So, I was curious to see how the kids would do when we returned from spring break on the reflection logs. Amazingly, they continued right along with the schedule. I am stunned to see that they returned from break and continued working. I think the reflection logs are making them think twice about what they are doing, especially when I remind them about it before we begin certain tasks.
I will say though, there are one or two students who it doesnt seem to be working for. They realize they are not making good choices, circle the appropriate level, and write in the notes section what they did wrong (yes they actually know too)... but yet, continue to make a poor choice. However, a few good things came out from our last goal setting activity. One of the students always seemed to give himself the lowest Garfield during centers time. Which, is great that he is realizing he is making poor choices (because he was)... but what made it even better was the goal he set for himself. When we met to discuss his goal, he said "Mrs. Wolery, I always get in trouble in centers because Noah turns around and talks to me, I don't think I should sit next to him any more." So, Monday and Tuesday, during centers, I reminded him of his goal and he chose to sit at another table during centers... and guess what... HAPPY GARFIELDS! So I guess, for some students, this self reflection time works, and for others, it doesnt... but hey, one success, is still a success... right???
Tuesday, April 20, 2010
Sunday, April 11, 2010
Update
Hello Everyone! I hope your inquiry is going well! And, many of you are on spring break (mine begins this week) - so ENJOY!!
This week was the first time I noticed the students really getting into the routine of using their Reflection Log. The leaders remember to get out their logs and pass it out without even thinking. It has become a natural part of our transition routines. I LOVE IT! I was truly worried that it might cut into the instructional time, but it literally takes them 2 minutes to reflect and move on. On Friday, I met briefly with each student who did not rate themselves as satisfactory in each area and we discussed what they could do to improve. They were coming up with their own goals, I didn't even have to suggest anything! It is so nice to see that 6-year-olds can do this on their own when you have the high expectations for them. I think the reason it has been successful is I waited until now to implement it in the classroom. I don't think that Kindergarteners would be ready to do it at the beginning of the year. Everything is too new, and they are just learning the ropes, however, this is a good thing to start when returning from winter break!
This week was the first time I noticed the students really getting into the routine of using their Reflection Log. The leaders remember to get out their logs and pass it out without even thinking. It has become a natural part of our transition routines. I LOVE IT! I was truly worried that it might cut into the instructional time, but it literally takes them 2 minutes to reflect and move on. On Friday, I met briefly with each student who did not rate themselves as satisfactory in each area and we discussed what they could do to improve. They were coming up with their own goals, I didn't even have to suggest anything! It is so nice to see that 6-year-olds can do this on their own when you have the high expectations for them. I think the reason it has been successful is I waited until now to implement it in the classroom. I don't think that Kindergarteners would be ready to do it at the beginning of the year. Everything is too new, and they are just learning the ropes, however, this is a good thing to start when returning from winter break!
Wednesday, March 31, 2010
Inquiry Plan Status Update 1
Hey Guys! I began my inquiry plan today with both my AM and PM students. I was a little nervous that this might be a little difficult for them. But, for day 1, it went GREAT! I was so impressed to see how eager they were to start something new. I think we were at the point in the year where behavior started going out the window, therefore, limiting instruction. They were so motivated during the day today to get work done, and make better behavior choices that you could hear a pin drop during independent and centers time. I was so happy to see that they were actively making better choices just to earn the Extremely Happy Garfield!
I went ahead and video taped my introduction of the Reflection Log and how it works. I also video taped a portion where the students were personally filling out the logs. Two students did not earn the highest level, and actually KNEW what they did wrong. They were able to write on their own why they didnt earn it. I was so happy that they were able to do this on their own. I think this is going to be a great way to monitor their own behavior. I can't wait to see how well this goes over the next couple of weeks!
I went ahead and video taped my introduction of the Reflection Log and how it works. I also video taped a portion where the students were personally filling out the logs. Two students did not earn the highest level, and actually KNEW what they did wrong. They were able to write on their own why they didnt earn it. I was so happy that they were able to do this on their own. I think this is going to be a great way to monitor their own behavior. I can't wait to see how well this goes over the next couple of weeks!
Wednesday, February 24, 2010
Task 5 Domain 2 - Subgroup A
I hope I have done this assignment correctly.. ha ha ha!
I began my research on Classroom Management and Student Motivation by visiting Edutopia.com. Here I found an article titled Connecting to the 21st Century. What a fun article to read! In the elementary classroom, even my students know more than I do about texting, websites, Facebook, MySpace, and video games. I can often learn from them about the technology we have around. But this also means, as a teacher, we are constantly competing with the bright lights and booming sounds of television and video games. When thinking about technology in the classroom, I know this is a way to motivate those "unmotivated" students in my classroom. Those students who have the "I don't care" attitude need stimulation from things they are interested in such as television and video games. If teachers can utilize these teaching tools, classroom management would not be an issue. The students would be interested, and behavioral issues would not be as predominant and teachers would then be able to motivate through instruction with those tools.
As I continued my research, I found a video that I just couldn't pass up. The video was found through a yahoo search, and it was about Power Teaching. What an upbeat and powerful way to motivate student learning through movement and peer teaching. You have to see the video. In my classroom, at the Kindergarten level, these style of instruction would be very motivating to the students. They see me do it, hear me say it, then they try it, then they teach to their peers. What a great way to get everyone involved. So, perhaps peer teaching would be an instructional method that could motivate learning and help with classroom management.
Searching through blogs, I was also able to find a blog that sounded very interesting. It was titled, Motivating Students Through Self Goal Setting. As reading through, I was trying to see how I could get kindergarten students to set goals for themselves. At this early age, it is important that I teach them what goals are and what goal setting means. Encouraging this at an early age will hopefully motivate them throughout their career. It is amazing what a little bit of self worth does for a student. Making them responsible for their successes and not just what they do wrong, is extremely motivating. I think what I am interested in learning more about, is helping elementary students (even as young as kindergarten) reflect on their own behavior and what they can do to motivate themselves.
I began my research on Classroom Management and Student Motivation by visiting Edutopia.com. Here I found an article titled Connecting to the 21st Century. What a fun article to read! In the elementary classroom, even my students know more than I do about texting, websites, Facebook, MySpace, and video games. I can often learn from them about the technology we have around. But this also means, as a teacher, we are constantly competing with the bright lights and booming sounds of television and video games. When thinking about technology in the classroom, I know this is a way to motivate those "unmotivated" students in my classroom. Those students who have the "I don't care" attitude need stimulation from things they are interested in such as television and video games. If teachers can utilize these teaching tools, classroom management would not be an issue. The students would be interested, and behavioral issues would not be as predominant and teachers would then be able to motivate through instruction with those tools.
As I continued my research, I found a video that I just couldn't pass up. The video was found through a yahoo search, and it was about Power Teaching. What an upbeat and powerful way to motivate student learning through movement and peer teaching. You have to see the video. In my classroom, at the Kindergarten level, these style of instruction would be very motivating to the students. They see me do it, hear me say it, then they try it, then they teach to their peers. What a great way to get everyone involved. So, perhaps peer teaching would be an instructional method that could motivate learning and help with classroom management.
Searching through blogs, I was also able to find a blog that sounded very interesting. It was titled, Motivating Students Through Self Goal Setting. As reading through, I was trying to see how I could get kindergarten students to set goals for themselves. At this early age, it is important that I teach them what goals are and what goal setting means. Encouraging this at an early age will hopefully motivate them throughout their career. It is amazing what a little bit of self worth does for a student. Making them responsible for their successes and not just what they do wrong, is extremely motivating. I think what I am interested in learning more about, is helping elementary students (even as young as kindergarten) reflect on their own behavior and what they can do to motivate themselves.
Wednesday, February 17, 2010
Task 4 - Instruction Domains
I chose to explore Domain 2: The Classroom Environment. I have to begin by saying that this is the first reading in a long time where I was completely intrigued in what the other had to say. I knew that classroom environment played an important role in student learning, but it never dawned on me how many roles it could actually play. While reading through Domain 2, I came across Component 2c: managing Classroom Procedures. I believe that this is the component I am the most comfortable with. At the Kindergarten level, it is extremely important to established roles and procedures that are expected of the students as well as the teacher. It must be established early. Simple procedures such as instructional groups, transitions, duties in the classroom and materials or supplies are well managed in the classroom. However, in my room, it is not just me that is scheduling and managing. The students have assumed some ownership over their own classroom procedures and they have decided what is expected, even in Kindergarten.
In my opinion, Component D: Managing Student Behavior would be the component that would most strongly tie to instruction. I feel this way simply because, "Learning cannot occur in an environment where student behavior is out of control." (p.71) Teachers who do well in this component area recognize certain behavior problems that could interfere with that students ability to learn. They can tell if a student is just acting out, not engaged, or have poorly developed social skills. The key in Component D is that strong teachers have clear expectations, but also clear consequences. Students know what is expected of them and can use this knowledge to self motivate. I think when a students know what is expected and are successful with these high expectations, learning can occur.
I think if there was a component that I would be most interested in zeroing in on in my own instruction, it would be Component D. Particularly, I would like to learn more about "responses to student misbehavior." It is important to make sure that my responses are effective and based on that students individual needs. Or perhaps certain situations would be resolved if I had the appropriate preventative measures in place. At the Kindergarten level, this is their first experience with school. Setting the bar high early will help establish good classroom etiquette for the future. A question I would like to learn more about would be How do we encourage students to monitor their own behavior? Perhaps, this would solve some of our behavior issues in the classroom.
In my opinion, Component D: Managing Student Behavior would be the component that would most strongly tie to instruction. I feel this way simply because, "Learning cannot occur in an environment where student behavior is out of control." (p.71) Teachers who do well in this component area recognize certain behavior problems that could interfere with that students ability to learn. They can tell if a student is just acting out, not engaged, or have poorly developed social skills. The key in Component D is that strong teachers have clear expectations, but also clear consequences. Students know what is expected of them and can use this knowledge to self motivate. I think when a students know what is expected and are successful with these high expectations, learning can occur.
I think if there was a component that I would be most interested in zeroing in on in my own instruction, it would be Component D. Particularly, I would like to learn more about "responses to student misbehavior." It is important to make sure that my responses are effective and based on that students individual needs. Or perhaps certain situations would be resolved if I had the appropriate preventative measures in place. At the Kindergarten level, this is their first experience with school. Setting the bar high early will help establish good classroom etiquette for the future. A question I would like to learn more about would be How do we encourage students to monitor their own behavior? Perhaps, this would solve some of our behavior issues in the classroom.
Monday, February 1, 2010
Task Two: Enacting Curriculum
Out of the three articles I read, I found two of them most easy for me to relate to and understand; Backwards Design and For Whom do we Write Curriculum? These two articles gave me insight on the roles and purpose of curriculum as it relates to educators.
While reading, I specifically looked for the purpose of curriculum to see what role we have as teachers to this purpose. As established in previous readings, curriculum provides a common framework, or map, for teachers to go by when choosing instructional methods. As teachers, it is our duty to help guide the students through the curricular map. How we get from each task to the next is the role of the teacher. This is where flexibility and creativity is allowed into play. This first article, Backwards Design, was very helpful. After reading, I understood the importance of this - each student is different and you cannot expect the first student to learn exactly the same as the next. The same holds true for special education. However, it is the processes where the student learns. Student A may have to have a different process than Student B, however, they can both have the same results.
As teachers, you do not have much control in the DESIGN of the curriculum, however, your school and district have the opportunity to help. This past year, I have served as a member of SBDM for my school. One of our responsibilities, is selected how our school will incorporate curriculum. Specifially, we are part of the process for textbook selection. At this stage, our school has chosen textbook programs who we feel best outlines what we woud like for a curriculum. The second article, For Whom do we Write Curriculum, got me thinking about who the textbook series really helps. The article states, "the focus of curriculum-writing, should be shifted away from directing, and towards engaging, even educating, teachers." Many of us want to use the curriculum programs the way they are intended, but do not know how. This leads me to curriculum in my classroom on a day to day basis. I want to concentrate specifically on the basic subjects of math and reading. At our school, we have selected a math series known as Everyday Math. This is our math curriculum for our school. Each teacher, at every grade level, utilizes this program. We use the curriculum provided as our map for instruction in the classroom. However, in reading, we have a reading series that was selected as our reading curriculum. In my classroom, the reading program doesn't really seem to fit. Maybe it is because we are 1/2 day kindergarten, but there is no time to cover all the materials that the curriculum-writers say we need to cover. We are left picking and choosing what topics are addressed. Ultimately, as teachers, we should have the ability and flexibility to deviate from these maps, however, does this hurt students in the long run? Are we missing valuable information that the curriculum-writers feel the students need? Or, are the lessons they are naturally learning in the classroom through day to day encounters what truly teaches the children? Is it enough, or is it too much?
While reading, I specifically looked for the purpose of curriculum to see what role we have as teachers to this purpose. As established in previous readings, curriculum provides a common framework, or map, for teachers to go by when choosing instructional methods. As teachers, it is our duty to help guide the students through the curricular map. How we get from each task to the next is the role of the teacher. This is where flexibility and creativity is allowed into play. This first article, Backwards Design, was very helpful. After reading, I understood the importance of this - each student is different and you cannot expect the first student to learn exactly the same as the next. The same holds true for special education. However, it is the processes where the student learns. Student A may have to have a different process than Student B, however, they can both have the same results.
As teachers, you do not have much control in the DESIGN of the curriculum, however, your school and district have the opportunity to help. This past year, I have served as a member of SBDM for my school. One of our responsibilities, is selected how our school will incorporate curriculum. Specifially, we are part of the process for textbook selection. At this stage, our school has chosen textbook programs who we feel best outlines what we woud like for a curriculum. The second article, For Whom do we Write Curriculum, got me thinking about who the textbook series really helps. The article states, "the focus of curriculum-writing, should be shifted away from directing, and towards engaging, even educating, teachers." Many of us want to use the curriculum programs the way they are intended, but do not know how. This leads me to curriculum in my classroom on a day to day basis. I want to concentrate specifically on the basic subjects of math and reading. At our school, we have selected a math series known as Everyday Math. This is our math curriculum for our school. Each teacher, at every grade level, utilizes this program. We use the curriculum provided as our map for instruction in the classroom. However, in reading, we have a reading series that was selected as our reading curriculum. In my classroom, the reading program doesn't really seem to fit. Maybe it is because we are 1/2 day kindergarten, but there is no time to cover all the materials that the curriculum-writers say we need to cover. We are left picking and choosing what topics are addressed. Ultimately, as teachers, we should have the ability and flexibility to deviate from these maps, however, does this hurt students in the long run? Are we missing valuable information that the curriculum-writers feel the students need? Or, are the lessons they are naturally learning in the classroom through day to day encounters what truly teaches the children? Is it enough, or is it too much?
Thursday, January 28, 2010
Task One: Curriculum Design
After I finally gained control of my ADD and was able to read through all the material, I did have some thoughts on curriculum design. As an elementary teacher, it was interesting to read some of the high school articles and examples. It allowed me the opportunity to see a different perspective.
The first question we were asked to keep in mind was, why do we need to consider curriculum? I just thought about what my kindergarten classroom would be like if I didn't have some sort of a framework to go by when teaching in the classroom. What I think may be important to teach a child, the next teacher may not agree. Considering curiculum as a guide to our teaching decisions allows us to cover the necessary material just in the process that we want to cover it. What is nice, in Kindergarten, we take the combined curriculum approach. Our reading includes science, social studies, and math, and vice versa. The "Toward a Connected Curriculum" article really had me thinking about how curriculum is considered seperately at the high school level. This led me into thinking about what model of curriculum would currently fit my role. As a Kindergarten teacher, the open conversation model seems to be more logical for me, and enjoyable. However, I can see how this may be changed depending on the grade level or the students in your class. Having the opportunity to change (flexible curriculum) helps keep us on the right track, but allows us to help those students who have different needs. I feel as though there is often pressure from above to teach to the test based on the curriculum designed by who knows who somewhere in some office building. So having the opportunity to change when needed is the model that would be ideal. The modern approach is just that, using the framework (curriculum) as a guide for your teaching. Each style is different and each learner is different. Finding what works for each person is what makes curriculum more meaningful for each student. I believe the healthiest approach to curriculum is a combination of the older views - having a set framework - and the more modern open view. In the end, everyone has the same goal - to help students become life-long learners and accomplish all their hopes and dreams. Sometimes the lessons in life don't always come out of a textbook - or from a curriculum map for that matter.
The first question we were asked to keep in mind was, why do we need to consider curriculum? I just thought about what my kindergarten classroom would be like if I didn't have some sort of a framework to go by when teaching in the classroom. What I think may be important to teach a child, the next teacher may not agree. Considering curiculum as a guide to our teaching decisions allows us to cover the necessary material just in the process that we want to cover it. What is nice, in Kindergarten, we take the combined curriculum approach. Our reading includes science, social studies, and math, and vice versa. The "Toward a Connected Curriculum" article really had me thinking about how curriculum is considered seperately at the high school level. This led me into thinking about what model of curriculum would currently fit my role. As a Kindergarten teacher, the open conversation model seems to be more logical for me, and enjoyable. However, I can see how this may be changed depending on the grade level or the students in your class. Having the opportunity to change (flexible curriculum) helps keep us on the right track, but allows us to help those students who have different needs. I feel as though there is often pressure from above to teach to the test based on the curriculum designed by who knows who somewhere in some office building. So having the opportunity to change when needed is the model that would be ideal. The modern approach is just that, using the framework (curriculum) as a guide for your teaching. Each style is different and each learner is different. Finding what works for each person is what makes curriculum more meaningful for each student. I believe the healthiest approach to curriculum is a combination of the older views - having a set framework - and the more modern open view. In the end, everyone has the same goal - to help students become life-long learners and accomplish all their hopes and dreams. Sometimes the lessons in life don't always come out of a textbook - or from a curriculum map for that matter.
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