Hi Barney, Thank you for your comments and I am anxious for the packet on MI. As I read this book, I would like to learn more about cooperative learning so that learning can be successful for everyone in the group. Chapter Five- (1-2-3) After reading this chapter, as educator we should be doing everything the book said. It is important to meet the physical needs of students. Teachers need to allow for movement throughout the day. This includes bathroom and drink breaks. If I am teaching and a student comes up to me with his agenda, I sign it and not make a big scene. I know it is an emergency or else it would not be happening. We eat lunch at 10:30 in the morning, so students are allowed a snack in the afternoon if they need one. I am lucky to have a bubbler in my room and students do not abuse the privilege. If they have a cold and need cough drops, then by all means they should have them. Do teachers really believe the kids they are teaching are not human? As stated in the chapter, most school districts offer a reduced lunch fee. I know plenty of teachers who are willing to help out and donate money to help feed a child. In terms of their psychological needs- I liked the heading belonging, fun, freedom and power. I have always been able to build rapport with my students, because I talk to them, not down to them. It also helps that I have a child their age. I can talk about sports, video games, hobbies and favorite movies. Sometimes Monday mornings are the best- talking about everything they accomplished or didn’t accomplish on the weekend. I am also not afraid to ask for help from the students, I think this shows them that I am also learning from them. At Templeton the students hear from all staff that they are responsible for their own learning. This can be overwhelming for some, but how can you say that statement and not let students have some freedom of choice or some power in their learning. Students need to make mistakes before they are able to learn from them. It is my job to offer choices and guide them with the decisions that they are making.
1) I took two of Glasser’s classes this summer so I am very familiar with this chapter. I agree that we need to meet the students’ basic needs before we can expect them to learn. I know that as the 11:00 hour approaches I am more easily distracted because it is close to lunch and I am hungry. Some days all I can think about is counting down the time till I can eat my lunch! I think many times teachers assume that students are coming to school with their basic needs being met, when often times this is not true. I also think teachers don’t think disruptive behaviors exhibited by students can be caused by being hungry, thirsty or having to go to the bathroom. I really like the fact that my son’s teacher allows them to keep water bottles on their desk, especially in the warmer months when there is no air conditioning. I also like the idea of a morning snack. The school I work provides a “snack shack” for middle school students around 10:00. This way everyone can eat something before lunch, even if they skipped breakfast.
2&3) Since I don’t have the same children in my class all day long many of the ideas the author offered would not apply. I am lucky enough to have a full bathroom in my room for my students to use. There is also a water fountain outside my room two doors down. I do try and go out of my way to make my students feel like they belong when they are in my classroom. I usually give silly writing prompts for homework and the children love to share their silly stories with each other when we begin our group. I agree that laughter is a great way to start any lesson! I also try and find my students throughout the day in the hallways, cafeteria or library to say hi and just check in ever now and then. This way they also feel connected outside of my classroom and the positive interaction with another caring adult helps them feel more secure in their school surroundings. I would like to try and add music to my classroom. I like to sing my directions to the kids, which seems to work on grabbing their attention. But I am curious to see what classical or soft music in the background would do to my kiddos that have a hard time pulling everything together and attending. I will keep you posted :)
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Hi Barney, Thank you for your comments and I am anxious for the packet on MI. As I read this book, I would like to learn more about cooperative learning so that learning can be successful for everyone in the group.
Chapter Five- (1-2-3) After reading this chapter, as educator we should be doing everything the book said. It is important to meet the physical needs of students. Teachers need to allow for movement throughout the day. This includes bathroom and drink breaks. If I am teaching and a student comes up to me with his agenda, I sign it and not make a big scene. I know it is an emergency or else it would not be happening. We eat lunch at 10:30 in the morning, so students are allowed a snack in the afternoon if they need one. I am lucky to have a bubbler in my room and students do not abuse the privilege. If they have a cold and need cough drops, then by all means they should have them. Do teachers really believe the kids they are teaching are not human? As stated in the chapter, most school districts offer a reduced lunch fee. I know plenty of teachers who are willing to help out and donate money to help feed a child. In terms of their psychological needs- I liked the heading belonging, fun, freedom and power. I have always been able to build rapport with my students, because I talk to them, not down to them. It also helps that I have a child their age. I can talk about sports, video games, hobbies and favorite movies. Sometimes Monday mornings are the best- talking about everything they accomplished or didn’t accomplish on the weekend. I am also not afraid to ask for help from the students, I think this shows them that I am also learning from them. At Templeton the students hear from all staff that they are responsible for their own learning. This can be overwhelming for some, but how can you say that statement and not let students have some freedom of choice or some power in their learning. Students need to make mistakes before they are able to learn from them. It is my job to offer choices and guide them with the decisions that they are making.
1) I took two of Glasser’s classes this summer so I am very familiar with this chapter. I agree that we need to meet the students’ basic needs before we can expect them to learn. I know that as the 11:00 hour approaches I am more easily distracted because it is close to lunch and I am hungry. Some days all I can think about is counting down the time till I can eat my lunch! I think many times teachers assume that students are coming to school with their basic needs being met, when often times this is not true. I also think teachers don’t think disruptive behaviors exhibited by students can be caused by being hungry, thirsty or having to go to the bathroom. I really like the fact that my son’s teacher allows them to keep water bottles on their desk, especially in the warmer months when there is no air conditioning. I also like the idea of a morning snack. The school I work provides a “snack shack” for middle school students around 10:00. This way everyone can eat something before lunch, even if they skipped breakfast.
2&3) Since I don’t have the same children in my class all day long many of the ideas the author offered would not apply. I am lucky enough to have a full bathroom in my room for my students to use. There is also a water fountain outside my room two doors down. I do try and go out of my way to make my students feel like they belong when they are in my classroom. I usually give silly writing prompts for homework and the children love to share their silly stories with each other when we begin our group. I agree that laughter is a great way to start any lesson! I also try and find my students throughout the day in the hallways, cafeteria or library to say hi and just check in ever now and then. This way they also feel connected outside of my classroom and the positive interaction with another caring adult helps them feel more secure in their school surroundings. I would like to try and add music to my classroom. I like to sing my directions to the kids, which seems to work on grabbing their attention. But I am curious to see what classical or soft music in the background would do to my kiddos that have a hard time pulling everything together and attending. I will keep you posted :)
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