A plethora of ideas for learning activities are explored along with how to effectively utilize learning activities in the classroom. This was the chapter I went to first. I am constantly looking for new ideas and ways to get inside the heads of my students. It is also why I am taking this class. Some of the ideas offered I already use and some I will start to use.
Teaching at a juvenile detention center, the students already don’t want to be there and many have struggled through school as it is. Many have dropped out or stopped going because it was boring or saw no value in attending classes. We are restricted by the county as to some of the methods we can use in class. The facility is a jail first and a school second.
I attempt to make my class a little different and catch the students off guard with some of the things we do. Utilizing different learning activities allows students with different learning styles to be more successful as the methods constantly change. It also is refreshing to the students to do something “different” then they are used to and offers variety within the classroom environment.
This chapter pulled me in since I am immersed in rituals and affirmations while interacting with my young daughters on a daily basis. I see so clearly how young kids thrive on and come to expect these activities and suggestions. As I think about returning to the high school classroom, I realize that even “big kids” might benefit from the predictable nature of rituals and the “goodness” of affirmations.
As I read this chapter I took mental note of some of the rituals and affirmations I’ve used in the past. I am also more aware that my first five years of teaching often had me in survival mode. I am thankful for this break in my career so that I can brainstorm various techniques I would like to implement in the classroom. I am particularly interested in using rituals such as stretching (taking that mini-break midway through a lesson), mind-mapping (organizing info from the previous day’s topics with a partner), and music (a way to signal the beginning or end of a topic/class or to transition between activities). I was intrigued by the affirmation section which outlined not only auditory affirmations, but also visual and kinesthetic affirmations. Prior to reading this, my own use of affirmations did not go much beyond verbal praise or written notes. I enjoyed learning of a variety of other ways that students can be affirmed of their progress.
I will take with me three main points from this chapter: “Some criticize [auditory affirmations] as ‘hype’ and ‘phony’, but what seems phony and contrived initially can become genuine over time.” – reading some of the ideas made me think of the phony nature of certain affirmations at the high school level. However, I can imagine that with repetition, even older students could get addicted to treating each other in an affirming way. “If you want a positive climate, don’t hope it will happen. Be proactive and make it happen.” “The more you affirm goodness in others, the more likely you are to find goodness.” -- this is a great statement, especially for students that I’ve struggled with in the past. Often times it takes looking for that “goodness” that can be masked by other characteristics. Once it is found, a connection can be formed to encourage and motivate the learner.
I read this chapter because I want to do better in the area of listening as a person and teacher. Just like Russ, I am looking for any new ideas to use in the classroom, especially since I have never taught primary kids before and they are so impressionable. After reading the chapter, I felt kind of sad that maybe I am not such a good listener. There were so many good ideas and helpful hints in this chapter to use as a wife, daughter, mother, friend, and teacher.
AHA’s from this chapter- •Listening is a learned skill •Our society offers few role models for effective listening •When someone asks you a question, respond in an up tone, not a down tone. •There are 6 different types of listening styles. I am many different types. •Creating a listening environment- No put downs, even as a joke. •Tips for listening with empathy: Listen in silence and give full attention to the speaker, you don’t need to tell the speaker your point of view, listen with respect, and be careful of non-verbal communication and gestures. •Read non-verbals •Effective questioning used by the teacher on pages 140-142
If you haven't read pages 140-142, I would highly recommend it. I referrenced these pages a lot since I got the book!!!!
I appreciated reading both Russ and Cindi's responses. I am finding that it is very difficult to choose just 5 chapters for our assignment. I'm sure I will turn to the other chapters for future reference.
Cindi, thanks for the heads up on the listening setion and the pages you referenced. Without being political, I thought I would add a comment in the form of a quote by Thomas Friedman who wrote a recent editorial for the New York Times, titled "Could Obama mend diplomatic fences?" Friedman states: "I think Obama has the potential to force a new discussion...while he is a good talker, he strikes me as an even better listener. It's amazing what people will let you say to them, if you just listen to them first." What a strong statement for us to consider for our roles as teachers!
A wealth of information to connect with students and parents. Since I am always looking to make those connections with all students and their parents it was a natural fit. I am interested in developing positive relationships as I truly see that those relationships pay substantial dividents in the classroom, hallways, school or community. Plus, Student Services previously known as Guidance is uundergoing curriculum changes throughout the state of Wisconsin. We are for ALL STUDENTS, not just the top 10% or the bottom 10%.
I think that the 10 basic building blocks is a super summation of how to create a relationship. It would be my AHA. I believe that students need to feel a sense of family since so many are unsure of all the possibilities of a FAMILY.
The topic area about evidence of rapport was also insightful and areas not often discussed or thought of as relationship building.
I quess the quote on page 301 says it all, every once and a while try to truly understand what it must be like to be a student in your own class.
I thought there were many good techniques on how to not just survive but thrive in the classroom in chapter 24. After a long day of coaching and teaching I find myself in the survive mode and I needed to come up with some new ideas on how to restart my approach to the day.
The chapter gave many good goals and techniques that I could use to change my day around and when I applied them to my class day they really did have an impact on my attitude and teaching performance.
Probably the best AHA's was the list of Motivating Yourself ideas to thrive in the classroom. Ideas like: Look forward to somthing in your day or make a plan for yourself, visualize your days and goals, improve your environment, read more, and probably the best AHA's was to make sure you surround yourself with exciting people.
I picked this chapter because I see motivation as one of the biggest barriers in the field of education. As a physical education teacher, I find this as my biggest problem. If I can motivate thew students, at least I have their attention, and maybe I can "gather" them in. I found the ideas on page 273 of Chapter 20 to be most important. 1) to make school meaningful 2) to make it revelant 3) to make it fun
My goal is to be able to allow each student the opportunity to be successful with their own limits. If they know they have that opportunity, they may be motivated enough when the come to class.
I do not use the reward system unless it is within each student's grasp. If they feel it is out of reach, I've lost them. Whatever 'hook' I can use to motivate them (being honest), I will.
The main points that stick with me from this eye-opening chapter I have already stated above. I feel they bear repeating;
1)to make school meaningful 2)to make it revelant 3)to make it fun
7 comments:
Chapter 12: Learning Activities and Energizers
A plethora of ideas for learning activities are explored along with how to effectively utilize learning activities in the classroom. This was the chapter I went to first. I am constantly looking for new ideas and ways to get inside the heads of my students. It is also why I am taking this class. Some of the ideas offered I already use and some I will start to use.
Teaching at a juvenile detention center, the students already don’t want to be there and many have struggled through school as it is. Many have dropped out or stopped going because it was boring or saw no value in attending classes. We are restricted by the county as to some of the methods we can use in class. The facility is a jail first and a school second.
I attempt to make my class a little different and catch the students off guard with some of the things we do. Utilizing different learning activities allows students with different learning styles to be more successful as the methods constantly change. It also is refreshing to the students to do something “different” then they are used to and offers variety within the classroom environment.
Chapter 14 Rituals and Affirmations
This chapter pulled me in since I am immersed in rituals and affirmations while interacting with my young daughters on a daily basis. I see so clearly how young kids thrive on and come to expect these activities and suggestions. As I think about returning to the high school classroom, I realize that even “big kids” might benefit from the predictable nature of rituals and the “goodness” of affirmations.
As I read this chapter I took mental note of some of the rituals and affirmations I’ve used in the past. I am also more aware that my first five years of teaching often had me in survival mode. I am thankful for this break in my career so that I can brainstorm various techniques I would like to implement in the classroom. I am particularly interested in using rituals such as stretching (taking that mini-break midway through a lesson), mind-mapping (organizing info from the previous day’s topics with a partner), and music (a way to signal the beginning or end of a topic/class or to transition between activities). I was intrigued by the affirmation section which outlined not only auditory affirmations, but also visual and kinesthetic affirmations. Prior to reading this, my own use of affirmations did not go much beyond verbal praise or written notes. I enjoyed learning of a variety of other ways that students can be affirmed of their progress.
I will take with me three main points from this chapter:
“Some criticize [auditory affirmations] as ‘hype’ and ‘phony’, but what seems phony and contrived initially can become genuine over time.” – reading some of the ideas made me think of the phony nature of certain affirmations at the high school level. However, I can imagine that with repetition, even older students could get addicted to treating each other in an affirming way.
“If you want a positive climate, don’t hope it will happen. Be proactive and make it happen.”
“The more you affirm goodness in others, the more likely you are to find goodness.” -- this is a great statement, especially for students that I’ve struggled with in the past. Often times it takes looking for that “goodness” that can be masked by other characteristics. Once it is found, a connection can be formed to encourage and motivate the learner.
Chapter 10: Powerful Listening Skills
I read this chapter because I want to do better in the area of listening as a person and teacher. Just like Russ, I am looking for any new ideas to use in the classroom, especially since I have never taught primary kids before and they are so impressionable. After reading the chapter, I felt kind of sad that maybe I am not such a good listener. There were so many good ideas and helpful hints in this chapter to use as a wife, daughter, mother, friend, and teacher.
AHA’s from this chapter-
•Listening is a learned skill
•Our society offers few role models for effective listening
•When someone asks you a question, respond in an up tone, not a down tone.
•There are 6 different types of listening styles. I am many different types.
•Creating a listening environment- No put downs, even as a joke.
•Tips for listening with empathy: Listen in silence and give full attention to the speaker, you don’t need to tell the speaker your point of view, listen with respect, and be careful of non-verbal communication and gestures.
•Read non-verbals
•Effective questioning used by the teacher on pages 140-142
If you haven't read pages 140-142, I would highly recommend it. I referrenced these pages a lot since I got the book!!!!
I appreciated reading both Russ and Cindi's responses. I am finding that it is very difficult to choose just 5 chapters for our assignment. I'm sure I will turn to the other chapters for future reference.
Cindi, thanks for the heads up on the listening setion and the pages you referenced. Without being political, I thought I would add a comment in the form of a quote by Thomas Friedman who wrote a recent editorial for the New York Times, titled "Could Obama mend diplomatic fences?" Friedman states: "I think Obama has the potential to force a new discussion...while he is a good talker, he strikes me as an even better listener. It's amazing what people will let you say to them, if you just listen to them first." What a strong statement for us to consider for our roles as teachers!
Chapter 23: Relationships
A wealth of information to connect with students and parents. Since I am always looking to make those connections with all students and their parents it was a natural fit. I am interested in developing positive relationships as I truly see that those relationships pay substantial dividents in the classroom, hallways, school or community. Plus, Student Services previously known as Guidance is uundergoing curriculum changes throughout the state of Wisconsin. We are for ALL STUDENTS, not just the top 10% or the bottom 10%.
I think that the 10 basic building blocks is a super summation of how to create a relationship. It would be my AHA. I believe that students need to feel a sense of family since so many are unsure of all the possibilities of a FAMILY.
The topic area about evidence of rapport was also insightful and areas not often discussed or thought of as relationship building.
I quess the quote on page 301 says it all, every once and a while try to truly understand what it must be like to be a student in your own class.
I thought there were many good techniques on how to not just survive but thrive in the classroom in chapter 24. After a long day of coaching and teaching I find myself in the survive mode and I needed to come up with some new ideas on how to restart my approach to the day.
The chapter gave many good goals and techniques that I could use to change my day around and when I applied them to my class day they really did have an impact on my attitude and teaching performance.
Probably the best AHA's was the list of Motivating Yourself ideas to thrive in the classroom. Ideas like: Look forward to somthing in your day or make a plan for yourself, visualize your days and goals, improve your environment, read more, and probably the best AHA's was to make sure you surround yourself with exciting people.
Chapter 20: Motivation & Rewards
I picked this chapter because I see motivation as one of the biggest barriers in the field of education. As a physical education teacher, I find this as my biggest problem. If I can motivate thew students, at least I have their attention, and maybe I can "gather" them in.
I found the ideas on page 273 of Chapter 20 to be most important.
1) to make school meaningful
2) to make it revelant
3) to make it fun
My goal is to be able to allow each student the opportunity to be successful with their own limits. If they know they have that opportunity, they may be motivated enough when the come to class.
I do not use the reward system unless it is within each student's grasp. If they feel it is out of reach, I've lost them. Whatever 'hook' I can use to motivate them (being honest), I will.
The main points that stick with me from this eye-opening chapter I have already stated above. I feel they bear repeating;
1)to make school meaningful
2)to make it revelant
3)to make it fun
These points do work.
Post a Comment