Have you heard of the #ClearTheLists movement? It's a social media campaign that began early this past summer when an elementary teacher in Texas named Courtney Jones got together with a group of teachers to start a Facebook group called Teacher Amazon Gifting. What started out originally as a means for teachers to gift other teachers off of their Amazon wishlists exploded into a global phenomenon, with teachers and non-teachers alike paying it forward to support classrooms across America.
What I appreciate so much about the #ClearTheLists movement is how it has put the spotlight on the fact that teachers are paying so much out-of-pocket to provide the supplies their students need for a quality education.
0 Comments
This morning Edutopia posted these thoughtful words on Facebook, which I appreciate: I was never a fan of telling children, "You're so smart!" unless it was to my class as a collective whole. I think these alternatives are great, because they emphasize progress over perfection, and encourages students to keep trying whenever they're faced with frustration or failure. (As an aside, the one thing I'd change in the sentences above is the word "love," which I admit to using too often. I would use "appreciate" instead.)
I so appreciate infographics that show how our brains work. Hope this is useful for educators who like to apply cognitive learning theory and brain-based learning to enhance curricular design.
Let's be frank, many of us have been struggling with wrapping our brains around the "new" way of learning math with the Common Core standards. One of the biggest hurdles thus far as been the "make a ten" strategy for mental math. Many of us already use this strategy while calculating numbers fluently in our heads, though perhaps not explicitly or consciously. However, I'm finding this year that my attempts at explaining it to children--actually putting it "out there" and making it explicit for them--have been met with furrowed brows and quizzical looks.
Here are a couple videos that I though explain the make a ten strategy really well. Hope they help demystify a bit of Common Core Math! Fairburn celebrated College Awareness Month with some fun activities, including a door decorating contest. I admit, Room 17 took liberties with the meaning of "door," opting to decorate one entire facade of our bungalow. Many thanks to our head room mom, Sabra, for getting the pompoms from Party City! I got the cute and clever idea of using students' "selfies" from a first grade teacher on Pinterest.
One of my favorite projects for the past few years has been this fun exploration of arrays with common everyday objects. We first spend several days in class looking at lots of pictures of arrays, arranging rows and columns of colorful tiles into arrays, drawing them on graph paper, and observing them in the real world. Then I provide this project sheet and encourage the children to run with wherever their creativity takes them. A word to the wise, however: although using edible items can be cute and clever, beware of crumbs and stickiness! Suggested items include stickers, small erasers, pasta, buttons, paper clips, wiggly eyes--and the possibilities are endless, really. Heavier objects would probably need hot glue. Here are a few examples, which include one I made myself, plus some by students from previous years:
As a teacher, I can comfortably say that I am fairly good at what I do. That being said, I am not afraid to admit that there also are many areas of my teaching practice I know I need to improve. One of these key areas is how I teach children how to read, especially those who struggle with reading. It seems like countless times I have had to tell a reluctant student at one time or another to stop moving around, stop talking with classmates, and stay focused on their book when everyone is supposed to be reading. I am still searching for the most effective ways to help reading become more enjoyable and engaging for all.
Below is an excellent article in Scholastic Instructor that illuminates several reasons why many of us teachers fight this battle everyday. One of the most powerful deterrents for reluctant readers comes as no surprise--the pressure of standardized testing. Fear and anxiety about reading in the classroom is another factor that I have been aware of for years--and wish I could remove completely. Reading this article gives me a critical lens through which I can reflect on my own arsenal of strategies for teaching children how to read. Creating a classroom podcast has been one of my dreams for a very long time, and this summer, I was determined to make it happen. I searched the internet for other classroom podcasts to get inspiration, but interestingly enough, didn't find very many out there, and wondered, why ever not? There are so many rich benefits to having students create a podcast. For one, it integrates so many of the Common Core standards, beginning with writing . . .
CCSS.ELA-Literacy.W.2.5--With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. CCSS.ELA-Literacy.SL.2.4--Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. . . . and here was the standard that came as serendipity for me, which especially validated my idea for a podcast on top of all the others, and I only happened upon this after my students and I finished our first podcast: CCSS.ELA-Literacy.SL.2.5--Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. And this is only the tip of the iceberg in terms of how many standards this touches on, and of the learning experiences that students gain from creating a podcast. I knew, before diving into the world of podcasting, that my students would be able to have a very rich, very deep opportunity to communicate in a way that would extend beyond writing a first draft of a story, editing, revising, and posting it on the classroom's bulletin board at Open House. They would be able to share with a much wider audience, with friends, family, and with people outside of school. I also knew, with this new and cool technology that children typically have never dealt with, that they would be extremely motivated to read and write. I have made it a condition in my classroom that no writing can be shared on a podcast if it does not demonstrate all the qualities of good, polished writing, as agreed upon in our class rubrics. I also have made it clear that students may only share their writing on a podcast if they can read their pieces fluently and with good expression. The interest in writing stories, not to mention the amount of time my students have practiced reading their own writing, has increased tremendously. This year, I hope that students will be able to write and share about anything they are learning, ranging from social studies, science, art, literature, music, and anything of personal interest to them. I get giddy just thinking of all the possibilities that come with integrating this technology with countless topics! And above all, I find that podcasting has been so very gratifying for me and my class this past week. The children worked beautifully together, encouraged one another, and had fun as they learned. And perhaps, most powerful of all, they have been given another way to make their voices heard. Have a listen to Room 17's PhoenixCast here, and comment below to tell us what you think! PhoenixCast Episode 1 In this episode, the students of Room 17 explore the theme of friendship. Featured here is the poem, "Could We Be Friends," by Bobbi Katz, and children's responses to the question, "What do you look for in a friend?" A few days ago I posted a request for creative dance materials through DonorsChoose.org. I've been fascinated of late by the many ways children can use scarves while practicing the art of dance. Here is the first video that got me hooked, a performance of 2nd graders performing to Carl Orff's "Primo Vere: Ecce Gratum" from his suite "Carmina Burana." What a glorious piece. I think this is powerful for many reasons. First, the children have to be taught how to actively listen to the musical piece, to discern phrasing, patterns, and structure. Then, after gaining a deeper awareness of the music, they have to be able to visually show what the music "looks" like through movement. Students need to be able to work as a unit, or "dance company," if you will. On top of that, this ends up being a fine opportunity for exposure to classical music! (When I say this, I don't mean to imply that classical music is better than all the other music that's out there, but simply a different genre--and one that many young people haven't really spent much time listening to.)
It is my hope that Room 17's project for creative dance will get fully funded. If it does, I plan on having my class perform our own version of this scarf dance to "Primo Vere!" For more information about Room 17's arts education project, "Dancing Our Way to Learning," visit the DonorsChoose.org site. Last week I went to a teacher workshop on arts integration that was absolutely brilliant. I learned so many strategies that I am excited to implement. In fact, I was so fired up, that I decided to submit a grant request on DonorsChoose.org for creative dance materials. As well as being a teacher to my students, I also happen to be a ballet dancer who can play the piano. As such, I see the exciting possibilities that I can make available to my students who need opportunities to explore creative and critical thinking through the arts, especially dance and music. I teach in a school in which the student population is culturally and linguistically diverse, and services a community that includes families from all over the world. This year I have 25 bright and enthusiastic second graders in my class, most of whom are learning English as a second language. Four children started out the school year with literally no English skills at all. Many times I have seen my students looking lost and frustrated that they cannot read certain words, or articulate an idea in writing, or tell me what they are thinking. Despite language barriers, these children are remarkably patient, diligent, and persistent in their efforts to learn English. I am often touched by the level of care and kindness with which all my students help each other in our quest to learn. It comes as no surprise that these children absolutely love the arts. When I introduce a painting project or play music for them on the piano, I can see their heightened interest and excitement. I intend to use the streamers, play scarves, ribbons, and play silks with the children as creative tools for movement. No matter what their language ability, students will be able to listen to a piece of music and articulate the feeling, mood, or idea behind it using these tools. For example, one activity involves having my students listen to a section of Camille Saint-Saens' "Carnival of the Animals," and, using scarves, create a dance that conveys the idea of fish gently gliding through the water. Another lesson I hope to teach has us listen to Carl Orff's "Primo Vere: Ecce Gratum," and manipulate scarves to express the musical phrasing of the piece. They will also be able to listen to music and think of a story behind it that they would be able to tell through movement and scarves, silks, or ribbons as useful props. These activities are highly participatory, strengthen active listening, develop gross motor skills, and can build community by having children work together. I want my students to do much more than sit for long periods of time at their desks while I teach. Children need to move! Music and dance are engaging channels through which my students can access the curriculum in ways that can be fun and non-threatening. Using scarves, streamers, and beanbags will allow them to focus their creative energy in ways that are highly participatory, strengthen active listening, develop gross motor skills, and build community by having children work together. Visit my DonorsChoose.org project page for more details. |
Archives
September 2019
Categories
All
|