7/29/2010 1:17:35 PM
topic: Favorite Ideas Vicki VanSlambrouck Posts: 2	Yes, the text does provide many helpful ideas, the main thing that I always do is make my students feel welcome and loved (do some ice breaking activities!), this is so important and will pay off later. Also, teach routines at the beginning of the year. If kids know what to do and what is expected of them, they will feel secure and do what they are supposed to (most of the time!). The spelling activities were also great, I have used most of them with my students.
	7/29/2010 1:17:27 PM
topic: Book Recommendation Needed stougher Posts: 3	I recommend anything by Irene Fountas and Gay Su Pinnell, The Daily Five and The Cafe Books by Gail Boushey and Joan Moser, and Reading Powers and Nonfiction Reading Powers by Adrienne Gear.
	7/29/2010 1:16:58 PM
topic: Shoulder-to-shoulder Robynclare Posts: 12	I am a female social worker and work with many boys on developing better social skills. After reading Dr. Sax's book, I have a new perspective on the amount of eye contact and overall body language expectations that I will be having for my boy students. My group activities will most definitely be more activity orientied and the seat arrangements will take into account the boys discomfort with face-to-face conversations. I plan to eliminate the "how does it make you feel" comments as well and incorporate "what if someone did that to you"? I will also change my group lessons to be gender specific-up till now, my groups have been coed. I will also include some type of body movement in my lessons so we are not just sitting the whole time.
	7/29/2010 1:14:01 PM
topic: Extensions Menu Shans Posts: 3	This is a concept that I am learning about in a different Learner's Edge class regarding teaching gifted students, but it corresponds very well to differentiated learning in general. The implementation of an 'Extensions Menu' can be used with all levels of ability and interest and can help differentiate the final product that students turn in. The idea is essentially a 9-box model, mirroring a tic-tac-toe board, with the center box labeled 'Student Choice'. The other 8 boxes are filled with different options that appeal to different learning styles, interests, abilities and only slightly different objectives. The student has a wide range to choose from and I'm excited to implement it at the end of my units on 'The Catcher in the Rye', 'The Great Gatsby', 'Lord of the Flies', and 'Of Mice and Men'.
	7/29/2010 1:12:32 PM
topic: The use of Smartboards in the classroom. Carole Moyer Posts: 4	This past year I was lucky enough to get a Promethean Board. It arrived on a January or February morning when I wasn't expecting it. Of course the kids were ready to use it right away and I had no time to practice, other than a one day training the previous summer. Happily, I dove in and it was extremely easy! Whatever my computer could do, I could present it larger than life and engage everyone with fabuous sound. If we were studying ethnic neighborhoods, I could quickly go to Chinatown's website and show them a giant slideshow of the sights and sounds- mini field trip! When we studied the Titanic, we visited a site from the History Channel where they could touch parts of the ship and bring up information and actual huge photos of the ship- very interactive! It didn't eat up my time, it saved me time. Promethean Planet is an amazing resource where you can download flipcharts that other teachers have shared. After a few months of using these, I was ready to create my own. Gradually more classrooms are getting these boards, and I'm seeing teachers more excited than ever! The best thing I did was invite other teachers into my room (another teacher had done this for me prior to getting my board) during my special (when the students were at art, gym, music) to use the board with their kids (with me or independently). My students joke that I love the Promethean Board even more than chocolate!
	7/29/2010 1:11:59 PM
topic: Difficult Parents and Coaching CBittle Posts: 1	Coaching athletics would be much more enjoyable if we (coaches) didn't have to deal with parents. One item I find that I use a lot when having a conversation with a parent is: As a parent you have the luxury of worrying about one child. As the Head Coach, I have to worry about x number of players each year. To be fair and consistent, I have to worry about the program each and every year. It is my job to keep the interests of the program in mind when making decisions. On occasion, I have told parents the bottom line is I am the Head Coach and I have to make decisions. I realize these decisions will not make everyone happy and that is the tough part about being a Head Coach. I would also encourage you to communicate with the principal. If you have the principals support, he/she will refer the parent to follow protocol and speak with the coach first. I have coached at jr. high, jr. varsity and varsity. I have coached boys and girls at all levels in the sports of basketball, football and track. Lastly, as the course suggests with parent resource room, there should be a parent resource on a webpage as well as a mandatory parent meeting. I hope this helps.
	7/29/2010 1:07:48 PM
topic: Synthesizing stougher Posts: 3	I am also excited to try the ripple-effect to teach synthesizing and recreate the graphic organizer that Bret and Maggie helped Debbie create. I also like the idea of posting "The Language of Synthesis" that Debbie attached to the bottom of her synthesis of Smoky Night on page 160. By providing the language, students have a better chance of trying to synthesize their reading. I am definitely going to use Debbie's sentence starters with my students and am excited to see how students apply them to their understanding of how to synthesize.
	7/29/2010 1:05:26 PM
topic: Favorite courses? JulesF Posts: 6	Just finished Caring fior the Mental Health of your Studnets - 854 and What Kids Need:Building Self-Discipline - 964. Content of both was very helpful. The text of 854, An Educator's Guide to Children's Mental Health should be in every school. It includes 20+ pages of mental health disorders found in elementary children with clearly stated symptoms and classroom suggestions - excellent. This is one class I know I will refer back to during the school year. The required reading for 964 was, NO! Why Kids of all Ages Need to Hear it and How Parents Can Say It, was equally excellent. David Walsh needs to be speaking in every school - beginning in preschool. It seems that so many of the students and parents we get today are so caught up in the 'feel good society' that no one is taking responsibility for anything. Self-esteem seems to be the only priority, no matter the cost. As long as the illiterates are happy than that is all that truly matters. Take the class or just buy the book - it will really change your views and guide you to build self-esteem the correct way.
	7/29/2010 1:04:56 PM
topic: Connecting to everyday life Darlene Joy Larson Posts: 4	I have found that the more I integrate my student's life experiences with what we are learning the more they contribute and are excited about their learning of math skills. I find the the math program "Bridges" does a lot of hands on life skills activities that help my students. This class has given me a lot of ideas and it also helped to validate the positive things I do. It also helped me to become aware of things that I need to change.
	7/29/2010 1:03:56 PM
topic: classroom environment at the beginning of the year MA Posts: 3	I was interested in reading about room environment at the beginning of the year. I agree that cutsy decorations and bulletin board items are not necessary. Some bulletin boards can be "works in progress" and essentially empty during the first few weeks. This would be a good beginning of the year discussion point. I would especially encourage discussion of this with the principal of the building. Explaining the belief that the room belongs to the students and the bulletin boards should reflect the needs of the current class would be beneficial to all who visit the classroom. As a former principal I liked to see "anchor" charts that reflect current teaching and gave students an additional aid during their learning.
	7/29/2010 1:02:41 PM
topic: I need more time! Shans Posts: 3	This was going to be a question that I was going post! Time is something that teachers lack a great deal of in the first place, and the concept of incorporating differentiation with everything I teach when I have 6 different classes everyday is overwhelming to say the least! However, I was going to suggest what 'mrobinson' offered up, which is to differentiate piecemeal. This year I will tackle a half dozen units and then slowly catch up with the rest as time goes by. For example, this year I will focus on differentiating 'Of Mice and Men', 'Lord of the Flies', 'The Great Gatsby', 'The Catcher in the Rye' and 'The House on Mango Street' to start off. I also have ideas for a poetry unit that I've never done before. As 'mrobinson' said, I will gradually be amassing an arsenal over time instead of trying to do everything all at once.
	7/29/2010 1:02:24 PM
topic: Suggestions for the season andreabaker Posts: 3	All year round my classroom has activites for parents and children to attend so they can socialize with other familes and so parents and children can engage with one another. Just this year I tried an activity called BINGO for books. I gathered books up and took pcitures of the books and glued them to cards. When it was time to play the game each family got a card and tokens. When I as the teacher flipped a card the child match the picture I have held up to one on the card! We play until every child wins a book! I have found this is a great way for families to interact with one another!!
	7/29/2010 1:00:11 PM
topic: Are there any safe blogging sites for students? nicci_g Posts: 6	I am interested in blogging for my students. Our district has a website in place with blogging capabilities, but they are not as current as I would like. I would like to see a blogging site have an "inappropriate" button that immediately deletes the post from public view and sends an alert to the teacher and administration. Anyone have anything that would fit this description?
	7/29/2010 12:58:28 PM
topic: Is it ok to hit someone else? dkriznik Posts: 3	In the book, the author discusses the consequences of bullying (pg 116 for middle school). On the chart, the consequence for hitting another student is one silent lunch and phone call home. Does anyone else find this to be a light punishment for a severe behavior? I know that if a student is physical towards another in my school, they would be going straight to the office. To me, this is just telling students that's it's ok to hit someone. I don't think this punishment fits the crime at all! Does anyone have into a place a different punishment for this at their school?
	7/29/2010 12:57:47 PM
topic: Nonfiction Text Feature Scavenger Hunt Lesson stougher Posts: 3	The following is a lesson I use with my third graders. To help students understand nonfiction text features and the purpose of different features, I use Nonfiction Big Books. I developed a graphic organizer that has four columns: a column that names the text feature, a column to tally the number of features found in the text, an example of the feature, and how the feature helps the reader understand the topic. Some of the features included on the organizer include table of contents, glossary, bold print, photographs, maps, captions, diagrams, labels, index, heading, close up. Before students have an opportunity to look for the features with a partner, I model using my own Nonfiction Big Book by noticing three features and how to correctly fill in the organizer. I let students know that not all nonfiction books will have the features on the organizer and that some books may have a feature not listed. For features not listed, I provide three blanks so that students can come up with their own name for the feature (if their book has a feature not listed). It's neat to see what kids come up with! After students complete their "scavenger hunt," partnerships share out two of their favorite features and how the chosen features helped their understanding. I love watching kids share what they notice and it gets the listening students excited about different topics and features. This a great lesson to focus on how nonfiction text features help readers understand. I hope you give the lesson a try!
	7/29/2010 12:57:46 PM
topic: six-word memoirs bulletin board Carole Moyer Posts: 4	This is a fresh idea that I think I'll use to kick off my school year in my third grade classroom. I really like the way it's interactive and can be constantly changing. It reminds me of Facebook, like quick updates. I'm always looking for ways the kids can share their experiences and successes in short periods of time. Do you have the students tack up photos or visuals with their 6 words?
	7/29/2010 12:57:32 PM
topic: Human Bingo nicci_g Posts: 6	I agree. The only potential problem would be having the name cards before the activity. With four different classes, this would be a bit time-consuming. But once they are done, you could enjoy this activity throughout the year, periodically adding names of students that are new.
	7/29/2010 12:54:58 PM
topic: Human Continuum nicci_g Posts: 6	I love this idea! What a way to get students interested in the topic! I chose to do this activity with types of bias, and made very controversial statements for the students to respond to. I am thinking that I will give them to the students a few minutes before the activity so they can jot down some ideas related to the topic so that when they are on the line, they can have a discussion and consider all possible sides of the issue before they adjust their thinking and line placement!
	7/29/2010 12:54:06 PM
topic: Middle School Conferences rfox Posts: 14	At our school we have 4 middle school teachers. What we do for conferences is we have them in one large room. Each teacher has his/her area. This way parents can talk to the teachers that they need to but the others are available. If there is a student that we are all concerned about we schedule a time time where we can all meet together. If there a student has behavior problems it is helpful to have more than one teacher present so parents realize the problem isn't with only one teacher.
	7/29/2010 12:54:02 PM
topic: Gender specific eyes Robynclare Posts: 12	I was fascinated by the anatomical differences in the retinas of boys and girls and how this impacts what they see and use color in their drawings. I was curious about if and when this changes. Do retinas change as boys and girls develop so that everyone sees things in a similar fashion or is this something that stays gender specific throughout life? I would be curious to learn about more research in this area.
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