Thank your teachers

Tuesday, December 2, 2014

There is more to education than the 3 R's: measuring what matters

Measuring What Matters

People For Education did a survey
More than 4000 people responded to the Measuring What Matters survey, and expressed strong support for broadening the goals for education to include areas beyond literacy and numeracy:
  • 84% said the general public definitely or probably does not understand how schools contribute to students' success in domains like social emotional skills, creativity, health and citizenship.
  • 47% would probably or definitely not assume that if a school has good literacy and numeracy scores it is doing a good job overall.
Percentage of respondents who agree with expanded goals and measures
 Set goalsExpand measures
Health88%75%
Citizenship84%71%
Creativity84%74%
Social-emotional skills89%79%
Quality Learning Environments96%89%
 

Sunday, November 30, 2014

Behaviour Management in the classroom

This is a lecture I gave to my student teachers at the Faculty of Education

A. Reasons for Misbehaviour  

Getting attention
– Focus on catching kids being good
– Ignore
– Do not nag, coax or scold
– Give attention to “good” kids – I like the way I see Jess’ agenda on desk”
Looking for Power
– “I can’t continue without your cooperation”
– Use the preganat pause
– “Do you think you could help by being an example?”
– Don’t lose your power.
Seeking Revenge
– Seek another student’s help.
– Use peer/class pressure.
Displaying Inadequacy
– Encourage and support the student
– Provide lifelines. “Call a friend”
– Do not indicate defeat or frustration – like animals who smell fear!
– Provide success at their level and react positively.

B. Preventing Misbehaviour

Classroom rules: assemblies, in class, school yard

 

C. Teacher Oath

“I will be fair, AND I won’t always be equal.”
I will always listen to your explanation of the story.
Because life can be unpredictable and unfair, consequences or penalties will
depend on ALL information and circumstances.
You will not always be treated equally.
Some decisions are private and will not be shared with the class.
I will attempt to be as fair as humanely possible.

D. Classroom management


When people become emotionally involved and are backed into a corner you have a
problem. We see destructive, angry, aggressive behaviours.
For students whose homes are Fight or Flight all the time – this is their reaction.
Reinforcement vs. Punishment
Punishment teaches: fear, aggression, avoidance.
Reinforcement - increases the likelihood of that behaviour happening again.
A student looking for attention e.g. Class Clown, will repeat his/her behaviour. Kids
looking for attention will ask for help and support and won’t make a move until they
know they will be right. Fear failure.
Breaking a curfew:
Punishment – consequence meant to decrease behaviour.
Both can involve something positive, to add something, or negative, to take something
away. Good marks on a report – you don’t give more work.
Postive punishment = to add something unpleasant: more chores, earlier curfew.
Negative punishment = take away privileges.
When kids come to school tired, I suggest they get to bed earlier.
Dr. Phil = TV in bedrooms, earn back TV time. 20 min HW = 20 min. TV. Manage the
behaviour.

E. Strategies

1. Privileges & responsibilities
2. Safety nets: taking risks
3. Office interventions
Have worksheets at the ready:
What did I do?
How am I responsible for it?
How can I prevent it from happening again?
4. Kiss of all kisses
Neutral response to misbehaviour. Godfather kisses betrayer. “I will see you at recess.”
Condemn the sin not the sinner.
“I do not like your behaviour.” Calm = control.
5. Reward or Consequence cards
Have cards handy: free recess, computer time or lines, write a letter, last out to recess,
One recess timeout in office.
6. Message on the desk - J L
7. Visual cues
– simple lists
– "Ignorance is not knowing. Stupidity is the active pursuit of ignorance"
8. Show me you are listening – what does listening look
like?
9. Proximity control
10. Private appeal – private signals
11. One-minute correction
Could you rephrase that comment?
Can anyone help her find a better way of saying it?

One-minute discipline

1. Take responsibility- the buck stops here, the problem isn’t the kids, the
parents.
2. Accept your students unconditionally- they come to you wit so many
problems, accept them, care for them.
3. Commit to students growth through interventions-document, get help, read,
research.
4. Delegate, work smart, and save energy. You have 25 helpers-use them. Make
sure that everything runs in your absence.
5. Open the gate of change. Teach each year anew – do not teach one year 20
times. Take a risk and try something new.
6. Add more tools to your repertoire. Keep adding new skills, tactics, strategies.
7. Be prevention-centered. Safety, Prepare them, let them know what you expect,
train them to disagree agreeably, teach them skills, standards, phone parents
early and teach manners so they know what your expect and demand it.
8. Promote self-reliance through transformations.
9. Develop relationships and a culture of appreciation.
10. Continually improve your instructional competence. Stay current; keep them
in the prefrontal cortex.

11. Constructive Criticism

1. Criticize privately
2. Give suggestions when you are NOT angry, ansulted, wronged
3. Condemn the behaviour not the person
4. Avoid the word YOU
5. Use I messages
6. Give the student a chance to be heard
7. Let the offender suggest a solution
8. Phone home /father – or not.
9. Be firm.
13. Behaviour modification
– Thank you for picking up that piece of paper!
14. Teaching while walking around – be visible
15. Seating arrangements -
16. Separate students -
17. Timeouts
– needs of group over needs of individual. Mathew- moving, disinterested, and
disinvolved.
18. Consequences fit the crime –
If homework isn’t done – do it as recess. Make Recess Club an opportunity for extra time
and attention.
19. 90/10 rule
– 90% interactions should be positive.
– Building rapport increased likelihood of buying in.
– Catch them being good.
20. Voice Control -
21. Questions & requests
Desist Commands: “Don’t even think it.”
22. The laser stare –smile & wait
23. Pregnant pause
24. “See me after class” –whispered
25. Broken record
26. “3 Before Me”
27. Secret word – pizza
28. Sandwich technique:
positive, criticism, positive. “The first row is correct. You may want to rethink that
answer. I’m very proud of your effort.”
29. Routines & Class Jobs:
– Gopher, newspapers, calendar, attendance
– Procedure & practice = routine.
– Be consistent- don’t ask for hands sometimes and not others. This
confuses them.
– Entering the class
– End of the period: Clear off your desks. Don’t move until…. “5 pieces of
paper bigger than your thumbnail.”
– Responding to questions – “I disagree with that answer.”
– Handing in papers
– Participating in class discussions
– Regular morning routine i.e. “To do” list 
30. Paper clips
– 5 tokens per period/per question/comment
31. Manage Transition times smoothly
- give 5 min. warnings, don’t get them excited before a quiet activity. Use music.
32. Class meetings
33. Share Power
“If you want true power, you must give some of it away.”
Giving choices empowers students. Continuum.

34. Room arrangement

ClassDojo is a digital classroom management tool



This is an interesting high-tech tool, for teacher with some time to spend. ClassDojo is a tool to track children exhibiting particular behaviours. The teacher agrees to track certain behaviours, and reinforces the student when this behaviour is demonstrated.

behaviour management charts
Some say that the 'carrot and stick' mode of behaviour management is outmoded, but I disagree. This type of method tracks kids behaviour numerically. Unfortunately, some are using it to track negative behaviours, or deducting points for inappropriate behaviour.

This isn't the best method, in my experience, for improving behaviour in students who are working on their classroom self-control. I've used a fair number of tracking methods, but only for kids who need it. This seems humiliating if you have to be public about it.

There are privacy concerns about this tool, as parents can have access to the tracking system results. How humiliating to watch a kid having to walk up to a large SmartBoard and deduct a point.
There are some potential issues around the personal data collected and third party tools.

Personally, I liked my behaviour management charts. They are silent, easy, quick and do not embarrass the studetn.

New York Times article about ClassDojo and other tracking apps.

Sunday, November 16, 2014

Homework Help through TVOntario

Ontario - Ministry Of Education (opens in a new window)

Homework Help is funded by the Ontario government and administered by TVO's Independent Learning Centre.


Sunday, November 2, 2014

The marketing of school textbooks

In Ontario we have Circular 14, which lists textbooks that are permitted to be purchased by teachers. The math textbooks have been terribly contentious.

The 'new math' we've come to abhor had to be supplemented by the old exercises in the old books, which dated from the 80s.

President Vladimir V. Putin of Russia, left, and Arkady R. Rotenberg, the chairman of a publishing house that has benefited from government maneuvers. Mr. Rotenberg, a judo sparring partner from Mr. Putin's youth, has gone from a modest trader to a billionaire during Mr. Putin's tenure.

PUTIN'S WAY

Putin's Friend Profits in Purge of Schoolbooks

By JO BECKER and STEVEN LEE MYERS

When the number of approved textbooks for Russia's 14 million schoolchildren was slashed by more than half, one publisher with close ties to President Vladimir V. Putin profited handsomely.

The question for Microsoft, as with many American companies doing business in Mr. Putin’s Russia, is whether the potential profits outweigh the risk. United States law forbids American companies from doing business with companies majority-owned or controlled by sanctioned people like Mr. Rotenberg.




One of the colorful math textbooks published by a decorated educator, Lyudmila G. Peterson, was rejected for using characters from popular Western children’s stories, like Snow White’s seven dwarfs.CreditTop, James Hill for The New York Times

Wednesday, October 22, 2014

How to Talk to Your Kids About the Ottawa Shooting

WWW.HUFFINGTONPOST.CA
A young reserve solider was shot and killed in our capital city of Ottawa by a gunman. Most of us are still reeling from this news and trying to make sense of what has happened today. But we also need to respond to our young people and help them unde...

Tuesday, October 14, 2014

Why aren't we teaching multiplication tables?

It's not so much that we don't teach it, they don't practice it. Then there are the awful 'new math' text books, whereby kids use Discovery Learning to figure out that there ARE things like time saving times tables.

 I had strategies, despite the fact that 'kill and drill' were supposed to be passé.

Of course, the issue is with the text books, which want us to use the discovery method of learning that it is easier to memorize them. I didn't like letting them use calculators. That's just lazy and time consuming.

The kids most at risk won't learn them without some intervention. That was made fun in my classrooms.
I created a chart, each student had the opportunity to demonstrate their mastery of each number.
Week one, we would begin with the 2's.
Each student would come up to the front of the room, bounce a basketball and recite 2, 4, 6, 8, and once done, they would get a star.
The ball kept them going, at a predictable rate of speed. If they couldn't keep up, they would sit down, and the next student would try. They could go to the end of the line.
The beauty of this was that if a kid wasn't ready, they would hear more of their peers reciting it, and would often learn it from simply listening.
Week 3, the keeners would want to go to the 3 times tables.
I taught the kids the trick with the 9 times tables. They thought that was so cool!

Ontario Curriculum:

Grade 2: Number Sense and Numeration

Overall Expectations By the end of Grade 2, students will: • read, represent, compare, and order whole numbers to 100, and use concrete materials to represent fractions and money amounts to 100¢; • demonstrate an understanding of magnitude by counting forward to 200 and backwards from 50, using multiples of various numbers as starting points;

Grade 3: Number Sense and Numeration

Overall Expectations By the end of Grade 3, students will: • read, represent, compare, and order whole numbers to 1000, and use concrete materials to represent fractions and money amounts to $10; • demonstrate an understanding of magnitude by counting forward and backwards by various numbers and from various starting points; • solve problems involving the addition and subtraction of single- and multi-digit whole numbers, using a variety of strategies, and demonstrate an understanding of multiplication and division.
– multiply to 7 x 7 and divide to 49 ÷ 7, using a variety of mental strategies (e.g., doubles, doubles plus another set, skip
counting).

Grade 4

– multiply to 9 x 9 and divide to 81 ÷ 9, using a variety of mental strategies (e.g., doubles, doubles plus another set, skip
counting);
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