You've heard, "First impressions last a lifetime." But, teachers must make a commitment to go beyond first impressions in order to help ALL children learn and to assess them fairly. Your goal is to develop a positive and supportive relationship with each child in your class. Here are some things the authors suggest you can do to learn about your students:
*Take a walk in the neighborhood near your school with other teachers or a parent who lives in the area who can point out interesting things or introduce you to people.
*Talk to family members about their children.
*Talk to the teachers who had your children last year. Try to find out about special interests of the children.
*Make time during your day for informal conversations with children.
*Ask students about things they like to do outside of school.
*Observe students as they work and play and make notes about your observations.
*Be an active listener.
Remember... as you begin these activities in your classroom, just think of the oral language skills you will be modeling in your classroom as the students have discussions with you and their peers!
There are also some recommendations for making students comfortable not matter what their learning style or culture:
*If there are children who do not speak English, try to learn a few phrases in your student's primary language.
*Vary the structure and type of your classroom activities. Take time to review all of the cooperative learning strategies available so that your students are not pressured to speak in front of the whole group the majority of the time.
**If you do not have a "culturally diverse" class, you can still expose your students to diversity through books, posters, videos, guest speakers, etc... be sure to discuss similarities and differences in an atmosphere that conveys acceptance and caring.
Keep in mind that this is a dynamic process shaped, of course, by the students you teach! In the following chapters, we will learn about strategies that build from this base to develop a positive relationship with each of the children in your classroom and ensure their success.
So, here we are at the end of chapter one. Take a minute to think about the ways you gather information about your students. Do you really KNOW your kids? Share with us the ways you learn about your class and how you use that information! Just click on the "comment" button under this post. Whitney
Saturday, September 26, 2009
Friday, September 25, 2009
Chapter One- Part Three- Understanding the Influence of Culture
Relationships matter more than anything else. Human beings need to be nurtured. Our job as educators is to nurture in ways that tap into the genius in each child. - Asa Hilliard
The authors begin this section with a defintion of culture from Ward Goodenough. He says culture is "the set of standards or rules for perceiving, believing, acting, and evaluating others." Culture can affect how we communicate and interact with others and the kinds of expectations we have. Although teachers cannot possibly learn about every cultural factor that influences their students, the key is to remain open to the many ways children may be influenced by culture. This is especially true with communication. Be wary of misunderstanding or misinterpreting the communication styles of someone from a different culture.
So, what can you do to learn about the cultures that affect your students? Begin with family members. Getting to know parents and family members of your students will usually give you plenty of information about why a child is talkative or shy. Just be careful about assigning cultural labels and promoting stereotypes. Be mindful in your planning that each child will come to school with a unique set of cultural and experiential influences.
Share with us how you find about the cultural influences on your students! Leave a comment and look for the last section to wrap up Chapter One next time.
The authors begin this section with a defintion of culture from Ward Goodenough. He says culture is "the set of standards or rules for perceiving, believing, acting, and evaluating others." Culture can affect how we communicate and interact with others and the kinds of expectations we have. Although teachers cannot possibly learn about every cultural factor that influences their students, the key is to remain open to the many ways children may be influenced by culture. This is especially true with communication. Be wary of misunderstanding or misinterpreting the communication styles of someone from a different culture.
So, what can you do to learn about the cultures that affect your students? Begin with family members. Getting to know parents and family members of your students will usually give you plenty of information about why a child is talkative or shy. Just be careful about assigning cultural labels and promoting stereotypes. Be mindful in your planning that each child will come to school with a unique set of cultural and experiential influences.
Share with us how you find about the cultural influences on your students! Leave a comment and look for the last section to wrap up Chapter One next time.
Tuesday, September 22, 2009
Chapter one- Part Two- Recognizing a Child's Individuality
Every child has a story to tell... Will they tell it to you?
In the previous entry, I discussed the developmental characteristics of children. This can help you to have some reasonable expectations for your students. But, as most experienced teachers know... no two classes are ever the same. Each child brings their own unique set of experiences and characteristics to your classroom.
For children to thrive as successful learners, the classroom must be a place where kids feel comfortable and valued. So, let's look at some factors that may affect a child's self-confidence and response to learning experiences.
**TEMPERAMENT- how a person approaches life. Observing children to learn about their temperament can be very useful in understanding how a child might make friends, solve problems, and learn new skills.
**INTERESTS AND TALENTS- Sometimes these may be obvious, and sometimes not. Knowing about a child's special interests and talents can help you support their growth and self-confidence.
**LEARNING DIFFERENCES- This would be a great time for you to review Howard Gardner's "Multiple Intelligences". You can get a nice review here: http://en.wikipedia.org/wiki/Theory_of_multiple_intelligences
By providing a variety of experiences, we are more likely to help every child be more confident and comfortable.
**LIFE EXPERIENCES- What children bring to the classroom from their past experiences is going to affect how they relate to peers, adults, materials, and activities. And there is always that one little darling who does not have the best home life. We all have them. Just remember... you can be the caring adult that can help that child deal with stress so that they have the energy to learn.
**RESILIENCY- In future chapters, we will discuss instructional approaches that promote the factors that children need to overcome hardships: insight, independence, relationships, initiative, creativity and humor, and morality.
**SPECIAL NEEDS- It is inevitable that you will have a student with a disability. But, there is no one that is an expert on all disabilities! Just take a little time to learn about the specific special needs of the children in your classroom. Conversations with parents, specialists, and other professionals will provide most of the information to help overcome barriers to learning. Work as a team to overcome problems!
So, what are some positive results that can come from getting to know your students? --more effective classroom management! --higher student motivation and engagement! --less stress for you!
What are some ways you get to know your students? Leave us a comment and share your thoughts!
In the previous entry, I discussed the developmental characteristics of children. This can help you to have some reasonable expectations for your students. But, as most experienced teachers know... no two classes are ever the same. Each child brings their own unique set of experiences and characteristics to your classroom.
For children to thrive as successful learners, the classroom must be a place where kids feel comfortable and valued. So, let's look at some factors that may affect a child's self-confidence and response to learning experiences.
**TEMPERAMENT- how a person approaches life. Observing children to learn about their temperament can be very useful in understanding how a child might make friends, solve problems, and learn new skills.
**INTERESTS AND TALENTS- Sometimes these may be obvious, and sometimes not. Knowing about a child's special interests and talents can help you support their growth and self-confidence.
**LEARNING DIFFERENCES- This would be a great time for you to review Howard Gardner's "Multiple Intelligences". You can get a nice review here: http://en.wikipedia.org/wiki/Theory_of_multiple_intelligences
By providing a variety of experiences, we are more likely to help every child be more confident and comfortable.
**LIFE EXPERIENCES- What children bring to the classroom from their past experiences is going to affect how they relate to peers, adults, materials, and activities. And there is always that one little darling who does not have the best home life. We all have them. Just remember... you can be the caring adult that can help that child deal with stress so that they have the energy to learn.
**RESILIENCY- In future chapters, we will discuss instructional approaches that promote the factors that children need to overcome hardships: insight, independence, relationships, initiative, creativity and humor, and morality.
**SPECIAL NEEDS- It is inevitable that you will have a student with a disability. But, there is no one that is an expert on all disabilities! Just take a little time to learn about the specific special needs of the children in your classroom. Conversations with parents, specialists, and other professionals will provide most of the information to help overcome barriers to learning. Work as a team to overcome problems!
So, what are some positive results that can come from getting to know your students? --more effective classroom management! --higher student motivation and engagement! --less stress for you!
What are some ways you get to know your students? Leave us a comment and share your thoughts!
Monday, September 21, 2009
Chapter One - Part One - Knowing About Child Development
OK! Let's jump right in to Chapter One!
First, take a minute... and think of a person that is very special to you. Jot down three words or phrases that describe the way you feel when you are thinking about that person.
Now, think about your kids that you work with each day. What are you personally doing to help your students feel the same things you just wrote? This is the concept for this chapter... getting to know the children you teach. Why is this important? Knowing about children is the foundation for good teaching. First, the developmental and individual characteristics of your students will influence the learning experiences you plan. Second, knowing your students well builds positive relationships with them, which is often the key to their success in school.
So... since the first step is knowing your students developmentally... let me review the highlights of Child Development 101.
The authors spend a little time reviewing the theories of Erikson, Piaget, and Vygotsky. What is important to remember about primary grade children is:
**They are becoming product-oriented and want to do a good job!
**These kids are moving from "pre-operational thinking" to "concrete operational thinking", so concrete, hands-on experiences are what is going to lead to abstract thinking.
**Collaboration with others is what helps children acquire new skills and gradually become successful at using those skills independently.
I have included a few links for some developmental checklists for different age groups. Take a look at the link that corresponds with the grade you are teaching currently. Are you seeing some of these things in your classroom?
3-year-olds - http://www.nncc.org/Child.Dev/ages.stages.3y.html
4-year-olds - http://www.nncc.org/Child.Dev/ages.stages.4y.html
5-year-olds - http://www.nncc.org/Child.Dev/ages.stages.5y.html
First Grade - www.glendale.k12.wi.us/1_char.aspx
Second Grade - www.glendale.k12.wi.us/2_char.aspx
Third Grade - www.glendale.k12.wi.us/3_char.aspx
Fourth Grade - www.glendale.k12.wi.us/4_char.aspx
Fifth Grade - www.glendale.k12.wi.us/5_char.aspx
How do you assess your student's developmental needs? Please feel free to comment and share any checklists, assessments, or thoughts you have! And don't forget to pass our blog site to a teacher friend!
Whitney
First, take a minute... and think of a person that is very special to you. Jot down three words or phrases that describe the way you feel when you are thinking about that person.
Now, think about your kids that you work with each day. What are you personally doing to help your students feel the same things you just wrote? This is the concept for this chapter... getting to know the children you teach. Why is this important? Knowing about children is the foundation for good teaching. First, the developmental and individual characteristics of your students will influence the learning experiences you plan. Second, knowing your students well builds positive relationships with them, which is often the key to their success in school.
So... since the first step is knowing your students developmentally... let me review the highlights of Child Development 101.
The authors spend a little time reviewing the theories of Erikson, Piaget, and Vygotsky. What is important to remember about primary grade children is:
**They are becoming product-oriented and want to do a good job!
**These kids are moving from "pre-operational thinking" to "concrete operational thinking", so concrete, hands-on experiences are what is going to lead to abstract thinking.
**Collaboration with others is what helps children acquire new skills and gradually become successful at using those skills independently.
I have included a few links for some developmental checklists for different age groups. Take a look at the link that corresponds with the grade you are teaching currently. Are you seeing some of these things in your classroom?
3-year-olds - http://www.nncc.org/Child.Dev/ages.stages.3y.html
4-year-olds - http://www.nncc.org/Child.Dev/ages.stages.4y.html
5-year-olds - http://www.nncc.org/Child.Dev/ages.stages.5y.html
First Grade - www.glendale.k12.wi.us/1_char.aspx
Second Grade - www.glendale.k12.wi.us/2_char.aspx
Third Grade - www.glendale.k12.wi.us/3_char.aspx
Fourth Grade - www.glendale.k12.wi.us/4_char.aspx
Fifth Grade - www.glendale.k12.wi.us/5_char.aspx
How do you assess your student's developmental needs? Please feel free to comment and share any checklists, assessments, or thoughts you have! And don't forget to pass our blog site to a teacher friend!
Whitney
Sunday, September 20, 2009
Overview of "Building the Primary Classroom"
I want to start with an overview of the book, so you can see what is coming up and how the chapters fit together!
The book is divided into 2 parts. Part One is divided into the six strategies that the authors feel are necessary for "building" a primary classroom:
1. Knowing the Children You Teach
2. Building a Classroom Community
3. Establishing a Structure for the Classroom
4. Guiding Children's Learning
5. Assessing Children's Learning
6. Building a Partnership with Families
Part Two is a look at the content areas and using developmentally appropriate practices in a standards-based classroom.
The areas covered are:
*Language and Literacy
*Mathematical Thinking
*Social Studies
*Scientific Thinking
*Technology
*The Arts
Please feel free to leave comments and ask questions as we proceed!
The book is divided into 2 parts. Part One is divided into the six strategies that the authors feel are necessary for "building" a primary classroom:
1. Knowing the Children You Teach
2. Building a Classroom Community
3. Establishing a Structure for the Classroom
4. Guiding Children's Learning
5. Assessing Children's Learning
6. Building a Partnership with Families
Part Two is a look at the content areas and using developmentally appropriate practices in a standards-based classroom.
The areas covered are:
*Language and Literacy
*Mathematical Thinking
*Social Studies
*Scientific Thinking
*Technology
*The Arts
Please feel free to leave comments and ask questions as we proceed!
Is This Blog For You?
This blog is intended to be a book study for the book, Building the Primary Classroom: A Complete Guide to Teaching and Learning by Toni S. Bickart, Judy R. Jablon, and Diane Trister Dodge. The audience for this book would be primary grade teachers from preK to grade 3, but many concepts could be applied to older grades. I will be summarizing ideas from the book and encourage you to interact with our blog by making comments and asking questions. This is a “go at your own pace” book study that you can start anytime! Each blog entry will contain a concept from the book and you only read as many entries as you have time for. If you subscribe as a “follower” to the blog, you will receive a notice when new entries are posted. I highly recommend buying this book as a reference for you, but it is not necessary. Just keep an eye out for new posts and ENJOY!
Welcome To My Blog!!!
I am working on my Masters+30 and had the interesting assignment to start my own blog. The assignment was to interact with students, but since I teach preschool… I am recruiting teacher “students”.
In the process of thinking what I might be qualified to share with other teachers, I thought about a training I went to a few years ago. The Dept. of Education in Louisiana presented an inservice for elementary supervisors based on the book, Building the Primary Classroom. This is a book that I had just become familiar with through my “attempt” at National Board Certification. The presenter was one of the authors of the book, Ms. Judy Jablon. I took away so many things from this inservice and from reading the book and would like to share them with you!
In the process of thinking what I might be qualified to share with other teachers, I thought about a training I went to a few years ago. The Dept. of Education in Louisiana presented an inservice for elementary supervisors based on the book, Building the Primary Classroom. This is a book that I had just become familiar with through my “attempt” at National Board Certification. The presenter was one of the authors of the book, Ms. Judy Jablon. I took away so many things from this inservice and from reading the book and would like to share them with you!