What a great chapter to read heading into our 2015-2016 school year! This chapter provided us with action steps to create a positive class climate. Let's reflect on some of the action steps Jensen provided.
Reflect on the standards YOU have for the students in your classroom from year to year. Are they high enough? Could you raise them? Are your students aware of your goals for them? Do your students have their own goals? What is your battle cry?
What are the typical mind-body states you see in your classroom? What solutions do you plan on trying this year to shift those states from negative to positive? Is there something that already works for you in your classroom that you could share with the group?
What do you do to build the "family" atmosphere in your class. (We might want to remind each other what grade levels we teach here for a point of reference) Jensen had great ideas, but as elementary teachers we have great strategies we can share for this!
Don't forget next week we will have an "off" week. There will not be a new discussion post. We want everyone to focus on the first week back to school. A new topic will be posted Monday, August 10th for Chapter 4- Engage to Build Cognitive Capacity.
I love the section in the chapter about setting goals. I set math goals through their learning targets. Each topic is a target on my back board and the kids tally where they land on the target. Each student is given the chance to retake tests to master that 100%. This year I would like to step it up by doing more to get them to retake the test, push more to try it again.
ReplyDeleteI also feel pretty good about establishing a "family' culture in my room. This year was very telling of that with a few in my room that felt they had a home and I am not sure prior year of moving around they felt that connection. One thing that I believe helps this is that tables I have instead of desks to enable cooperative groups on most tasks.
Reading page 49, inspired me Jessica to set up college pen pals. We had pen pals from other countries, but I wonder if it would be possible to get them from the colleges we visit??This would make the kids much more invested in the tours! What do you think?
I like the tables, too!
DeleteCollege pen pals...fund idea! :)
DeleteI once had tables instead of desks, but some kids couldn't handle being in a group all the time. I usually have my desks pushed together in small groups (for lack of space in my tiny room) to allow for cooperative learning, but then when the need arises, they can separate from the group.
DeleteCollaboration and cooperative learning are important, but I also think it is important to honor those students who prefer to work alone at times. I like that your arrangement allows for that.
DeleteWe use the tables at Pettit as well. I like this arrangement for collaboration when we need it, and space, but there are definitely many times when they are doing independent work while still sitting at their tables. The expectation is that they follow the procedures and voice level chart for different parts of their day.
DeleteI also like that you display their math goals and the kids know what they're working towards. I think that's great!
I thought the most aspiring sentence in the chapter was on pg. 35. "When the student's entered the classroom, they leave their problems at the door." How amazing would that be?!?! I want to continue to create and build a positive climate and family type relationships to help students feel that they have a safe place to do just that! I think expanding on morning meeting will be an important piece of doing this. As well as working on sharing more about myself and taking the time to celebrate even the little things!
ReplyDeleteOne of the things I've always loved about my job is that usually, once I walk in the building, I forget everything about home. My focus is school, and that's what I'd like my students to have too. And if there's something I must do before I go home after school, I write a note to myself!
DeleteI agree that we can help students leave their problems at the door by creating an engaging and positive classroom. When we are actively involved in thinking and doing what is in front of us we can let go of outside distractions at least for a while.
DeleteFrom our own personal experience, we know that sometimes it is easier said than done to leave our problems at the door. Distractions definitely help take your mind off of personal negative situations. I like morning meeting as well because that's a good time to talk about anything that may be on their minds, good or bad.
DeleteI've heard kids say that they don't want to go home before. It's sad to know what they have to endure when they leave our buildings. We can only love and encourage them all the more so they know they have a safe place to come back to the next day.
Maybe we should keep a problem bucket outside our door-put your problems in before you enter-I GOT ONE LESS PROBLEM WITHOUT YOU!!!
ReplyDeleteOnce again...so many things I loved in this chapter. I think the biggest thing to remember from it is that we, the teachers and staff, set the positive environment. We cannot control what goes on at home, but we can teach these positive reactions. We are the "climate creators"!
ReplyDelete"A positive class climate is filled with what has been termed "academic optimism." You are right we are the climate creators. Positive, positive, positive. But that same kid whom you have repeatedly asked to just stop talking, its hard. But we choose which way the climates goes.
DeleteI teach 5th grade. I hate to admit it, but I was the teacher in "Dan's Classroom" a few years ago. Both the students and I disliked coming to school every day. I realized that something had to change, and spent the summer learning different ways of engaging students, and setting the bar higher. It works! I am excited to begin this new year next week, armed with ideas from Jensen's book and the Model Schools Conference!
ReplyDeleteOne thing I will do different this year is in Science. I attended a You Be the Chemist Challenge workshop. (Google it - all the resources are there for the taking! https://www.chemed.org/programs/activity-guides/ ) I'm beginning with a vocabulary folder for each student, with room to add on. I plan to ditch the boring textbook and teach the science lessons through more hands-on discovery. I am excited to see how it works out.
There were so many ideas to engage students in this chapter. I love the cooperative groups idea when reading a lesson. Page 45 said to have cooperative groups engage in a reading-around activity, pausing to discuss important points. I love this for Social Studies! My goal is to make these content areas less boring and more conducive to learning!
As far as building a "family" atmosphere, we strive to use our manners. I frequently share tidbits about my life throughout the school year. On the first day of school, I have the kids write an essay, "All About Me", which is a great way for me to get to know them better, both personally and academically. It helps me map out strategies for teaching language arts, too.
Peggy I think you and your students will love experiencing science from a hands on level. We had a wonderful time last year at Boulevard as we are designing the our lessons are the standards with meaningful ways for students to participate in experimenting with the objectives. Would be happy to share with you resources and ideas for STEM.
DeleteI agree that this chapter is perfect timing as the school year begins and we focus on establishing a positive climate and high expectations for our students. I have found the most powerful ways to do this in my classroom is through the Daily Five and our Morning Meeting.
ReplyDeleteThrough the Daily Five, we practice and model high expectations as students become independent readers and writers. We also create a sense of community as students share stories and experiences and celebrate each others' successes.
The morning meeting is my favorite part of the day! (well, one of them...I have so many!). It sets the tone for respectful learning as students learn to encourage and support each other, respect differences, listen to other opinions, ask thoughtful questions, etc. Kiddos look forward to this time each day.
The mind-body states I have seen frequently are curiosity of course, hunger, sleepiness, and anger. The book says to move frequently between whole group, small group, and independent work which we do with lots of "brain breaks" in between. I think this helps students stay engaged. One suggestion that I would like to incorporate more is keeping students in suspense. I really liked the way these statements were phrased.
One point that stood out to me was to always address issues with students in private to protect their dignity and your relationship with them.
My battle cry is "Be Brave". That covers making friends, trying something new, reading for the first time, and pretty much anything in life.
I love that battle cry "Be Brave" I read a blog of a kindergarten teacher who made that his classroom motto and basically behavior system. He created a classroom climate where students were encouraged to "Be Brave" and basically do the right thing even if it wasn't what everybody else was doing. Be brave enough to make mistakes and be risk takers.
DeleteI teach K-5 in PE and STEM so the advantage I have is my students who had me last year can build on the relationships we have established in previous years. In the PE setting my students quickly learn I have expectations for all students to challenge themselves to reach the next level. We may not all run as fast as someone else but we can all reap the rewards of jogging.
ReplyDeleteBoth my classrooms are high energy rooms where students are encouraged and positively received for the unique person they are.
One thing I find essential is to protect students dignity by pulling them aside to address private issues. I have always found models appropriate responses to students. When two students disagree I have them both tell their side and try to understand what happened. I feel strongly that many times students get frustrated when they feel like someone hurt their feelings and it was not recognized. I help the students to see the other student's perspective, take responsibility for their action and when needed offer an honest apology.
In the STEM setting it was very interesting as high expectations were set for all students. Many times the students who may struggle in the regular classroom setting really shined when they could express themselves through design and creativity. It allowed all of us to appreciate each other for our strengths.
I really like how you have them take responsibility for their actions. I think this is truly vital when dealing with issues that come up with students. I heard one of my friends say that she always has her students, when they are being apologized to, say “I accept your apology.” I liked this because it helps show respect on both sides. And I like how it’s not saying “that’s ok” it’s saying I understand that you made a mistake and that you are trying to fix the situation.
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ReplyDeleteI have seen many mind-body states in my classroom. The biggest one that seems to come out at the beginning of the year is anger. Students will get upset for a certain reason and immediately get angry. My solution that has helped is first talk one on one with the student. Then talk with the student about strategies that the student can do when feeling this way. I always had a cool down zone in my room. The students knew they were allowed to go over when they were starting to feel that way. Even in kindergarten it was amazing to see how the students could start to better regulate the states they were in.
Morning meeting was very important in my classroom. It was a time when my students would get to share what they felt was important and we as a whole class got to learn more about each other. Last year I started up my high five or hug at the end of the day. Students at the end of the day would have the option of a high five or a hug. My students would literally start to cry if I forgot or said we were out of time. I always made it a point when I was hugging/giving a high five with the student who might have had a rough day behaviorally to say that I cared about him or her and that tomorrow was a new day for new good choices.
I really like your hugging/giving a high five at the end of the day. Consider it stolen by me. Thank You.
DeleteAgreed! Great idea :)
DeleteTina Hahn 1st Grade Elwood Haynes
ReplyDeleteI felt so bad not reading this chapter and posting sooner but I'm so glad I was too busy to. This chapter was just perfect for right now. As for my standards for my classroom reading is huge. I love reading and I want my students to love it too. I start talking about reading and our goals for reading right at the beginning of the year. Each student know his/her level and their goal for the end of the year. After reading this chapter I think I will change it to where they will have a year end reading goal and a monthly reading goal. I want to say more to them, "Stick with our plan. I'm on your side, and I won't let you fail." I love that. I want to say that everyday to them. We are called the Shooting Stars in my classroom. Our battle cry and I will ask them this all the time, "What are we shooting for?" and they respond, "Second grade."