1. A few classrooms at my school do not take the time for class meetings to discuss problems. Problem solving as a group is very important for students to learn. Meeting as a group also gives them a sense of ownership. Appropriate and inappropriate behaviors need to be addressed. Promoting a safe and secure classroom is very important in today's world. 2. At the beginning of the year we introduce the classroom expectations. If the expectations are followed, the students are rewarded with play money. If the expectations are not followed, the students pay me money from their bank. Most students try to keep all of their money in the bank by following the rules. I like my classroom to feel like a second home to my students. I believe they feel pride and ownership and a sense of belonging. We meet as a group and have discussions as needed. I may ask the students for help with others. They like to offer advice to the other students and the students accept the advice. We do a lot of role playing. My students see it as fun but they are also learning at the same time. 3. In my classroom I do not allow bullying or put downs. I love the visual put down doll idea. I'll try to incorporate this into our social skills class next year.
We have a middle school in our area that has instituted the Restorative Practices program in their school...they have meetings every morning and they deal with problems and other pertinent issues...teachers say the rest of the day goes by with very few glitches...they went from over 300 discipline issues to 2 in one year...of course the entire teaching staff has bought into it but its neat to see that kind of a climate...Your discription of what you want your classroom to be is super...
At our K-2 building each teacher has established their own standards and procedures so students know what is expexted. In my class we have meetings where we can discuss these established standards and procedures. I also use this meeting time to give positive reinforcement as well as talk about inappropriate behaviors when the occur.
I feel teachers and schools need to have clear ways to manage conflicts as well as solve problems. It seems well manage classrooms have less conflict if students know what is expected from day one. Teaching students to problem solve, communicate their needs and feelings is extremely important during their school years.
I really like the idea of creating an agreement or social contract. My students know what a put downs are and I like that ideas that we given for interacting. My students are capable of restating their statement and changing it to a postive statement. I will intoduce this at the start of the school year. I will again use role playing to help with this conecpt as first graders love doing this. The only thing I might change is saying the word "ding." The beginning of the school year you may hear this word every 30 seconds depending on you class!
Well - I'm not sure what just happened but I lost everything I just typed and I can't find an "undo" button... bummer... I'll see if I can remember what I just said.
At the very beginning of each school year - typically the very frist day of school - I have the class create their own set of classroom rules. As second graders they already tend to know the main ones I'm looking for. If we need help adding something I think they forgot I'll steer them int hat direction. This gives them the sense of ownership and enpowerment. Then we'll write our new rules on a large tag board and everyone signs it. We'll be able to refer back to it during the school year.
Our former guidance coun. always taught the kids "I statements" which are very similar to the ones on page 114. It's important for the kids to be able to express themselves to others. We need to get that out so it's doesn't get all bottled up inside. IT's important for kids to learn this from and early age on. I want to make a note to myself and see if our new guidance coun. does this - if not, I need to make sure I do in my classroom.
I LOVE how page 109 states, "Conflict is a natural part of life." Wow - is that true or what? Conflict is everywhere and kids need to learn how to deal with it. I liked being reminded that students might need hlep identifying a problema nd the emothions aht come with it. I think we can take that for granted - but I need to make sure I teach the kids that. Emotions are normal, human feelings and we need to learn how to deal with our different feelings and what we feel comfortable with. I totally agree that my learning this it's a key to emotional maturity.
1. I found this chapter in the Sousa book on Mathematical Disabilities intriguing. Recent research has shown that by age one, babies have a sense of numbers and can use simple adding and subtracting! By age two they can recognize greater than and less than relationships between numbers as large as 4 and 5… Research also suggests that about 6-8% if children have serious difficulty processing math, about the same number as those with reading disabilities. Sousa notes that some of it has to do with attitudes about math, math phobia, quality of teaching, teacher’s expertise in math, as well as true neurological causes. He also indicated that there are many types of mathematical disorders, and the interventions for each would be different. Researchers agree that each person processes math differently, running along a continuum from primarily quantitative to primarily qualitative learners.
I think this research has an impact on teaching math for all students. The math curriculum needs to address the learning needs of both quantitative and qualitative learners. Students with difficulties in math need a thorough assessment of where the problems lie, and then build intervention to individually address those areas. Math instruction needs to build on the student’s strengths. We need to ask if we are trying to cover too much? Are we using enough visual and manipulative aids? Are we developing student strengths and not just focusing on their weaknesses?
2. Sousa identified different teaching strategies for different learning styles. We need to incorporate strategies to accommodate both learning styles into the math curriculum. He also recommends use of manipulatives, computer programs so students can go at their own pace and helping students look for patterns in learning math concepts. The notion of “less is more” is especially important in teaching math to students with math disabilities. We need to focus on helping them master a few critical concepts and learn to apply them in everyday life.
3. I know that teachers complain about the math curriculum used in our district and its heavy reliance on language. It goes quickly through units with a broad stroke approach, with a focus on problem solving and analyzing, then returns again the next year to build on the units from the year before. This is difficult for many of our students who need more time and practice and application to master the basic concepts. The math curriculum needs to be really modified and supported for students with math disabilities, especially in teaching the language of math. The concept of “less is more” is one that I think needs to be used for many of our students. I think that is the message I would take back to teachers who have students struggling with math. Also, I would share the very helpful sections on strategies to help teach to different types of learners.
5 comments:
1. A few classrooms at my school do not take the time for class meetings to discuss problems. Problem solving as a group is very important for students to learn. Meeting as a group also gives them a sense of ownership. Appropriate and inappropriate behaviors need to be addressed. Promoting a safe and secure classroom is very important in today's world.
2. At the beginning of the year we introduce the classroom expectations. If the expectations are followed, the students are rewarded with play money. If the expectations are not followed, the students pay me money from their bank. Most students try to keep all of their money in the bank by following the rules.
I like my classroom to feel like a second home to my students. I believe they feel pride and ownership and a sense of belonging. We meet as a group and have discussions as needed. I may ask the students for help with others. They like to offer advice to the other students and the students accept the advice. We do a lot of role playing. My students see it as fun but they are also learning at the same time.
3. In my classroom I do not allow bullying or put downs. I love the visual put down doll idea. I'll try to incorporate this into our social skills class next year.
We have a middle school in our area that has instituted the Restorative Practices program in their school...they have meetings every morning and they deal with problems and other pertinent issues...teachers say the rest of the day goes by with very few glitches...they went from over 300 discipline issues to 2 in one year...of course the entire teaching staff has bought into it but its neat to see that kind of a climate...Your discription of what you want your classroom to be is super...
At our K-2 building each teacher has established their own standards and procedures so students know what is expexted. In my class we have meetings where we can discuss these established standards and procedures. I also use this meeting time to give positive reinforcement as well as talk about inappropriate behaviors when the occur.
I feel teachers and schools need to have clear ways to manage conflicts as well as solve problems. It seems well manage classrooms have less conflict if students know what is expected from day one. Teaching students to problem solve, communicate their needs and feelings is extremely important during their school years.
I really like the idea of creating an agreement or social contract. My students know what a put downs are and I like that ideas that we given for interacting. My students are capable of restating their statement and changing it to a postive statement. I will intoduce this at the start of the school year. I will again use role playing to help with this conecpt as first graders love doing this. The only thing I might change is saying the word "ding." The beginning of the school year you may hear this word every 30 seconds depending on you class!
Well - I'm not sure what just happened but I lost everything I just typed and I can't find an "undo" button... bummer... I'll see if I can remember what I just said.
At the very beginning of each school year - typically the very frist day of school - I have the class create their own set of classroom rules. As second graders they already tend to know the main ones I'm looking for. If we need help adding something I think they forgot I'll steer them int hat direction. This gives them the sense of ownership and enpowerment. Then we'll write our new rules on a large tag board and everyone signs it. We'll be able to refer back to it during the school year.
Our former guidance coun. always taught the kids "I statements" which are very similar to the ones on page 114. It's important for the kids to be able to express themselves to others. We need to get that out so it's doesn't get all bottled up inside. IT's important for kids to learn this from and early age on. I want to make a note to myself and see if our new guidance coun. does this - if not, I need to make sure I do in my classroom.
I LOVE how page 109 states, "Conflict is a natural part of life." Wow - is that true or what? Conflict is everywhere and kids need to learn how to deal with it. I liked being reminded that students might need hlep identifying a problema nd the emothions aht come with it. I think we can take that for granted - but I need to make sure I teach the kids that. Emotions are normal, human feelings and we need to learn how to deal with our different feelings and what we feel comfortable with. I totally agree that my learning this it's a key to emotional maturity.
1. I found this chapter in the Sousa book on Mathematical Disabilities intriguing. Recent research has shown that by age one, babies have a sense of numbers and can use simple adding and subtracting! By age two they can recognize greater than and less than relationships between numbers as large as 4 and 5… Research also suggests that about 6-8% if children have serious difficulty processing math, about the same number as those with reading disabilities. Sousa notes that some of it has to do with attitudes about math, math phobia, quality of teaching, teacher’s expertise in math, as well as true neurological causes. He also indicated that there are many types of mathematical disorders, and the interventions for each would be different. Researchers agree that each person processes math differently, running along a continuum from primarily quantitative to primarily qualitative learners.
I think this research has an impact on teaching math for all students. The math curriculum needs to address the learning needs of both quantitative and qualitative learners. Students with difficulties in math need a thorough assessment of where the problems lie, and then build intervention to individually address those areas. Math instruction needs to build on the student’s strengths. We need to ask if we are trying to cover too much? Are we using enough visual and manipulative aids? Are we developing student strengths and not just focusing on their weaknesses?
2. Sousa identified different teaching strategies for different learning styles. We need to incorporate strategies to accommodate both learning styles into the math curriculum. He also recommends use of manipulatives, computer programs so students can go at their own pace and helping students look for patterns in learning math concepts. The notion of “less is more” is especially important in teaching math to students with math disabilities. We need to focus on helping them master a few critical concepts and learn to apply them in everyday life.
3. I know that teachers complain about the math curriculum used in our district and its heavy reliance on language. It goes quickly through units with a broad stroke approach, with a focus on problem solving and analyzing, then returns again the next year to build on the units from the year before. This is difficult for many of our students who need more time and practice and application to master the basic concepts. The math curriculum needs to be really modified and supported for students with math disabilities, especially in teaching the language of math. The concept of “less is more” is one that I think needs to be used for many of our students. I think that is the message I would take back to teachers who have students struggling with math. Also, I would share the very helpful sections on strategies to help teach to different types of learners.
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