April 18, 2008

Hello,

Only one question this week - "How do you figure out what situations should be told to the principal at what time?"

Trust me, when you have an issue that warrants mentioning to your principal, you'll know.  

For instance, if something happens in class and you think it's possible that a parent might get upset and call about it... warn the principal.

If you have an issue with a child and the child is upset about the outcome..... the parent might call... warn the principal.

If there is any time that anything happens that you think might upset a parent enough to call the office..... warn the principal.

If there's a question in your mind,  talk to your mentor and see if you should warn the principal.

Not every little thing...... these are issue that could become problem situations.

I hope this helps.  See you next week for one last time.

Diann

April 4, 2008

Hey, 

I'm still trying to figure out how to get you guys motivated to use this blog more, but I seem to be having trouble with that.  Oh well, I'll just keep trying.

Only 2 questions this week:

1. It's unlikely that this class will meet more than once a week.  

2. Does having a conversation about school and how it affects their futures also work (or help) to motivate students?   I'm going to say it depends on the kids.  I'm sure there are some that would be greatly motivated by this.  However, as always, you'll have those who either really don't care.... or have to act like they don't care because they don't think they have a chance in life anyhow.

What do you guy think?  

1.  Should this class twice a week?  If so, what would you like to have happen on the second day?

2.  Do you think the 'talk to the kids about the importance of education for their futures" would work?

I hear it's supposed to rain..... keep dry.  Don't forget to do your assignment for Friday's class.

Diann

March 28 Management Article Response Blog

Hello all,

I'm looking forward to reading your reactions to the articles.  

Please feel free to go back through the other discussions and put in your two cents.  Especially your reactions and responses to some of the previous blog questions.

Also, here are couple issues that need addressed from this week.

1. At what point should a teacher get help in a situation like getting another teacher or the administration involved?   Great question....what do you all think?  The obvious part is if there is any violence you immediately get assistance.  Other than that.......what do you guys think? How far do you let a problem go before you get help if it's a student disrupting class?  What if they just refuse to do anything?  What about just being annoying - won't be quiet - pushing your buttons...????  Inappropriate behavior - language - actions - etc.???

2. What kinds of 'fillers' can be done with language arts and social studies?  Let me see what can I think of off the top of my head.....hmmmm.    

Language arts - 1. part of my grammar teaching included diagraming sentences - they loved to do diagram races or challenges....we'd break into teams and one team member from each team would do the diagram at the board while the rest did it at their seats - whoever got it right got points for their team...then new competitors would head for the board.  2. Create group stories.....break into groups and use a story starter.  Then pass the story around the group and each person adds one sentence.  It can go as long as you want and can be really good or really funny.  3. You can use 'spelldown' style games for anything....parts of speech, grammatical checks, definitions, books and authors.....

Social studies - 1. There's a game they loved called "guess it".  I would pull down the world map, and tell them I was thinking of a county.  They could ask me Yes /No  GEOGRAPHY questions to try to determine the country in my thoughts.  If they got a certain number of NO answers from me before they guessed the right county - I WON!!!  If they got ....they won.  I'd have quick little prizes sometimes - but most of the time the person who figured out the answer got to come up front and to they next country.  The harder the country - the more 'no' chances I'd give them...but never over 10.   2.  ONce again - the spelldown format asking question about the current or previous social studies topic.   I'd often throw in an extra point option if they could shoot my blow up globe into the waste basket and make the basket.  It seems like most anything you can tie to a ball is just more fun for them.  3. I had several pre-made jeopardy games - always a hit.  4.  Brain teasers based in social studies are available.  5.  All kinds of little social studies games are out there in the teacher stores.

Hope that helped.

3. How do you focus your attention on the class as a whole and still not give up on that one problem kid?  The 'never give up' is for the child who is having learning problems or personal problems that are affecting the learning, etc.  Kids who misbehave are, in my opinion, a different issue.  They are choosing to misbehave so they are choosing the consequences of their actions.  I wouldn't put up with someone disturbing my class for very long.  My consequences were warning, detention, principal...... and then the principal usually made them call home.  My principals knew that the only way I'd send then to the office was if I had done everything humanly possible to get them into shape.  I was firm and consistent and the had the principal's total cooperation.  Kids learned very quickly and passed the word to then next group coming up that there would be no nonsense put up with....... so they usually didn't try.  The fact that I was consistent and fair ...... meant I was being fair to both the kid misbehaving and my other students.

4.  For those of you in the 9:30 who asked....no, the presentation was not really a simulation.  Look at the definition and you'll recognize it was group work.

Have a great week!!

Diann

March 21, 2008

Hello all,

Just a couple questions for this week, but they are good ones.  I'd like you to respond to each other, and I'll put in my opinion afterward.

I will, however, respond to one of the questions raised.  Apparently someone said that you don't need to have "that much involvement" with students once they reach ninth grade.   I'm sure that whoever said that received that info from a teacher, but one teacher's opinion is not a be all end all.  That goes for MY opinion as well.  I hope you consider my opinions, but that as you research, discuss, and gain experience, you'll come to your own conclusions.  

Personally, I disagree completely with lessening parental involvement just because students are getting older.  Parents are not done parenting...well - never actually.....but legally until a child is at least 18.  I strongly encourage teachers to try to involve and definitely inform parents of ALL children - regardless of grade level.  Many parents are far too eager to turn the raising of their children over to the school and the teachers. We certainly don't want to encourage that!

Granted - there are some kids who are totally responsible in high school and making wise decisions, etc.  Teachers need to encourage those students and to let their parents know that their child is on the right track.  At the same time, if high school students are making poor decisions... it's up to us to be sure the parents are aware of that as well.  Somebody needs to take responsibility for the actions of teenagers and the parents are the obvious candidates. Until a child turns 18 - the parents are legally responsible.  If that child makes a bad decision and gets in trouble, it reflects on the parents - not just image wise...but they end up with any financial responsibilities as well.  Yes - we teachers need to keep them informed ... whatever form that takes until they turn 18.  

1.  One of your peers is at a school where 30 students are failing 8th grade.  Your peer wants to know what the teacher should do.  The teacher said she has had several conferences with the parents, but your peer feels there is more that could be done.  What do you think?

2. Another of your peers wants to know how you can get a single parent with multiple children involved in the school and in his/her child's education?

Thanks for participating.

Diann

A thought on your philosophy...

Remember to incorporate some of the aspects of middle school philosophy into your statement. It is an MCE job for which you'll be applying, so you'll want to address applicable aspects. (Like that alliteration?)

Diann

March 14, 2008 - Differentiation - 9:30 AND 10:30

Hey all,

Great participation today and good responses to the presentations.  Thank you!!

1. Someone wants to know what goes into the philosophy paper.  There are some documents that should help you on blackboard.  Remember that you're writing to a principal to convince him/her that you are the best choice for an MCE position at his/her school.  Gear it strong to MCE beliefs and your creative ideas of how you will run your own classroom.  Address your theoretical leanings and practical applications such as how you'll manage your class and how you intend to structure your teaching.  What makes you the best choice for the job?

2. Some of you felt that you were not clear on 'differentiation'.  Please feel free to click in here and ask any questions you want.  I'll be happy to respond.

3.  No, the 10:30 guys did not really use drill and practice at all.  Drill and practice is purely what it says.  It's like math facts, learning the 50 states, being able to recite a list of prepositions, practice to memorize science vocabulary.  However, their tech and lecture style presentation did bring about pretty decent discussion of sorts.

4. Wow - toughie....how does one take a lesson that's gone south and become boring and turn it around instantly?  Let's see....you might be able to:   turn it into a game maybe as simple as a 'spelldown' format but using the content you want to teach; you could have everybody stand up and only those who correctly (or maybe even just attempt) to answer a question get to sit back down;  what about turning it into a small group competition......form groups and  give them 1 minute to come up with an answer to your question....best answer gets points - most points at end wins something????  Does that help?   Best bet.....make it interactive when you plan it - then you don't have to worry about it.

5. I thought I explained that when you have only one teacher in the room your learning centers are completely interactive and able to be completed without teacher presence.  You have the information, the questions, the graphic organizers or other materials, etc. all there and ready to go.  You also have a poster or paper or trifold or something with the step by step directions that the group is expected to complete at that learning center.  For example...I used mapping learning centers.  I set up 6 stations around my room and had different types of maps (topographic, road maps, physical maps, political maps, theme maps, etc) at each station.  Then I had directions for them to use to explore the various types of maps and find out what they were and what they were used for and how to read them and how to use the information they got from that map.  There were questions for them to answer and experiences for them to complete to meet my objectives.  They traveled in groups and could help each other as much as they wanted or needed.  Hope that helps.

6.  Bloom's Taxonomy would more likely be applied within the learning centers instead of 'being' the learning centers.  The centers themselves would be content oriented and the activities within them would reflect the various Bloom's levels as appropriate for the various students - hence..... differentiation.  You could also use the multiple intelligences for the activities for your content and differentiate even more by putting in a variety of activities reflecting the various levels of Blooms.    I hope that didn't confuse you.  If it did, ask me questions.

I hope you have a great weekend and week.  I'll see you next Friday.

Blessings,

Diann

February 29, 2008

Hello all,

Here's the requested site for the fair schools campaign.

http://ohiofairschools.org/

This site below is where you can find the actual amendment to read.   If you have any intention of circulating petitions or talking to people about this issue, be sure you READ the amendment to determine whether or not you are in support of the amendment.  One more time I stress to you that I am NOT encouraging you to vote for the amendment.  I AM encouraging you to get involved in the process because it affects your future.  

http://www.rightforohio.org/

Congratulations to both presentation groups today.  The presentations were well done and appreciated by all involved.

For you who asked,  you can only vote if you are a resident of Ohio and registered to vote in Ohio.

Feel free to research these funding issues further and discuss them via this blog.

Have a safe and relaxing spring break!

Diann