Chapter 1 had a lot of great ideas to implement into our classrooms. It's very important to identify strengths of the students and match the student to the teacher when making placements in the regular education classroom. If a student is placed in a classroom where he or she feels helpless, fearful or threatened, inappropriate behaviors may occur and learning will be limited. The classroom environment should be conducive to learning for all students. Sometimes visual overstimulation can set off behaviors. Be sure the classrooms do not have too much clutter. Students are all unique and have different needs. We need to try to identify the different needs and engage the brain every day. Some students take longer to process information and need visual cues. Working with the previous staff and possibly a special education teacher would be helpful. Posting visual cues is easy and becomes accepted by all students. Soon it's a part of the daily routine and just needs a prompt.
The principals in Chapter 1 can be everyday useful methods for teaching. One of the most important is accepting each student for who they are. Try to find one interest from each student. Engage in conversations with them about one interest of importance. Build a positive relationship and show respect for each student. Soon the student will show respect for you and classroom behaviors and learning will improve. Allow the students time to reflect and build respect for each other. We need to make each student feel important to our classroom.
The next steps to make curriculum in my classroom more compatible would be beneficial to my students and myself. - Understand the overwhelming amount of stress that each student brings to school on a daily basis. - Look for visual signs and intervene before behaviors occur. - Create a classroom that engages emotions. - Create a classroom where each student feels welcome and comfortable. - Create a "second home" feeling for each student. - Engage each student at their individual level of learning. Jodi
Hi Jodi...when you were talking about building relationships especially those who are hard to like, I thought of a middle school teacher who befriended the toughest, meanest kid in the school simply by finding out he owned an Irish setter...next thing you know she's over to his house exhanging setter stories...he ended up as a pretty nice kid...it behooves us to really reach out to those who need it most...thanks for sharing
Let me know if I'm posting this in the right spot.
I feel this chapter was a great way to start out this book and most importantly - every school day. All students need to feel welcomed, safe, and excited for a new school day. I love to greet the kids each morning and talk to them about whatever they want to talk about. I feel it's so important for them to have instant interaction with the teacher even before the school day offically starts. This also gives me time to get to know each student personally and know their interest. Then I can use what I've learned throughout the day or school year to build on their personal background information and experiences. So, I guess that isn't what I'd do differently - it's really what I would keep the same to help the kids feel stressfree at the beginning of each day. I think I'll even make sure I do reach ALL students. This is also a great way to learn if they are carrying any "extra baggage" to school with them.
The principles in Chapter 1 can be used daily in the classroom. Remembering that every student to different, unique and very special is the most important - along with everyone have different strengths, weaknesses and experiences. It's a juggling match for teachers to balance all of this to makeeach lesson successful for each student. In my 17 years of teaching, I agree with this chapter and making sure every child feels safe, comfortable and enjoys school. It's so important to build a great rapport with each student so you can reach them at their level. I feel it's very important for my students to see me as their friend. They need to feel comfortable and know I'm there for them. "Creating and environment that is conducive to learning should be our first tast, even before inplementing the curriculum. It must be the foundation of everything we do in schools"... sums it all up for me.
To make my classroom more brain compatible I would like to help the student deal with and understand their stress. They need to know that everyone has these feeling and it's normal to feel that way. I'd like to teach them appropriate action to take when they are stressed and to explain to them that maybe the other kids are feeling the same way - or maybe not. We all have some of the same and yet different things that stress us out. As a teacher, I'm aware of what will stress certain kids out - weather it's a math concept or a spelling test - but I'd love to teach them how to deal with their reflex responses. It will be interesting to see how second graders respond to this. It's a wonderful life long skill to learn.
Our School district continues to grow each year. Currently we have a K-2 and 3-5 which is all of our Elementary students. Our building alone has over 300 students. Our lunch room can have over 200 hundred students eatting at once. I feel this could bring high levels of stress for some students as it can get EXTREMELY loud. I know this creates fear and threat for some students. I strongly believe it is important that students feel safe as well challenged in the classroom. I like the idea of helping students recongize when they are stressed and teaching students strategies.
One way I can make these changes in my classroom is by being aware of the stress levels in my students. Also knowing that each student in unique and has This year I had a cluster of students that needed a challege and other students that needed more time on certain tasks. I diffenciated to meet their needs to create the "relaxed alterness" in my class.
I would make my curriculum more brain compatible by applying the eight major componets of flow. I often feel rushed at times to get things done and this possibly may carry over into my teaching and could cause stress for some students, I plan to make the tasks clear and allow enough time, provide my students with feedback as they are working as well as on their final project.
4 comments:
Chapter 1 had a lot of great ideas to implement into our classrooms. It's very important to identify strengths of the students and match the student to the teacher when making placements in the regular education classroom. If a student is placed in a classroom where he or she feels helpless, fearful or threatened, inappropriate behaviors may occur and learning will be limited.
The classroom environment should be conducive to learning for all students. Sometimes visual overstimulation can set off behaviors. Be sure the classrooms do not have too much clutter.
Students are all unique and have different needs. We need to try to identify the different needs and engage the brain every day. Some students take longer to process information and need visual cues. Working with the previous staff and possibly a special education teacher would be helpful. Posting visual cues is easy and becomes accepted by all students. Soon it's a part of the daily routine and just needs a prompt.
The principals in Chapter 1 can be everyday useful methods for teaching. One of the most important is accepting each student for who they are. Try to find one interest from each student. Engage in conversations with them about one interest of importance. Build a positive relationship and show respect for each student. Soon the student will show respect for you and classroom behaviors and learning will improve. Allow the students time to reflect and build respect for each other. We need to make each student feel important to our classroom.
The next steps to make curriculum in my classroom more compatible would be beneficial to my students and myself.
- Understand the overwhelming amount of stress that each student brings to school on a daily basis.
- Look for visual signs and intervene before behaviors occur.
- Create a classroom that engages emotions.
- Create a classroom where each student feels welcome and comfortable.
- Create a "second home" feeling for each student.
- Engage each student at their individual level of learning.
Jodi
Hi Jodi...when you were talking about building relationships especially those who are hard to like, I thought of a middle school teacher who befriended the toughest, meanest kid in the school simply by finding out he owned an Irish setter...next thing you know she's over to his house exhanging setter stories...he ended up as a pretty nice kid...it behooves us to really reach out to those who need it most...thanks for sharing
Let me know if I'm posting this in the right spot.
I feel this chapter was a great way to start out this book and most importantly - every school day. All students need to feel welcomed, safe, and excited for a new school day. I love to greet the kids each morning and talk to them about whatever they want to talk about. I feel it's so important for them to have instant interaction with the teacher even before the school day offically starts. This also gives me time to get to know each student personally and know their interest. Then I can use what I've learned throughout the day or school year to build on their personal background information and experiences. So, I guess that isn't what I'd do differently - it's really what I would keep the same to help the kids feel stressfree at the beginning of each day. I think I'll even make sure I do reach ALL students. This is also a great way to learn if they are carrying any "extra baggage" to school with them.
The principles in Chapter 1 can be used daily in the classroom. Remembering that every student to different, unique and very special is the most important - along with everyone have different strengths, weaknesses and experiences. It's a juggling match for teachers to balance all of this to makeeach lesson successful for each student. In my 17 years of teaching, I agree with this chapter and making sure every child feels safe, comfortable and enjoys school. It's so important to build a great rapport with each student so you can reach them at their level. I feel it's very important for my students to see me as their friend. They need to feel comfortable and know I'm there for them. "Creating and environment that is conducive to learning should be our first tast, even before inplementing the curriculum. It must be the foundation of everything we do in schools"... sums it all up for me.
To make my classroom more brain compatible I would like to help the student deal with and understand their stress. They need to know that everyone has these feeling and it's normal to feel that way. I'd like to teach them appropriate action to take when they are stressed and to explain to them that maybe the other kids are feeling the same way - or maybe not. We all have some of the same and yet different things that stress us out. As a teacher, I'm aware of what will stress certain kids out - weather it's a math concept or a spelling test - but I'd love to teach them how to deal with their reflex responses. It will be interesting to see how second graders respond to this. It's a wonderful life long skill to learn.
Our School district continues to grow each year. Currently we have a K-2 and 3-5 which is all of our Elementary students. Our building alone has over 300 students. Our lunch room can have over 200 hundred students eatting at once. I feel this could bring high levels of stress for some students as it can get EXTREMELY loud. I know this creates fear and threat for some students. I strongly believe it is important that students feel safe as well challenged in the classroom. I like the idea of helping students recongize when they are stressed and teaching students strategies.
One way I can make these changes in my classroom is by being aware of the stress levels in my students. Also knowing that each student in unique and has This year I had a cluster of students that needed a challege and other students that needed more time on certain tasks. I diffenciated to meet their needs to create the "relaxed alterness" in my class.
I would make my curriculum more brain compatible by applying the eight major componets of flow. I often feel rushed at times to get things done and this possibly may carry over into my teaching and could cause stress for some students, I plan to make the tasks clear and allow enough time, provide my students with feedback as they are working as well as on their final project.
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