1) This is the chapter I wish so many of my past teachers and professor had read. Luckily I was a verbal/linguistic during my early school years so I was able to succeed academically with little difficulties. I do not remember making many personal connections to my lessons and was basically more concerned with getting good grades. I know take classes that have piqued my curiosity or I have heard a little bit about and want to learn more. When I went back to school for my Masters, many of my instructors still taught in the old v/l way and I was much less tolerant. I had a hard time paying attention and remaining focused and was very unmotivated to complete my work. It really gave me a great insight to how many students must feel in school everyday. Unfortunately I still see many classrooms being taught in this old fashioned way. The school I work in is a very “seasoned” school. You are either new or you have been here for 15+ years, actually closer to 20! We had two teachers retire last year who had taught here almost their entire teaching careers. Sadly, there was not much change in their teaching style over that extremely long time span. Most teachers who have been at this school for an extended amount of time do not like, or tolerate, change. This makes me sad for so many students. But on an up note, we have had an influx on new and young teachers, which has also brought about positive changes. As the team dynamics change and older teachers retire, new ideas and ways to teach the curriculum are popping up in the hall and in classrooms. But sadly, I am not sure if this is the case in schools across the country. I think there are a group of teachers that do the minimum amount of work they need to do and then go home.
2&3) Agendas and schedules are such a huge part of my life. Coordinating four kids and two adults can be quite a challenge at times. It is also the only way I could function in my workday. My groups and kids run in half hour intervals. I also have to coordinate my groups and therapy with everyone else that see the child as well as their classroom teacher. Needless to say the beginning of the year is very chaotic. Almost all of my teachers put their daily schedule on the board. They include students who will be leaving the room for various services too. This is a great visual reminder for all kids and has worked well so far. I have also created reminder cards that the student can tape on their desk that says “Come visit Mrs. Tierney on Tuesday @ 1:00”. This way it is the student’s responsibility to remember when they have therapy. Because I only have my children in half hour blocks there is not much time to spare. I do have a set of procedures that we follow and after the first 2-3 classes all the students have them down pat. If I ever forget one they are very quick to remind me! I really liked the graphic symbols for procedures and would like to try using them on my board as something different. I think my kids would respond positively to the change, especially the 12” voices. It has a really great visual component.
I just sent out the MI stuff today and if you need help deciphering the info let me know...I think I put in 3 kinds of surveys ..elementry middle and high school/adult...again Armstrongs book is a great reference...and my next class is on MI...I think Kristin should live on Ireland Drive Julie!!! With a name like Tierney/Irishcat!!! have a great weekend and stay warm...I will respond sometime this weekend to your comments...barney
1) Making connections and building curiosity can be planned or unplanned. Sometimes a teacher can not be so focused on the lesson that they are not willing to go down another path that the students lead. The biggest resource available to us is each other. Schools need to give teachers time to talk and share resources. Our school has 7 Science teachers in sixth grade. It helps to have time to get together to plan units and budget. Depending on what you teach there are videos, magazines, and internet resources to spark that curiosity in students. To make sure all students’ needs are being meet, teachers just need to mix up the style of delivery more. For instance since, I teach Science and Social Studies, I try not to lecture both hours. If it is a day where we need to read and take notes I try to balance the day then by doing an experiment or group work. I take for granted the age I teach because I problem solve with them and I redesign lessons with the ideas they come up with.
2&3) Even though sixth grade is at the middle school they do not have the same schedule as seventh and eighth graders. Everyday our students can walk in and see the schedule on the board. When there are any changes to the schedule or if it is an early release day I usually prepare them a day in advance. Too many days ahead just gets the students mixed up. As part of the teacher evaluations, we are required to put the objective of the lesson on the board so students know what to expect. I feel pretty comfortable with this chapter.
I don't know how you do it Kristin...30 minutes with kids and then they go..Yet I have seen some great relationships grow with schedules like that...I know teachers send their kids to you to be "cured" in that short time but it seems like its almost an impossible position to be in...keep up the good work
4 comments:
1) This is the chapter I wish so many of my past teachers and professor had read. Luckily I was a verbal/linguistic during my early school years so I was able to succeed academically with little difficulties. I do not remember making many personal connections to my lessons and was basically more concerned with getting good grades. I know take classes that have piqued my curiosity or I have heard a little bit about and want to learn more. When I went back to school for my Masters, many of my instructors still taught in the old v/l way and I was much less tolerant. I had a hard time paying attention and remaining focused and was very unmotivated to complete my work. It really gave me a great insight to how many students must feel in school everyday. Unfortunately I still see many classrooms being taught in this old fashioned way. The school I work in is a very “seasoned” school. You are either new or you have been here for 15+ years, actually closer to 20! We had two teachers retire last year who had taught here almost their entire teaching careers. Sadly, there was not much change in their teaching style over that extremely long time span. Most teachers who have been at this school for an extended amount of time do not like, or tolerate, change. This makes me sad for so many students. But on an up note, we have had an influx on new and young teachers, which has also brought about positive changes. As the team dynamics change and older teachers retire, new ideas and ways to teach the curriculum are popping up in the hall and in classrooms. But sadly, I am not sure if this is the case in schools across the country. I think there are a group of teachers that do the minimum amount of work they need to do and then go home.
2&3) Agendas and schedules are such a huge part of my life. Coordinating four kids and two adults can be quite a challenge at times. It is also the only way I could function in my workday. My groups and kids run in half hour intervals. I also have to coordinate my groups and therapy with everyone else that see the child as well as their classroom teacher. Needless to say the beginning of the year is very chaotic. Almost all of my teachers put their daily schedule on the board. They include students who will be leaving the room for various services too. This is a great visual reminder for all kids and has worked well so far. I have also created reminder cards that the student can tape on their desk that says “Come visit Mrs. Tierney on Tuesday @ 1:00”. This way it is the student’s responsibility to remember when they have therapy. Because I only have my children in half hour blocks there is not much time to spare. I do have a set of procedures that we follow and after the first 2-3 classes all the students have them down pat. If I ever forget one they are very quick to remind me! I really liked the graphic symbols for procedures and would like to try using them on my board as something different. I think my kids would respond positively to the change, especially the 12” voices. It has a really great visual component.
I just sent out the MI stuff today and if you need help deciphering the info let me know...I think I put in 3 kinds of surveys ..elementry middle and high school/adult...again Armstrongs book is a great reference...and my next class is on MI...I think Kristin should live on Ireland Drive Julie!!! With a name like Tierney/Irishcat!!! have a great weekend and stay warm...I will respond sometime this weekend to your comments...barney
1) Making connections and building curiosity can be planned or unplanned. Sometimes a teacher can not be so focused on the lesson that they are not willing to go down another path that the students lead. The biggest resource available to us is each other. Schools need to give teachers time to talk and share resources. Our school has 7 Science teachers in sixth grade. It helps to have time to get together to plan units and budget. Depending on what you teach there are videos, magazines, and internet resources to spark that curiosity in students. To make sure all students’ needs are being meet, teachers just need to mix up the style of delivery more. For instance since, I teach Science and Social Studies, I try not to lecture both hours. If it is a day where we need to read and take notes I try to balance the day then by doing an experiment or group work. I take for granted the age I teach because I problem solve with them and I redesign lessons with the ideas they come up with.
2&3) Even though sixth grade is at the middle school they do not have the same schedule as seventh and eighth graders. Everyday our students can walk in and see the schedule on the board. When there are any changes to the schedule or if it is an early release day I usually prepare them a day in advance. Too many days ahead just gets the students mixed up. As part of the teacher evaluations, we are required to put the objective of the lesson on the board so students know what to expect. I feel pretty comfortable with this chapter.
I don't know how you do it Kristin...30 minutes with kids and then they go..Yet I have seen some great relationships grow with schedules like that...I know teachers send their kids to you to be "cured" in that short time but it seems like its almost an impossible position to be in...keep up the good work
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