this relate to the work you do in your classroom? My behavior intervention class is dedicated to motivating the unmotivated. Whether the lack of motivation is academic, behavior, or attitude, my students need skills to motivate them. I really enjoyed the thread on this blog, because the participants have several of the problems I see weekly. Most common, was finding a “reward” that motivates older children. Younger students are satisfied with a smiley face, or sticker; but we all know how difficult more mature students are to please. : )
How does this deepen your thinking about this domain? Many classroom management problems stem from a lack of motivation. I have realized through reading this blog that the first step in correcting any discipline problem is to start by motivating the student. If a student is motivated to learn, behave, or produce positive attitudes, more than likely, they will not cause classroom management problems.
How could this fit into your inquiry plan? I believe that the information found on this blog will be very useful when writing my inquiry plan. How exactly can I motivate my older students during their behavioral interventions? Which problems occur most often? These are questions asked within the blog, which correlate to my potential plan.
Article: Real-World Issues Motivate Students by Diane Curtis
How does this relate to the work you do in your classroom? I have always been a firm believer that when students can relate their work to real life, they comprehend better and remember it longer. This article enlightened the use of world issues to motivate older students. The students enrolled in “Why Try” would enjoy solving today’s problems as a team, and would thrive on doing something that relates directly to the outside world.
How does this deepen your thinking about this domain? Going about motivating students via real world problems, is an excellent idea. I think the article really deepened my views on “thinking outside the box”. I need to come at this domain from all angles, examining every opportunity to bring balance and control through engaging activities.
How could this fit into your inquiry plan? The information from this article will best fit into my inquiry plan, in collaboration with the info. found in the video. I think using both techniques together will encourage and motivate my students to make a difference. As they are making a difference, they will be learning life skills, such as how to behave and present themselves in group situations.
Video: Using Sign Language in the Classroom
How does this relate to the work you do in your classroom? Sign language is something few teachers ever use, but many could benefit from. In my classroom, I try unconventional methods to show positive behaviors and actions; much like using SL to promote understanding and acceptance. : )
How does this deepen your thinking about this domain? Finding what connects with your students is an essential component in classroom environment. Being able to identify with a group, can build self esteems, and create a safe place for many students. I believe by learning basic SL, it will unify us as a class, and help build a foundation for future endeavors.
How could this fit into your inquiry plan? I am contemplating introducing some SL into my “Why Try” lessons. Not only will it be a fresh way of demonstrating uniqueness and individuality, but it will also be an open forum for diversity and acceptance of others. I am hoping that if implemented successfully, my students will become motivated and challenged by this activity.
How does this relate to the work you do in your classroom? My behavior intervention class is dedicated to motivating the unmotivated. Whether the lack of motivation is academic, behavior, or attitude, my students need skills to motivate them. I really enjoyed the thread on this blog, because the participants have several of the problems I see weekly. Most common, was finding a “reward” that motivates older children. Younger students are satisfied with a smiley face, or sticker; but we all know how difficult more mature students are to please. : )
How does this deepen your thinking about this domain? Many classroom management problems stem from a lack of motivation. I have realized through reading this blog that the first step in correcting any discipline problem is to start by motivating the student. If a student is motivated to learn, behave, or produce positive attitudes, more than likely, they will not cause classroom management problems.
How could this fit into your inquiry plan? I believe that the information found on this blog will be very useful when writing my inquiry plan. How exactly can I motivate my older students during their behavioral interventions? Which problems occur most often? These are questions asked within the blog, which correlate to my potential plan.
Article: Real-World Issues Motivate Students by Diane Curtis
How does this relate to the work you do in your classroom? I have always been a firm believer that when students can relate their work to real life, they comprehend better and remember it longer. This article enlightened the use of world issues to motivate older students. The students enrolled in “Why Try” would enjoy solving today’s problems as a team, and would thrive on doing something that relates directly to the outside world.
How does this deepen your thinking about this domain? Going about motivating students via real world problems, is an excellent idea. I think the article really deepened my views on “thinking outside the box”. I need to come at this domain from all angles, examining every opportunity to bring balance and control through engaging activities.
How could this fit into your inquiry plan? The information from this article will best fit into my inquiry plan, in collaboration with the info. found in the video. I think using both techniques together will encourage and motivate my students to make a difference. As they are making a difference, they will be learning life skills, such as how to behave and present themselves in group situations.
Video: Using Sign Language in the Classroom
How does this relate to the work you do in your classroom? Sign language is something few teachers ever use, but many could benefit from. In my classroom, I try unconventional methods to show positive behaviors and actions; much like using SL to promote understanding and acceptance. : )
How does this deepen your thinking about this domain? Finding what connects with your students is an essential component in classroom environment. Being able to identify with a group, can build self esteems, and create a safe place for many students. I believe by learning basic SL, it will unify us as a class, and help build a foundation for future endeavors.
How could this fit into your inquiry plan? I am contemplating introducing some SL into my “Why Try” lessons. Not only will it be a fresh way of demonstrating uniqueness and individuality, but it will also be an open forum for diversity and acceptance of others. I am hoping that if implemented successfully, my students will become motivated and challenged by this activity.
Wednesday, February 17, 2010
Task 4
Why did you choose this domain?
I chose domain 2: Classroom Environment. I have recently begun behavioral interventions with a group of 5th graders. Creating a successful and appropriate classroom environment is essential for the program I am implementing. “Why Try” is a behavior modification program designed to change attitudes, encourage self respect, and motivate the children.
Which component from this domain are you most comfortable with?
I am most comfortable with component 2a: Creating an Environment of Respect and Rapport. Throughout my teaching career and even schooling, I have been told that I have a positive, respectful rapport with my students. It seems that this component has been my strongest area, one in which takes little work; for this I am extremely grateful! J There are however, parts of the domain that are weaknesses of mine; I will discuss these later in the blog.
Which component from this domain do you believe most strongly ties to instruction?
It is difficult to say which component ties most strongly into instruction; without any one of the components in this domain, a teacher would have chaos in his/her classroom. For the sake of our discussion, I would say component 2b: Establishing a Culture for Learning. The culture we establish directly relates to how we present instruction in the future. If our culture is diverse, so will be our instruction…at least in my opinion.
Which component from this domain would you like to zero in on in your own instruction?
I would really like to focus on component 2d: Managing Student Behavior. As all 13 of my 5th graders are in my room for behavior interventions, I think this component is a good place to start. J Attitudes, personalities, and self esteems are not changed in a day, but 2d gives me a good push towards the right direction.
I also would like you to think about how this domain looks in your classroom.
In my classroom I have an extremely laid back, flexible environment. Everyone knows their expectations and why they are in my room. Since my students are pulled out of their regular classroom to receive interventions, it is important that my room is a positive place to be. Students will not want to come and work for me, if they know they’re coming to a negative environment. My room is set up for small groups. Here, my instructional assistant and I give interventions on a 1 to 6 ratio. I believe that I have established a respectful rapport with my students, as we continually discuss personal issues and obstacles. They feel open to share their concerns with being labeled “problematic, lazy, or dumb”.
Also come up with at least one question that you can post for others in your group to respond to.
My school is looking into purchasing a school-wide behavior program. I think we are leaning towards CHAMPS. Does anyone have recommendations or success stories from a particular program?
I chose domain 2: Classroom Environment. I have recently begun behavioral interventions with a group of 5th graders. Creating a successful and appropriate classroom environment is essential for the program I am implementing. “Why Try” is a behavior modification program designed to change attitudes, encourage self respect, and motivate the children.
Which component from this domain are you most comfortable with?
I am most comfortable with component 2a: Creating an Environment of Respect and Rapport. Throughout my teaching career and even schooling, I have been told that I have a positive, respectful rapport with my students. It seems that this component has been my strongest area, one in which takes little work; for this I am extremely grateful! J There are however, parts of the domain that are weaknesses of mine; I will discuss these later in the blog.
Which component from this domain do you believe most strongly ties to instruction?
It is difficult to say which component ties most strongly into instruction; without any one of the components in this domain, a teacher would have chaos in his/her classroom. For the sake of our discussion, I would say component 2b: Establishing a Culture for Learning. The culture we establish directly relates to how we present instruction in the future. If our culture is diverse, so will be our instruction…at least in my opinion.
Which component from this domain would you like to zero in on in your own instruction?
I would really like to focus on component 2d: Managing Student Behavior. As all 13 of my 5th graders are in my room for behavior interventions, I think this component is a good place to start. J Attitudes, personalities, and self esteems are not changed in a day, but 2d gives me a good push towards the right direction.
I also would like you to think about how this domain looks in your classroom.
In my classroom I have an extremely laid back, flexible environment. Everyone knows their expectations and why they are in my room. Since my students are pulled out of their regular classroom to receive interventions, it is important that my room is a positive place to be. Students will not want to come and work for me, if they know they’re coming to a negative environment. My room is set up for small groups. Here, my instructional assistant and I give interventions on a 1 to 6 ratio. I believe that I have established a respectful rapport with my students, as we continually discuss personal issues and obstacles. They feel open to share their concerns with being labeled “problematic, lazy, or dumb”.
Also come up with at least one question that you can post for others in your group to respond to.
My school is looking into purchasing a school-wide behavior program. I think we are leaning towards CHAMPS. Does anyone have recommendations or success stories from a particular program?
Sunday, February 7, 2010
Task 2
What is the purpose of curriculum and what role as teachers do we have in this purpose?
The purpose of curriculum is to provide teachers with a road map for the year. Here is point A, and if I want all my students to be at point B by May 24th, these are the places I need to visit before that day. The purpose of curriculum is also to identify essential elements of academia and life skills that when mastered correctly, will prepare students in becoming successful, helpful, and positive members of society. As a teacher I feel my role in this purpose, is to connect the ever growing objectives, into real life situations. Why do I need to know how to divide fractions? What will reading ever do for me? These are questions I get from frustrated students daily, and it is my job to make them see their necessity in every day life.
How much control do we have over curriculum? How much should we have?
Answers will vary for this question, but I will respond according to my own state and district. The curriculum is given to us ready made by a district curriculum team. We do not have control over the material that is mandated to be taught during the course of our year. However, we do have a say in when and how we teach the curriculum. I believe that with too much control, teachers would feel even more pressured and stressed than they already are. Personally, I like writing my curriculum map, and then being able to check off standards as I teach them. I also enjoy the freedom to cross curriculums and teach objectives in new and exciting ways. Music with math, science with reading, and drama with social studies…I can hit several standards while reinforcing all the learning styles in my classroom.
What does the curriculum that I have in my classroom look like on a day to day environment?
I teach only reading and math interventions. This being said, I rarely get into the higher standards of each subject. The majority of my time is spent catching students up on the fundamentals that somewhere along life’s ride, they missed. It is important that I diagnose the specific problems each student is facing, and then mold the curriculum around their needs. I guess you could say I utilize more of a backward design approach. : ) If you were to enter my classroom at random, you would probably have to do a double take. I normally have 1 group reading independently or 1 on 1 with an aide, another group practicing skills via the play station, yet another involved in discovering learning with a scientific based intervention lesson, and then a final group working on computers. The students get their interventions, but in a style that is supportive of their learning preferences.
The purpose of curriculum is to provide teachers with a road map for the year. Here is point A, and if I want all my students to be at point B by May 24th, these are the places I need to visit before that day. The purpose of curriculum is also to identify essential elements of academia and life skills that when mastered correctly, will prepare students in becoming successful, helpful, and positive members of society. As a teacher I feel my role in this purpose, is to connect the ever growing objectives, into real life situations. Why do I need to know how to divide fractions? What will reading ever do for me? These are questions I get from frustrated students daily, and it is my job to make them see their necessity in every day life.
How much control do we have over curriculum? How much should we have?
Answers will vary for this question, but I will respond according to my own state and district. The curriculum is given to us ready made by a district curriculum team. We do not have control over the material that is mandated to be taught during the course of our year. However, we do have a say in when and how we teach the curriculum. I believe that with too much control, teachers would feel even more pressured and stressed than they already are. Personally, I like writing my curriculum map, and then being able to check off standards as I teach them. I also enjoy the freedom to cross curriculums and teach objectives in new and exciting ways. Music with math, science with reading, and drama with social studies…I can hit several standards while reinforcing all the learning styles in my classroom.
What does the curriculum that I have in my classroom look like on a day to day environment?
I teach only reading and math interventions. This being said, I rarely get into the higher standards of each subject. The majority of my time is spent catching students up on the fundamentals that somewhere along life’s ride, they missed. It is important that I diagnose the specific problems each student is facing, and then mold the curriculum around their needs. I guess you could say I utilize more of a backward design approach. : ) If you were to enter my classroom at random, you would probably have to do a double take. I normally have 1 group reading independently or 1 on 1 with an aide, another group practicing skills via the play station, yet another involved in discovering learning with a scientific based intervention lesson, and then a final group working on computers. The students get their interventions, but in a style that is supportive of their learning preferences.
Thursday, January 28, 2010
Task 1
Like many of my peers, I found it difficult to concentrate through all 3 articles. : )
However, I did learn much about the need for curriculum.
Why do we need to consider curriculum?
As one of the newer teachers in my building, I am still steadfast about following my curriculum map and covering all concepts in a timely manner. I believe that beginning teachers need a guideline and frame to help them make sense of their year as a whole. However, curriculum is varied from state to state, sometimes even district to district. We must consider curriculum in our discussions and studies, because it is essential to our students understanding of the world around them...ideally.
What model of curriculum do you feel best fits your current role?/What model are you most attracted to?/What would be your preference?
I feel that in my current RTI Title I position, a flexible curriculum best fits my student's needs. They need individual goals and concepts, and what is essential for one student, may not be for another. These students have very different aspirations and abilities, and their curriculum should reflect that. Perhaps correspondingly, I am most attracted to this model, because of the benefits and encouragements it can provide my students. If I was in a different role however, I would gravitate more towards an open conversational model. I feel it better suits my personality...but teaching isn't about my wants or needs, it is and should always be, about the students! : )
Wiggins talks about the need for a “modern” curriculum- what could this look like? /Do you buy that we need a new approach to curriculum? Why or why not?
I think in a more modern curriculum, time would be spent on preparing students for the future, not an academic bowl. Graduating students are lacking basic skills needed in society, and one can only imagine it is due to poor curriculum. I would hope that a modern curriculum includes more social connections and community driven goals. I do buy that a new approach to curriculum is needed, but how will we ever decide what is best? We need to combine the good from the old, with all the promising components of the future.
However, I did learn much about the need for curriculum.
Why do we need to consider curriculum?
As one of the newer teachers in my building, I am still steadfast about following my curriculum map and covering all concepts in a timely manner. I believe that beginning teachers need a guideline and frame to help them make sense of their year as a whole. However, curriculum is varied from state to state, sometimes even district to district. We must consider curriculum in our discussions and studies, because it is essential to our students understanding of the world around them...ideally.
What model of curriculum do you feel best fits your current role?/What model are you most attracted to?/What would be your preference?
I feel that in my current RTI Title I position, a flexible curriculum best fits my student's needs. They need individual goals and concepts, and what is essential for one student, may not be for another. These students have very different aspirations and abilities, and their curriculum should reflect that. Perhaps correspondingly, I am most attracted to this model, because of the benefits and encouragements it can provide my students. If I was in a different role however, I would gravitate more towards an open conversational model. I feel it better suits my personality...but teaching isn't about my wants or needs, it is and should always be, about the students! : )
Wiggins talks about the need for a “modern” curriculum- what could this look like? /Do you buy that we need a new approach to curriculum? Why or why not?
I think in a more modern curriculum, time would be spent on preparing students for the future, not an academic bowl. Graduating students are lacking basic skills needed in society, and one can only imagine it is due to poor curriculum. I would hope that a modern curriculum includes more social connections and community driven goals. I do buy that a new approach to curriculum is needed, but how will we ever decide what is best? We need to combine the good from the old, with all the promising components of the future.
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