As a follow up to my previous post on sight words on a ring, I have created a PDF of Kindergarten and First Grade Sight Words. If you would like a copy of the PDF, please email me. The yellow cards are for Kindergarten students. The green cards are First Grade students. The combined yellow […]
It is no secret that this year I have been trying to create a classroom culture that respects and supports’ my students’ agency in their journey as learners. One of my biggest challenges this year has been figuring out how traditional approaches to reading instruction can fit within a model designed to help students take back ownership […]
In our classroom, I utilize a reading workshop model. A mini-lesson followed by independent reading and guided reading. I’ve always wondered how I could make independent reading more robust. I love the “why” of independent reading but there were always a few students who weren’t totally into it. Given that so much time is spent independent reading […]
Learners need to feel safe
Learners need to have structure
Learners need novel activities
Require frequent responses
Allow appropriate wait time
Combine content with music or movement
Provide water every 10 to 45 minutes
Offer fresh or dried fruits
Create a relaxing atmosphere that feels “homey”
Allow students to make choices
I was taught in college that to be a teacher reading role model, I should read in front of my students; not just read aloud, but actually sit down and read in front of them so they could see how much reading meant to me. So when I embraced independent reading, I did just that; pulled my […]
During an RTI Training, the presenter shared the 4 things the brain remembers…
When introducing ideas the children need to remember, incorporate one of these into the lesson to improve their retention!
Appropriate levels of dominance, cooperation, and knowing your students support a positive classroom dynamic!
Appropriate Dominance: the teacher’s ability to provide clear purpose and strong guidance regarding both academics and student behavior exhibited through establishing clear behavior expectations, clear learning goals, and exhibiting assertive behavior.
Appropriate Cooperation: where dominance centers on the teacher as the driving force, cooperation deals with the teacher and students working together as a team in learning as well as effective relationships. The main road to this end is the teacher taking personal interest in each student in the class.
Knowing Students: the most effective classroom managers do not treat all students the same, rather they take a personal interest in their students and show sensitivity to their diverse and specific needs.
Effective Classroom Management
which ultimately leads to…
High Student Achievement!!
Follow the path!
Marzano, R., Marzano, J., & Pickering, D (2003) Classroom Management that Works, ASDC
“Withitness” (with-it-ness) is a collection of superpowers that allow teachers manage their classroom effectively through preventative discipline. Do you have these superpowers?
Withitness is a model created by educational theorist Jacob Kounin who focused on a teacher’s ability to affect student behavior through instructional management. He defines withitness as the teachers ability to be aware of every action in the classroom and responding appropriately to it.
Here are a few of his key ideas…
Proximity and Body Language Eye contact, facial expressions, gestures, and physical proximity all indicate to the students that the teacher is in control. Constantly moving throughout the room and always facing the students demonstrates that the classroom is your domain and that you command student attention. Not in a threatening manner…but showing strength and confidence.
Overlapping This is the teachers ability to multitask in the classroom. Taking attendance, greeting students entering the classroom, and offering a word of encouragement for the students completing a morning activity all at the same time is an example of overlapping. Students are more likely to stay on task when they know the teacher has her eyes on everyone at all times.
Ripple Effect This is where the teachers clarity and firmness when correcting one student’s behavior positively impact the behavior of other students. This is most effective at the beginning of the school year in order for students to learn what will be tolerated and what will not. Along with this is the idea of correcting even the smallest infractions as if they were major in hopes of lessening the chances that major infractions will occur. The ripple effect is enhanced when the teacher names the offense and gives the reason why it is unacceptable with a firmness that conveys “I mean it”.
Group Focus Holding the attention of students is essential to managing the classroom and reducing misbehavior. Active participation is key to keeping students engaged. Questioning, regular checks for understanding, and varying students who are called upon to answer or contribute are a few ways to focus the attention of the class. Keeping a pace and rhythm to the day, smooth transitions, offering variety and challenges, and accountability all improve student attention and participation.
Bottom line….students are mirrors that reflect YOU.
If you are dry, dull, slow, and quiet they will be too.
If you are aggressive, mean, and demeaning they will be too.
If you display withitness….they will too!! Everybody wins!!
Here’s a great way to celebrate Women’s History Month! Show the video of actress Kierman Shipka read the story The House that Jane Built by Tanya Lee Stone.
This is a true account of Jane Addams, the first American woman to receive the Nobel Peace Prize, who transformed a poor neighborhood in Chicago by opening up her home as a community center.
Here is the video!!
There is also a Teachers Guide AND a Family ActivityGuide!!
Click below to get a copy of either….or BOTH!!!!
Finding time for interventions or reteaching is very difficult! Most times we assume if a student hasn’t done well on an assignment, it’s because they had trouble with it. The truth is, sometimes students would rather not be bothered, right??
Distractions, rushing through, or just a lack of motivation could cause students to put forth less than their best effort. When this is the case, the last thing you want to do is set aside time to reteach the skill just to discover they didn’t need it!
So before you take the time to reteach or create an intervention, here is a quick method to determine if low achievement is a “can’t do” or “won’t do” issue…
Here is a more official 2-page intervention tool you can use from one of my FAV websites for academic and behavioral interventions…Intervention Central!
Don’t waste time reteaching if you don’t have to! Try these tools to eliminate unnecessary interventions!!