Chapter 1 pages 43-53
1. The four factors that influence student choice in spending their currency is great. Students must believe that in return for spending their currency, they are getting something of value.
2. Try this (pg 44) - Do we take the time to show students there are multiple ways to solve problems? Do we listen to sincerely listen to students about their lives away from school?
3. The student ownership of Dannette's classroom reminds me of Deborah Allen. I am sure you heard the chants of " Eat it, Eat it", coming out of Teresa Oakley's room as TA and DA cooked the worms and ate them in front of the class. It is so important dor students to bond collectively with their peers, but also with their teacher.
4. Try This (pg 47) - How do we engage students in our classes?
5. How can we reward students in the manner of Ms. Bledsoe with the peanut butter sandwich? It is not the sandwich itself that matters, but that she took the time to make it for Jesse.
6. Try this (pg 51)- Do the rewards and rules that we currently have in place in our classes consistent with our students' values?
7. Principle in Action- How did Chris truly engage her students by teaching them the numerous ways to solve a problem?
8. Getting Started-It is important to gauge the connection between students' currencies and their initiative to spend it in our class
Hope everyone is doing well. Summer is getting by and I am trying to finish up much business before taking a break the last week of July. We have had much activity tha last week and getting many calls about the beginning of school and new students. Let me kniow if you have any questions about anything coming up. We are starting the process of schedules and will be working on that the rest of the summer
I also thought of Deborah when I read the part about eating bugs. Students will not forget that experience. I liked the part of the book that talked about giving students choices, letting them try different ways of doing things, and then making their own decision about what works best for them. I have often seen Dana use this method in her classroom. This does help to teach students that there are more than one way to do things. What a great way to get students to analyze and reflect on what they are doing!!!
ReplyDeleteThanks Mrs. Shelia!!! I do try to teach the children more than one way to work the problems. I always try to say "here is one way, does anyone else have a different way?" Students often feel better about there work when it comes from peers.
ReplyDeleteI loved the peanut butter sandwich story! If that would work for all students we would be heading to Sam's Club right now for the mega jar! But it isn't that simple is it? Getting in touch with our students' values takes time and time is so limited. But, over and over again I see examples of teachers who take that time to really get in touch with their students (kudos TA and DA!) and it works! As the book points out.. it actually ends up saving time because when we align our strategies with our students' currencies we will succeed more often.
ReplyDeleteThe PB&J was great i thought. Especially with the 8th grade eating lunch so late. Just a bag of chips or something would be a great idea to hand to students who don't feel their work is really accomplishing anything. It is hard to explain problems in history different ways but one thing i really try to stress is teaching the students ways to remember something with things they deal with in the everyday world. Such as the economy being a like a big pitcher of Kool-Aid. If it doesn't stay stirred it won't taste as good. If the money doesn't keep moving they economy suffers. Hope everyone is enjoying the homestretch of summer vacation.
ReplyDeleteI love the idea of helping students see their own way of figuring stuff out or connecting to the material. I think it just helps the learning "stick".
ReplyDeleteI think it's also a great idea to figure out what motivates the students ( individually .... if possible). Rewards can be a great incentive.
The peanut butter and jelly story was very interesting. My mind immediately started thinking of different things that would appeal to our students. Students need to know that they are loved and this is a very simple way of showing them that they are loved.
ReplyDeleteI also enjoyed Chris's story. Students are more motivated when they have a little bit of choice, especially middle school students. Also, allowing students to explore the possibilities of solving problems can result in higher retention.
I like encouraging students to look for more than one way to solve a problem. Students need to be thinkers and problem solvers, and if we allow only one way of answering, we don't foster higher level thinking in our students. We complain so often about the students always being the problem in them not learning, but how often do we see ourselves as being the limiting factor in how much or how well our students learn? For me, not often enough! Another area of my professional growth I intend to improve!
ReplyDeleteAs silly as it may seem, I reward my students with stickers- yep even 8th grade boys get excited about earning a sticker!!! After 10 stickers the students receive a treat from me- 30 stickers is a pizza party. I think they just like being rewarded in front of their peers more than the actual sticker!
ReplyDeleteI think all of us like to be rewarded for hard work and our students are no exceptions. They want to have their effort recognized. It can be with a reward of some kind or even those great words that let them know we can see their effort.This chapter made me consider if I give my students enough time to work on and solve their problems individually or as a group before I rescue them with the answer and take away a great learning opportunity.
ReplyDeleteWell said, Penny! How often we tend to rush things instead of letting the students solve the problem! Couldn't have said it better myself!
ReplyDeleteI have enjoyed all the rewards mentioned in everyone's blogs. Being new to middle school, I don't have a lot of tricks for rewards. I would love to hear more examples if anyone has some more good ones.
ReplyDeleteI loved the peanut butter and jelly story. I actually had a student last year who would do all of her work and help others when she was finished just for a few starburst. She was a little teacher in the making, and the students loved that she would spend time and explain math in her words as opposed to mine.
One of the TRY THIS concepts that stood out to me was on pg.44. Bringing in the box of common and random objects to have the students relate the object to what you are teaching. With Reading I immediately thought of compare/contrast, analogies, simile/metaphor, forshadowing.
ReplyDeleteI also find myself in more student lead discussions on the topic at hand. It's amazing to see how much they reach each other on their levels!!!
I also was drawn to the "rules of engagment". It has a better ring to it than "Don't you know how to behave in groups?" don't you think? It also put more ownership on the students for group work which I am totally stoked about for this year. I learned many great ideas in the training at Dyersburg in June for group activities!!!
Again, what is the student's currency? Immediately I begain to see the $$$$$$$ and how my account would be drained before Christmas. Any ideas on cheap treats? Could we work out something with the ice cream cooler at a cheaper rate? But then again is the student health going to be jeopardized? Will a tootsie roll at 8:15 a.m. really hurt them? I guess I am struggling with the rewards. I agree it needs to be immediate. PLEASE HELP!!!