Carol's+Page

= Click here to go to Carol's new page for the third trimester. = Third Trimester =7/23/10= =Here is a listing of the technology standards for teachers that was generated by the International Society for Technology Education.= =http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf=

All of these standards are important and I will work to incorporate them throughout the year in our class. I am excited about the challenge of regularly incorporating technology as a tool and have begun to really see places in our curriculum where it can best enhance student learning. For example, we watched a Discovery Education video clip in science that really tied together the concepts that we were discussing that day. The students were very interested in the content of the clip and I was excited to bring real world examples into the classroom. ~Kristen

These standards are definitely important. I will work and will also collaborate with my coworkers to incorporate them throughout the school year. With these standards in play I see a better future for our children in a technology dependent world. I am so excited with the ISTE Standards because I believe our lessons will be out of the box using these goals as guidance. All students have different learning styles and the ISTE standards will support this. ~Victoria :)

During my student teaching, we learned about the GLOs. These standards remind me much of them. ~kc

=8/16/10= =Check out the 10 things. Pretty cool!= [] My first impression of this article was that so many of the ah-ha realizations were the same insights that we learned from the Kagan workshop--have students sit in groups to work together instead of facing the teacher in rows; accept that an engaged classroom might be a noisy one; use digital tools as a natural match for differentiated learning; show student work online and encourage discussion; understand that teachers can learn daily from internet sources and networking in today's environment. The link for "10 Ways to Encourage Student Response" also made sense as I try to allow choice, model behavior and learn to adjust lessons based on student response in my classes. But it was the third list, "10 Ways to Foster Love of Learning" that I connected with the most. As I share my passion for books and stories, I also need to continue to encourage creativity and make lessons meaningful in a variety of ways to facilitate student learning. -- Lori 8/19/10

One of my favorite blogs. Always well written and right on target and leaving you with something to think about. You can get a free subscription and have it sent to you daily. ~JoAnn 8/19/10

I used to think that math skills had to be taught sequentially, now I teach them in context to a project. Scott 8/20/10

Interesting... that's for sure. Some I have a hard time agreeing with because of the grade level I teach. In Kindergarten it is important for student work to be hung up in the classroom and not on a blog or wiki. I can't say not raising your hand is important because I teach my students to be respectful listeners- at this age allowing everyone to speak is important, therefore they need to raise their hands during discussions and learning times- but not all the time. I'm constantly adapting lessons to fit student needs- regardless if I have the technology to do it. In essence, this was more food for thought (more like frustration) for me. *Ashley 8/24/10

I think these ten things show that a teacher has to be ready for change. This teacher used to think one way and now with new standards, new rules, and a new generation a teacher has to be willing to change. I really don't think this teacher is saying you need to think what I think, but I think the teacher is saying "hey change is here and as a teacher we have to be willing to adapt to change." Victoria 8/26/10

It's an interesting list ... it gave me perspective about how the Kagan info fits into the class. The comments are worth reading especially about the balance between essential basic skills vs the creativity and enthusiasm. I'm still searching/experimenting in my mind and in class about the balance point. Some days it feels the scale is tipping to one side or the other. Hopefully it will balance out in the end. Ed 8/21/10

I enjoyed reading the list. It allowed me to reflect on my current teaching methods in relation to the list. The list also provided me an all-encompassing look at education. Each and every post on the list was meaningful, but I think that I can most relate to numbers 8, 9, and 11.

I used to think that a journal needed to be neat, but now I have come to realize that a journal does not necessarily have to fit that mold. Journals serve many purposes. One of the ways I have used a journal in the class is during our Writing Workshops. Students brainstorm, collaborate, quick write, and discuss using their __Ideas Book__ as a resource. Students write words and ideas from experiences and interests. Students become engaged when are given an opportunity to make journals their own by decorating their journals, working through their ideas in their "own" way, illustrating, and writing what comes to their mind. Now when our class writes, we take out our __Ideas Book__ as an additional resource.

In reference to post #9, the words "samples of learning" and "authentic" have been a reoccuring theme or reference in education today. When I attended the Protocols & Project Tuning Seminar at Sacred Hearts this summer, there was discussion about authentic information and presentations/samples of learning. I agree with the statement that "the best place for samples of learning is on the class blog or wiki where an authentic audience can read/listen and comment."

In essence, education today is non-traditional and it engages all learners through various forms of media and strategies. My thinking has changed and I now view, as the SHA seminar and Kagan workshop also emphasizes, "we're all a part of a community of learners."

~ Evelyn 8/22/10

The list gave me food for thought. Currently, I am experiencing and realizing what the blogger "thought and thinks." I am realizing that in order for students to learn, I have to "let go" - to let them "run the class" - discuss, inquire, question, brainstorm - to name a few things. I am a facilitator and I too, can be a learner, just like the students. I told my classes this year that I hope they can teach me things and that we can all learn together. The Kagan structure is helping me a lot this year also, and I see how everything falls into place. There has been a shift in my thinking and I am still a "work in progress." I hope that my students and I will have fun on our "journey of learning."

Tina 8/23/10

Everyday I learn something new! With that being said...I hope that this comment goes up. Here's to making more "used to thinks"! We, too, must strive to be the life-long-learners that we ask our students to be. ~kc

Confirms the idea that we are all lifelong learners, whether we're a student, or a teacher. Davin 9/1/10

I liked that list and wish more of it applied to me. I have to look for new ways to change my thinking for some of my classes too. Language is hard to teach without repetition and yet there has to be a new way to do it for the little guys Lee 9/3

Great way of thinking to incorporate into our classrooms :) Attending Kagan's Cooperative Learning this summer really got me started with these types of activities in the classroom. I've already learned so much from my students and we've only been in school for a month. The students are more engaged in the lessons, feel more confident in participating in class discussions, and show an enthusiasm for learning each day. It has taken a lot of adjusting on my way of thinking as a teacher but I've truly only seen the benefits of it so far. So I definitely look forward to moving ahead with these 10 Things in my teaching. Jenn 9/14/10

=8/19/10= =Classroom 2.0 is a FREE, community-supported network to help teachers connect with other teachers who are doing exciting things with technology in their classrooms. There is even a "Beginners Group." Please sign in and check it out. Let me know what you think.=

[] I signed up for classroom 2.0 last year and continue to be invited--almost daily!--to online learning forums. I used the Beginners' Group archives to look up software programs and terminology that I heard about from other sources. It's a safe, comfortable way to learn on my own time. I haven't taken the leap to try one of the live webinars yet and need some reassurance on how to set up a computer (with audio) to participate. The Discovery Education training was my first attempt at an online workshop and worked once we figured out we needed to use a telephone to hear! -- Lori 8/19/10

Classroom 2.0 has been an invaluable resource for me. I have gained much from interacting within my groups, reading posts and making contacts with other educators as we help each other. Lori, if you're not comfortable in being part of the live webinars, you can listen to the post broadcasts on your own. ~JoAnn 8/19/10

If you click on "Alerts" you can sign up for an email to notify you of upcoming events. I participated in several Elluminate Sessions this summer, where up to a dozen educators from around the globe listening and commenting about a topic. I made a few good contacts as a result. ~Scott 8/20

I used Classroom 2.0 as a resource during the summer, and will find this site valuable for future projects. It is nice to be able to share experiences on similar projects. I first learned about the network when I came across posts about teachers who had implemented the use of PhotoStory in their classrooms. I like that the network provides a Wiki Space and a Ning page. I would like to learn more about Elluminate and the webinars for future collaborative opportunities. ~ Evelyn 8/22/10

I joined Classroom 2.0 a few months ago. Tthere is a wide variety of ideas and comments that can be useful. Like Lori, I receive invites often, of which you can pick and choose with whatever suits your needs.~Wendy 8.23.10

I just joined Classroom 2.0 and checked out the site. There are many great resources. I just saw a video that gave me an idea that I could use in my newswriting class! Once I get approval of my membership, I cannot wait to take advantage of all that the site has to offer. ~ Tina 8/23/10

I've got to say from just a quick glance this website looks like a great resource. Also I think that if you search hard enough online you will find a lot of resources. I have found many great websites just by searching google. I am not sure if I love classroom 2.0, but I will definitely look into it and see what it has to offer. 8/26/10
 * 8/25/10**

The Verizon Foundation website called “Thinkfinity” - [] – has been around for several years; but Edutopia and ISTE are now both signing on to endorse this site – and both are usually very pro-PBL and P-21 in terms of what they promote.

Thinkfinity is a combination teacher social networking site (As if you needed one more of those!!) and lesson plan resource site – literally thousands of lesson plans!

Check it out! Thinkfinity is a good all inclusive site. You can find just about everything you might need including programs for Brightlinks. Yes, it takes time to search but it's worth your time. JoAnn

Also, the 2010 version of Edutopia’s New Media Guide – called the “Back to School Guide” - is now available for download at:

[] JoAnn, You're such a hard worker and I want to thank you for that. This website Thinkfinity....is AWESOME. I am definitely spending my Friday night signing up for the new teachers discussion group/ new teachers making the grade. Definitely talking to other people going through the same things as we are going through will do a world of good in our lessons. Also this website has a guide for 21st century skills, this is definitely on my to do list of things to review. Victoria 8/26/10

Thanks for the resource, JoAnn. It really is a great site for teachers! I liked the "Create a Post Card" and "Today in History" features. It is also nice to see that a corporation, such as Verizon, is providing more resources for educators and students. With more teachers and students navigating their learning through technology, it is important for foundations and corporations to be in touch with the trends of education. ~ Evelyn 8/29/10

Thinkfinity is wonderful. Arigato JoAnn for finding that site as well as the million of others so useful and easy to navigate. Wendy 8.30.10

I have checked out Thinkfinity before, but it is good to be reminded about it again as a resource. When I saw it the last time, it had a lot of great things and I will be sure to check it out again, especially to help me with my curriculum this year. Tina 8/30/10

=8/30/10=

=Check out this article about teachers spending their own money on classrooms. This reminds me how lucky we are to have PTO funds given to us. We MUST be sure to support PTO activities and say thanks to PTO members when we see them.=

http://money.cnn.com/2010/08/24/news/economy/public_school_teachers_budgets/index.htm

We (the teachers) at HMS are truly lucky to have our PTO allotment. (There have actually been times where I have gone over the limit too!) In this tough economic time, the fact that our PTO is able to give us this (and they actually increased the amount last year) truly shows the support and faith they have in us. I plan to use my allotment to get things that will truly benefit the students and be able to help them achieve their fullest potential. Thank you to the PTO for supporting us!! Tina 8/30/10

Yes, all of us should be extremely grateful for the PTO's generosity. Very few schools offer any funds to teachers. I have and will continiue to use the allotment for supplies for my students. Wendy 9.1.10

At the public school I was teaching at, we received $75 from the PTO, and that was a big deal! We have a very generous PTO and school! I'm grateful that they understand and appreciate how much we do get for the children and that they are so willing to reimburse us for what we spend! We are very lucky!! Kristi M. 9/1/10

Our PTO is pretty awesome. At my other school, we didn't really receive much at all, and like the teacher in the article, we had to spend quite a bit out of pocket on general supplies that our students couldn't afford. We all should be quite grateful for our PTO, for their support and generosity! Davin 9/1/10

I had thought we only had PTO funds last year LOL. Still that was a huge hunk of my initial expenses for Japanese materials. This year knowing I have that and the classroom one AND a classroom I have more to work with. Thank goodness for a great PTO!! It's not just the funds they help with, this school has really willing parents for helping with their children's grades and progress. Lee 9/2

We really are fortunate to have our generous allotments from both PTO and HMS. I also appreciate the opportunities to fundraise for the library and technology programs through the Scholastic Book Fairs and I thank the teachers and families for being so supportive. Hopefully, we'll get the Hawaii School Digital Media grant this year to pay for more cameras and video equipment that everyone can use. -- Lori 9-3-10

What can I say...We are truly fortunate for our allotments! My activities and resources would be quite different without it. Thank you PTO and HMS for our allotments! It surely helps with all that 'shipping' to Hawaii! Ashley 9/6/10

Like everyone else, I am truly grateful for the allotments we receive from the PTO and HMS. It really helps to cut down out of pocket expenses for classroom activities and projects. Also, it is a big help at the beginning of the year to get my classroom to look the way I want it to. The allotments really help provide the children with the resources they need to be successful learners. Amy 9/6/10

I must agree that our PTO is the best and I'm very grateful for the funds that we receive from them. My mom is a DOE teacher and she always tells me how lucky I am that our school has such a giving PTO board. I agree -Thank you PTO! Gibo 9/7/10

Mahalo to the PTO and HMS for all the support that has been provided throughout the years. Your generosity is a jump start to the school year. One of the first resources I looked into was a digital magazine membership to __The Mailbox__, a resource-filled magazine for elementary teachers. The allotment gives me an added piece of mind when planning and purchasing supplies/learning aids for the children. I am grateful for the generosity and thoughtfulness. Evelyn 9/7/10

I am also very thankful that the PTO is so supportive of us (teachers). They have also helped us out in so many other ways as well. ~Jolene 9/13/10

Thank you! Thank you! PTO!!! The generosity of our HMS PTO has really given us the opportunity to enhance our lessons in and out of the classroom. Their continued support and funding of our projects has been so helpful. And now besides the alottment given to us at the beginning of the year they will also be providing additional funding for field trips for each grade level. Wow! We truly couldn't do it without them! We are so very lucky :) Jenn 9/14

Wow, I am glad I work at such a generous school with a great PTO to support it. I am also glad though there are teacher's that are willing to do this to help their students and their family. :) Victoria 9/18

=**Understanding How Adolescents Think**=
 * 9/3/10**
 * Please respond to this article with your thoughts. How can we, as teachers help and understand kids as they go through this important stage of development?**

**[]**
The Kagan workshop streeses a few of Philp's key points ... the class environment should be a safe place to learn and students can only listen/learn for chunks of 15-20 minutes. From Kagan, having students share answers/ideas with partners/teacher/class instead of asking the class with only a few students willing to answer creates an environment where a student can feel safer sharing/answering to a partner that in front of the class. Kagan suggests doing Class building and Team building activities every 20 minutes which are either academic based or fun-based (for lack of a better word) in between the teaching to engage students. I can help by being a positive role model and have more patience and understanding about the students' perspective. - Edward 9/6

I would like to address the question that is asked up above, incorporating what the article had started. I think one of the most important things we, as teachers, can do with the students is to be patient with them, as the article states. In my experiences, I have had frustration with the students (and still do, at times) when doing lessons in class and class discussions because I "expected" them to "keep up" and lost patience with them. This year, I am trying to be more patient with the students and I feel that they are more receptive to me and the lessons. I also feel that creating a "safe" environment to express ideas and opinions (without "backlash") is important. In my classes, incorporating technology has contributed to a "safer" environment. So far, Ive used WallWisher and I have seen positive feedback from the students. They think it's a neat program and they seem to be more open and willing to share, rather than if I had them raise hands. (They have the option to sign their name or go under an "alias.") I also plan to incorporate the backchannel (a means of asking questions while a lesson is going on) with middle school, which I hope will stimulate more sharing. Also, as Ed mentions in his commentary, Kagan structures also help to build teamworking skills and keep students engaged by "breaking" up lessons and keeping students "moving" to engage students. One last thing, I think we, as teachers can do is to give students the opportunity to showcase their talents and let them "guide" lessons and classes. I think being willing to let them teach us a few things (at times) will help build confidence, which I feel is key in adolescence. - Tina 9/7

I borrowed Muraki Sensei's MP3 player and I used it during the summer to play Japanese music during tests and study time. I found that many students liked it so I was planning to try it again this year. As I don't work with adolescents I will have different problems but I do often get the "I don't know" answer to the "Why did you do that?" question still. Having worked with middle school Japanese kids, I could relate with some of the problems mentioned in the article and that made me wish I had been able to read it while teaching in that school.

The article brought up some great points... 1. Kids brains aren't like adult brains. They interpret the world differently. We must look really alien to them I think as times. I like to think of myself as a visitor on their planet. The Kegan training reminded us all that the students don't come to school for us....They come to school for each other. We need to be mindfull of their social needs and incorporate it into our lesson plans 2. Reading Body Language: Middle Schoolers don't do it very well so therefore we can not expect them to get what we are feeling. 3. Inconsistency is the consistancy. Teach in the here and now. 4. Brain Pruning might be why middle schoolers can't remember lessons from the pass. Teach in the here and now. When a student tells me I can't remember something. I believe them. I also keep a no name pile of papers because I know their brains are spinning in circles at time. 5. Eye contact may not mean engagement. This is one that I am intellectually wrestling with. Note to self. It's not about me. Engagement must be measured in the achievement of the task I guess. 6. Music is a good thing. Where can I get a bank of inspirational music to play in my room that is copyright friendly? The sample music in my computer is getting a bit stale. Have a great weekend and I'll see you on Monday. Aloha Karen

The article delved into many imperative points about being a successful teacher and really observing what our students need and want. It was an eye-opener for me to read about the "I don't know" response because often times I do find myself thinking, "How can you not know?" But in reality, they may not be in the position to interpret those feelings yet. In my lessons, I do try to keep my "teaching time" to a maximum of 15 minutes and I always have my students share their work with the class, partner, or table; which they enjoy immensely. Ed and I did an activity on the first day of school that involved the students creating their own contract for the school year and also a contract for the teachers. One of the expectations they had of us was to "understand the student's problem from a kid's perspective" and "make sure to give students a chance to say something because what they say could be important". This speaks volumes about how much to care to be heard and understood! Traci 9/12/10

I agree with the point that Philips makes in his article that most teenagers and tweens are incapable of consistency. However, teens and tweens do thrive on consistency from the adults with whom they interact. This is a key point we as teachers and administrators need to keep in mind. Consistent in our classroom management style, our behavioral expectations, and the manner in which we conduct our lessons is of primary importance to students. Becoming consistent in making the "assumption" that not every student hears and embodies instructions the first time given will enable us to comfortably repeat directions a second and third time without being asked. This will eliminate those feelings of embarrassment on the part of the student who believes he or she is the only one in the class who "didn't get it." Experience has taught me that students become more responsive in class once they are relaxed and feel everyone is on an equal footing.

Additionally, creating a comfortable, nurturing environment in the classroom is as important as the content of any lesson we teach. Let's remember that although teenagers may not be "very good at reading emotions on others' faces", they do recognize expressions of approval, disapproval and acceptance by the manner in which teachers and administrators address them on a daily basis. Once teenagers experience an attitude of acceptance from us, a sense of **"I really matter"** begins to develop in them, consequently they become more engaged in the learning process. Adah 9/13/2010

I echo many of the comments above by saying that creating a safe and comfortable class atmosphere is important for student learning and thinking. I found myself making quite a bit of connections with this article to a book I've been reading, "The Wonder of Boys", by Michael Gurian (a former teacher and therapist). A common thread I found was that both authors mention the importance of positive role models, consistency in discipline, patience and respect for feelings. ~Michelle 9/14/10

It's hard to remember that what we perceive as a middle schooler who "should know better" is still very much a work in progress. As a parent, I recognize how my own children behaved and thought differently as preteens, teenagers and now as young adults. Several points stand out in this article: (1) "I don't know" answers might be their truth when they are unable to process why they do what they do, not an evasive answer to avoid talking to us; (2) preteens seek out adult models and turn to their peers when they aren't able to find one; (3) we're at an advantage at a school of this size to reach students who may have gotten lost in larger "herding" schools; and (4) lesson styles should change every 15-20 minutes, much like Kagan emphasized. One of the related links on student fatigue continued to describe the importance of "refreshing (student) learning states" with 20 minutes of sit-down lessons interspersed with opportunities to get out of their seat and interact. Even in my 45-minute classes, I see how difficult it is for most middle schoolers to sit still and focus for even 15 minutes and find more success when lessons allow them to move and interact. -- Lori 9-15-10

I think it's important to keep the atmosphere in the classroom as positive as it can be. Cari 9-15-10

=**9/10/10**=

Check out the list on masterful teachers. What do you agree with MOST and what would you add?

[]

I think teachers get so caught up in the curriculum and standards the kids become secondary. You need to know each child as a person to be able to teach her/him. Without that personal relationship you never know what they really wonder or think about so therefore no real learning takes place. An addition to the list would be once you know your students have them help you formulate learning. Every year is different because the kids are different but somehow the teaching stays the same as do the projects. Ask the kids what questions do they have about a topic and have them help in constructing a project. Most of all, value your students and appreciate their contributions. JJ

I often went through high school wondering when will I ever use this in real life- particularly math. I strongly feel teachers should covey why they teach what they're teaching and apply it to real life. In kindergarten, I find this idea entertaining... applying what they learn in the classroom to the outside world- is half the fun!! Most of what students learn with me- is built upon the rest of their educational career, so emphasizing how they can use this knowledge is key. I would add- To be genuine in your actions and how your speak to your students and those around you. Besides their parents, you are their next role model. If you're singing praises or correcting behavior- talking to a group, one student or twenty students- mean what you say and say what you mean with genuine-ness in your heart and voice. If not, it shows. Ashley 9-13-10

I agree with teaching children first and curriculum second. NO two children are alike or learn in the same manner. We should also teach children to think for themselves. Teaching methods must be varied to help the individual needs of all children. We need to think of multiple ways to present ideas so students of different abilities, interests,and needs can be nurtured to develop their skills as part of the daily learning ladder. Students will begin to take responsibility for their own growth as the year progresses. I believe it is also important they have fun while learning. If they enjoy learning, they will want to discover more. Wendy

After reading this, I can see that many teachers at HMS strive to be "master teachers." The wonderful thing about HMS is that we are such a tight community "ohana" that we don't just know our students as students, we know them as individuals. We also get to know their families in the same manner as well. Jolene 9/13/10

Being a life long learner and having a positive connection with the students are two important qualities that I see in many of my collegues. I am inspired by them because they are open to new ideas and truly care about the students. I will always have fond memories of my childhood art teacher because she made creating art and learning new things so EXCITING. She loved art and enjoyed the whole process of taking risks and sharing with others. ~Michelle 9/14/10

I think teaching kids life lessons while teaching subject matter is so important. It makes their learning so much more meaningful. In drama, it's so important for kids to understand the value of teamwork and hardwork because that is what it takes to be successful. Not only in theatre, but in life! Also, I think it's so important for teachers to be passionate about what they're doing. I feel so fortunate to be at a school, that is surrounded by many wonderful teachers who love what they do! Cari 9/15/10

When I first became a librarian here, my daughter asked me if I could be a "cool librarian" who could make the library become a place that kids wanted to be and where they would realize how "cool" books and reading are. In retrospect, I realize she was describing what she experienced with masterful librarians and teachers that made her schooling enjoyable and meaningful to her. She probably also based her comments, unfortunately, on examples of teachers who were not passionate about their jobs and who were unable to engage students. This article reminds me that our success is dependent on making those all-important connections with students to make a difference in their lives. We need to be excited about what we do to generate student enthusiasm. We have the opportunity to make our lessons relevant and sprinkle in character education and love of learning along the way. We also need to be "cool" about learning with our students and model lifelong learning to work towards our own goals of mastery. A factor that I need to remember and will work on this year is improving communication with parents who can support the learning taught in class. -- Lori 9-15-10 I agree with all ten key points to be a masterful teacher. Michelle I think I agree with your entire statement. I used to have an art teacher that inspired me to become a teacher as well. I saw her struggles, her ambition to become a great teacher. I was so inspired by her that is why I choose to become a teacher. One day I would love to reach all ten of these points, I want to be a teacher my students can be inspired by. I love being a teacher. The love of teaching should be added to the list. I know a lot of teachers that don't enjoy what they do. Everyday my family asks me how my day was, waiting for me to say that I don't like teaching. I will never get to that point. My love for teaching fuels my passion for teaching. My love for teaching I believe will allow me to get to that goal of being a masterful teacher. :) Victoria 9/18/10

I have to agree with points #1 and #7 the MOST. Regarding #1, even when I taught English in Japan, I always did my best to get to know the kids - ask them what shows they watched on TV, what they like to do in their spare time, their hobbies, what sports they play, etc. I still try to do this with my current students to understand them more. I think this always helps "pull" in kids and draw them into you and what you teach. As for point #7, I am a firm believer that while content is important, good character will take a person far. Being able to work with others, be polite, communicate with others, be a good listener - this will help you in ANY situation. In all my classes, attitude and behavior are a component of my overall grading. If there was something I could add, I think it would be to "Be open and take risks" - to ideas, change, suggestions, learning - everything. While this may overlap some of the ideas already in the list, I think that keeping an open mind will help a teacher embody all the other ideas. Try something new - you never know what could happen! Be willing to go "outside the box" and navigate uncharted territory. I will use this list as my inspiration for reaching that goal of becoming a "masterful" teacher. ~ Tina 9/19/10

This description really gives every single teacher a new goal to work towards. I have always been passionate about math and focused upon content standards and the development of the personal discipline necessary to progree in math. Since coming to teach at HMS, I have become more aware of the students' personalities and the role that plays in their learning. I wouldn't say that I cater to their personalities, but I do try and keep their "likes and dislikes" in mind as I plan my instruction. I try to provide a variety of learning activities so that every child can "like" something. I do believe that teachers should expect students to learn in ways that may not be their preference though. Students should not expect everything to be modified to meet their preferences. They must grow, expand their range of skills, and learn to problem solve in any given situation...because that is preparing them for real life. -Karyn

9/21/10
I found a history of technology through educators eyes. Take a look. You might be surprised at what you see. Comments? Thanks.

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Tech has advanced so much over the time...what will be next? But, countries like Singapore and Japan have all these sophisticated, cutting edge, state of the art, gadgets and devices. Wish they would share their ideas with the U.S. Wendy 9.23.10

This article helps me to not feel so old. I didn't recognize many of earlier tech. Just makes you wonder what the future holds. Davin - 9/23/10

I thought it was really neat to see the progression of "technology" over the years. Some of those pictures brought back memories, especially the Scantron! (I remember taking tests with those in high school!) It is very exciting to see what the next new "technology" will be and how it will revolutionize how we, as teachers, instruct our students. I hope that I can keep up! Tina - 9/26/10

This would be great to show students and blank out the names so they could guess what the contraptions could be. Fun tie-in with for a Library unit on Inventions that could be integrated with a classroom teacher's science/technology project. Students could track the progression from one form of equipment to its various transformations and current counterpart. Anyone want to partner? I especially enjoyed the "delete option" of the 1890's slate described as banishing "disheartening recollections and leave it free for new attempts" and Edison's comments in 1925 that books will become obsolete as students are "instructed through the eye" with his film projector phototype. I would love to have the retro-look education TV from 1958 and probably still own one of the first handheld calculators if they came out in 1972 (before some of our teachers were born!). Now if one of us could invent something like liquid paper that could make $50 million... -- Lori 9-27-10

September 27, 2010
The name of this article is "The Teacher is the Driving Force." I want you ALL to know that I realize that the teacher is the driving force when it comes to excellence in education. Our attitudes have got to put kids first...in all that we do.

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I think this article speaks directly to me and the way that I taught/teach. I can say that I was (and at certain times still am) the kind of teacher that was "controlling." However, after the various workshops that I attended, I realized that I had to think about the students and speak to their needs. I realized, as Mr. Johnson did, that I needed to have students (myself included) tumble around in the classroom space and create "positive chaos." I have to say that I think that there are still times where some "boundaries" and limits need to be set in the classroom. However, I realize that by "modeling" the behavior and attitude you want to see in your students, it starts with you as the teacher. I try to keep a positive attitude and maintain a passion for learning. Today, my third graders taught me how to use a function on Tux Paint that I did not know about as I taught my lesson today. I was very thankful and I explained that I learned something new from them. I think this boosted their confidence in themselves and in their knowledge of computers. I think by the students being able to tell me that they knew what to do, it showed that they were not afraid to share their knowledge with me and that they knew I would be receptive to their comment. I do agree with the writer that we are the driving force in the classroom. I think all of us, as educators, got involved in this profession because we wanted to make a difference in the lives of young people and help mold the next generation. When I think about the fact that what I am doing is for my students, it helps keep me motivated. When seeing the response of one student who "gets it" or is so happy to accomplish the task, it keeps me wanting to find more ways to motivate and engage students. ~ Tina 9/28/10

I believe this article defines my week. I realized just recently that my students are auditory and visual learners. A sincere thank you to Dr.Riley and JoAnn, without them it would have took me forever if at all to figure this out. I used to struggle with my students when they were trying to complete class worksheets. I struggled going home trying to grade all the worksheets that I needed to grade. Now that I have revised my way of teaching, my students ask me excitedly "what will we be doing next?","math I love math Mrs.Conley, can we play the math game?" Even at recess my students continously ask me can we stay in and do the math game, sparkle, practice our cursive, or even write. That's right, my students even enjoy writing!! Writing in my class is at the very beginning stages. We are writing about what we love. Yesterday I told my students if they all make a 90 or above on the weekly spelling test we can do one wish that they came up with yesterday. They did it!!! I am so proud of them. The lowest grade was a 95. I had a student that was making 70's on spelling tests and they made a 100% today. This is what I love about teaching. Seeing my students succeed with the enthusiasm for learning. They love to learrn now!

I agree with the article that proactive is better than reactive. It seems that the teacher's class also started to turn around when he put more time into planning, especially planning things that he thought the students would like. I think it is good to start with high expectations and think about how to get the students to meet them, because they will usually rise to your expectations. ~Scott 10/2/10

I translated this article to- "Be the change you wish to see in the world."... well classroom. And I will...am. Ashley 10.2.10

I had to smile as I read this article because it mentioned how teachers can sometimes be "controlling." I realized that I used to always worry when my students were "too noisy." I used to think to myself, "How could they be learning in this crazy environment." Then I realized that they are learning through talking to one another and if they are excited about what they are learning, then their voices get louder! Once I let go of this "control factor." I realized that the noise was not as bad as I realized. On Friday, we did the OREO challenge with our buddy class (K-2) and the room was filled with 30 students on the ground stacking OREOs. Then they scooped out the white filling and molded them into little sculptures. The room was a mess, there were crumbs and filling on the floor, hands, clothes, hair etc. But the kids had a blast estimating, counting, and creating!! And... they cleaned up the mess!! They all worked together to sweep, wipe, and clean up one another. It was amazing and it made my day to hear one student say, "I will never forget this day, EVER!" ~Jolene 10/4/10

The teacher is the driving force in the classroom, and without the teacher, the classroom would probably be "broken". But, this is also true for the students, as without them, the classroom would also be "broken". Working together to establish an effective learning environment is vital to the classroom's success. A little choas and noise is okay, as long as it's on task, and we need to control that aspect as teachers. Davin ~ 10/4/10

After teaching for a number of years, I find myself planning activities where they can express themselves physically and verbally. Controlled chaos is great, and I love to see their faces light up when they are having fun learning. Wendy 10.07

The idea that all parts (and people) work together to make change happen can also be applied to ourselves as teachers,as learners and as colleagues. Being open to new experiences and different teaching approaches stimulates student learning, increases our own motivation and encourages more effective working relationships with other teachers here at HMS. Attitude + Insight = Opportunity for better teaching.--Lori 10/7/10

10/8/10
Next week we hare having a presentation by the Director of Good Beginnings. She will be talking about early childhood education. This is where it ALL begins. Please read through this article to get your minds in the right place for the presentation. It will be good for all of us. Let me know how what you read relates to you professionally. Thanks.

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The key points mentioned in the article certainly don't only apply to young children just entering school. In order to help students build learning skills, we as teachers, must continue to guide their development through a supportive learning environment. Giving students the opportunity to make choices allows them to take ownership of their learning. It's important to support the students to help them finish what they start and to encourage them to ask questions. Offering students a wide range of new experiences expands their interests and could help them to find their talents and strengths. Students need be engaged and continued encouragement should be provided. These things should be a part of every classroom at every age and especially since expectations and needed skills differ and become more challenging as the years go by. Jenn 10/18

=10/21/10= Please read the following article and give me your reflections. Thanks.

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Ashamed to say I have a reading log. After reading this article, I will definitely try this next week without my reading logs. I really don't know if my students enjoy reading. A lot of them mention their parents make them do it no matter what. I will definitely try this technique and I will update my post when the week is finished. Victoria 10/22/10

I agree with the author that intrinsic motivation for reading is key. I don't use the basal reader in my class, but we do literature circles. Students read the same book in groups of 4 and 5 and then we talk about the book, once in the middle and then again at the end. The books are carefully chosen, and the kids enjoy reading them. Some stories are set in Hawaii, and teach Hawaiian values or are historical fiction, so they are learning social studies in a painless way. I remind my students they should be reading 30 minutes a night. I don't use a reading log, but each student keeps a list of books read, and they periodically update it. In addition, the work that Lori does with the kids on the Nene list goes a long way toward motivating the kids to read. Scott 10/23/10

Nancy has written a very thoughtful piece based on the dual experience of being both a mother and a teacher. I think many of our kids don't like to read because they are not allowed to make a personal choice since we feel they don't know how. Kids should read what matters to them and we need to take an interest in their choices and engage them in conversation. If we continue to push what we want, based often times on our personal likes and dislikes, we face raising a generation of nonreaders. It doesn't matter if a kid reads the same book again and again. Look at the positive, he's reading and enjoying it. JoAnn 10/23/10

Scott, Wow thats great!! I have proof this works. I am glad you have done this in your classroom. I remember reading Judy Moody. The students loved it and want me to read the next one with them. Thank you for sharing your ideas. JoAnn I agree with you. I never enjoyed school when I was younger, until someone gave me the choice. They cared enough to ask me what and how I wanted to learn. Victoria 10.23.10

We all agree about the benefits of reading--reading aloud, reading together, independent reading, modeling reading--but often question the best ways to develop our students' reading habits. As a parent of both a voracious reader and a reluctant reader, I easily relate to the parents who discuss their concerns about their son's or daughter's reading at home and I've been on the "sign this, Mom" end of all sorts of reading programs. Reading logs and reading incentive programs do provide a structure for students to start reading and keep track of the books they read but its effectiveness is lost on kids who struggle to get interested in a story, have difficulty reading, are too tired to read after an afternoon and evening of extracurricular commitments or have parents who sign off whatever form they are given without monitoring actual reading time. Just yesterday, Kristin and I were discussing creating a prompt sheet for her parents with simple questions like "Tell me about the character" or "Where did this story take place?" that parents could use to check for understanding--and actual reading!--before signing their reading sheet. I use similar discussion prompts purchased at Kagan and found through educational catalogs that draw out critical thinking level responses. Part of our library lessons for grades 2 and up are to share the books they read and the enthusiasm expressed by their peers continues to be the strongest motivator to borrow and read books of different genres. Our students know they can opt out of reading a book that isn't interesting to them or might be more difficult than expected--as long as they find another book to try and keep on reading! The key is to encourage reading at every opportunity to peak their interests and develop their habit of reading and love of books. -- Lori 10-26-10

I think a great deal of the problem with reading lies with adults and parents, in particular, over analyzing everything. Things like reading can happen naturally without coaxing and bribing. We need to give kids time to breath and process, they are intelligent and can figure things out without someone standing over them. The videos of kids who are given objects, be it an iPod or whatever, prove a kid can figure out what to do. Abraham Lincoln taught himself to read, so did I for that matter, as have countless others, so let's take a step back and give kids the room they need to grow. A question posed by a presenter at a literacy workshop has never left me "How much would you read if after every book you had to go to your bedroom and make a diorama?" JoAnn 10-27-10

This week I started the assignment "read for pleasure". I was talking to two of my students, both students used to count down the time they had to read. It was a chore for them. Both of them admittedly said they read for almost two hours each last night. Wow!!! That is all I have to say. I asked them if their parents made them and they said nope they did it for PLEASURE! :) Thank you Dr.Riley and JoAnn for the guidance you have given us. Victoria 10.26.10

Nancy Erlich’s blog was to the point and so true about not pressuring students to read daily. I guess that is how some of us were brought up. As students, we were required to read x amount of biographies, non-fiction, fiction, etc, for x minutes per day. My new plan is to encourage parents to use reading time as a fun family activity. Either one person could read a book to the entire family, or if children prefer to read on their own, each person could read their own book while together in the same room. Informal discussion time could be included at the end. Even if reading time is scheduled, it wouldn't be a burden or formal. There won’t be any required book logs or book reports as free flowing discussion encourages children to read for pleasure and to begin a valuable daily habit. Wendy 10.28.10

This article certainly gave me some food for thought. Admittedly, these days, I don't find that I have as much time for reading as I would like and I don't seem to like it as much as I did when I was a kid. (Go figure - usually it's the other way around!) When I was a kid, yes, I had reading goals, book reports, required reading, etc.. Despite this, I think what got me to read was exactly what Ms. Erlich stated - my interests. I read Choose-Your-Own-Adventure books (where YOU got to pick what happened next - loved it!) and books about friendship in my elementary days. When I got to middle and high school, even required reading made my imagination soar - "A Tale of Two Cities", "Great Gatsby" - these are just a few of my favorites, even to this day. Again, this goes back to my interests - I love history and the context of these stories placed me back in time - and I loved it. These did relate to my classes and yes, it was a chore, but if I wasn't made to read it, I think I would've missed out.

Yes, I agree with Ms. Erlich - we need to talk to kids about their interests and help guide them to things that they will want to read. This then gets them started and encourages a passion for reading. I think once this is established, as they get older, I would also hope that teachers and other adults in their lives (parents, relatives, etc.) help introduce them to more topics and interests. I know in my personal experience, some of my teachers turned me on to series that they liked and I became a fan,because they talked to me and "picked" up on my interests. I hope that I, too, can do the same for my students. Tina ~ 11.7.10

Log or no log, I think the most important thing for our students is to help them build an enjoyment for reading at an early stage. Many of my students were kind of surprised when I told them that they could choose whatever they wanted to read at home. Comic books, magazines, newspapers, even toy directions were fair game, as long as it was some type of reading. I still feel they need some guidance in "making" them read on their own, as they would probably rather be doing other hands-on activities with their time (like video games), but the choice of what they read should be up to them. Davin ~ 11-8-10

Davin I agree. My students are actually enjoying reading newspapers. I never would have thought third graders would love to read newspapers, but their parents reported after I stopped my reading log, that is what their children are doing. In class on Monday my students requested current newspapers to be added to our bookshelves. I have to say I am amazed. Victoria 11-12-10

=November 16, 2010= Teachers should fail...too. Check out this posting and the comments shared. Please let me know what you think.

http://jmclean77.wordpress.com/2010/11/15/teachers-should-fail-too/

I think this is a great article! In our society and our community we are all expected to succeed the first time around(especially teachers). Even our youngest students are expected to be successful. I think I have failed at many things when it has come to teaching. I am definitely not afraid to admit that. From that failure I have learned and I have become stronger. Our students think of us as perfect humans. We can not fail, but we do. I want my students to learn that everyone fails and its okay. Failure happens, but what we gain from that failure is what is important. **Knowledge.** I still have a long way to go, but I definitely think my failures have made me into a better teacher. :) ~ Victoria 11/17/10

Thanks for sharing your thoughts! Me, too.

I agree with the sentiment expressed in this article. I feel that all the lesson I try are "risks". I don't know if they will be successful - but I try them out. Sometimes, I get an awesome reaction and response from students, other times, it is a lackluster response. No matter the outcome, I am constantly reflecting and seeing what can be done for next time. If possible, I try to bounce ideas off of colleagues also and this always helps. However, if I "fail" at a lesson, I try to see how I can change it to make it better. I always tell student that it is ok to "make mistakes" and be challenged - without challenge or failure, we do not learn. I have certainly failed at things, but I know that from my failure, I have learned many valuable lessons - trying harder, perseverance, trying a new approach. As the famous quote goes, "If at first you don't succeed, try, try again." I try very hard to live this in what I do, both in my professional and personal life. While it can be hard to admit and accept failure at times, I think we need to keep in mind that it is always a learning lesson that we can gain much from. - Tina 11/19/10

I think risk taking is an important component of personal growth. We are constantly encouraging students to take risks, and we as teachers should do the same. ~Scott 11/20/10

I think that this article sends a great message - it's okay to fail. As a teacher if I don't overcome failure then how can I teach that it's okay to fail to my kids? Being successful is great, but when you hear "I cannot." it breaks my heart. They're so worried that they are not going to meet your expectation that they rather not even try by themselves but want you to do it with them. Robyn and I have this thing when we begin our daily activities, we tell our kids the all we want them to do is try their best. And as we walk around to help, and we see making an effort to try their best we also tell it's okay to make mistakes and try again, just keep trying your best. I think that should be P-21's new mantra:"Just try your best!" ~Kristy G.

Failure is our greatest teacher. True learning comes from failing at something and figuring out how to fix it. We repeatedly fail and should be able to easily say "oops, made a mistake." JoAnn 11/20/10

Taking risks/trying new things - succeeding or failing - as long as I learn from both and how to improve. The nice thing about having to teach both 5th grade classes is I can see where the lesson is weak or strong, and can gage the students reaction during the first class and adjust for the second class. I used to kid with Mrs. Yap that the second class gets the **//improved//** lesson ...Ed

==== I have always felt that teaching is about a teacher’s ability to learn and bring learning to life. Throughout the process, teachers should always be willing to learn new techniques and take chances, while adjusting to the needs of the students. What may look good on word file or paper, may not necessarily be the case in the classroom setting; the main thing is that we learn and improve in the process. I agree with jmclean77’s message that “risk taking by our teachers is going to be an important part of challenging our students in the future.” I have been open to trying new lessons this year, more so than any other years of my career. Some of my lessons have carried out like a finished drawing or painting, while others carried out like a rough sketch. ==== ==== A “rough sketch” moment for me was when I implemented the Animoto Family Slideshow project with my first grade Social Studies class. I had the components and the plan in place, but as the sessions progressed, I knew that I needed to make adjustments to the lesson. I remember saying to myself, “I pictured that lesson differently in my mind.” Initially, I had planned for the students to work in groups of two. After my observations and review of the students during two sessions, I realized it was best to have my students create one slideshow as a class. I decided that I would provide each student with an opportunity to drag their photos and writings into one slideshow. The students will have the knowledge of signing on and creating on [|www.animoto.com] for future projects. One slideshow with all family photos is more in tune with the concept of family and community, as opposed to 8 separate slideshows. The separate slideshows will best serve as a foundation when we study the continents of the world. ====

==== Risk-taking for me was my recent webcast event of Thanksgiving from Plimoth Plantation. I crossed my fingers as the webcast counted down that morning…5,4,3,2,1…it works! It was quite an exciting moment for the class! Before the event, I told the students that it was something new, and that we were going to try it out. The students were responsive and open-minded to the idea. ==== ==== I think another component that allows for risk-taking and mistakes is a supportive community. When teachers foster a sense of community and a sense of “feeling safe,” it opens up the doors for open-mindedness, sharing, and risk-taking (among teachers, parents, and students). Students are able to adjust to the ebb and flow of life when teachers model and grow through failures and successes. ====

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When my students were recording their comments on Voicethread to our Skype buddies, they were reassured comments could be deleted, and rerecorded as many times as needed, until they were satisfied with the results. With each new recording, each child felt more comfortable and impressed when he/she listened to the saved comments. ======

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There were numerous tense moments when our class began Skyping with another Kindergarten class in Massachusetts. The challenges seemed almost overwhelming at the time, but, now I feel more comfortable with most of the ins and outs to make it successful. In fact we'll hopefully be Skyping with another class on the East Coast next month. ======

Wendy 11.21.10
Each school has a different community of students, parents, teachers, and administration who compose a cultural dynamic. As a matter of fact, this is true even from classroom to classroom and from day to day. For example, I could have implemented one lesson that went smoothly with one group of preschool students, but that same exact lesson implemented with another preschool class may have different results. In conclusion, as a teacher, I strive for successful lessons, but I must be willing to accept failure, and to see both in a positive light by reflecting and learning from all of my experiences. Each day on my drive home, I reflect on the day’s events… What went well, what didn’t go so well, why I think those results occurred, and what I can do to improve or strengthen the strategies. Nevertheless, whether a lesson is successful or not, there’s always room for improvement and learning is inevitable.

-Nicki
This article helped me to reflect as an educator and to evaluate my own perceptions of teaching. We consistently encourage our students to take risks and not to fear failure and it is important for them to see us doing the same. For example, while using Discovery Education during a science lesson, a link did not work that previously worked. I explained to the students what was on the link and we brainstormed what we could do as an alternative. The students helped me to solve the problem and we continued on with the lesson. Although this was a small example, it helped me to see that incorporating more technology, something that is a risk for me, is worth the benefists is provides for my students and that problems can be solved when they arise. The students still greatly enjoyed and benefitted from the content of Discovery Education. While it is important to put forth you best effort and prepare, it is equally important to accept failure when it does arise and to learn from the experience. I will continue to reflect on this idea daily as I work to meet the needs of my students. <span style="font-family: 'Times New Roman',Times,serif; font-size: 14px; line-height: 21px;">~Kristen

<span style="font-family: 'Times New Roman',Times,serif; font-size: 14px; line-height: 21px;">As we introduce Project Based Learning to our students, I continue to see the students hesitate and wait for directions instead of attempting a more option-free project. They are programmed to want to do what we as teachers expect of them and are fearful of making wrong decisions. Similarly, we want the assignments to be successful and reflect well upon the students and upon ourselves as instructors. As we re-train ourselves to be open to multiple solutions and more than one "right" outcome, we can help our students become more successful overall learners. Risk-taking doesn't come naturally for most of us--we have to be willing to try and learn from our successes and challenges. -- Lori

<span style="font-family: 'Times New Roman',Times,serif; font-size: 14px; line-height: 21px;">THANKS, TEACHERS FOR SHARING YOUR REFLECTIONS!
For me, this has been a year for taking risks! Doing the blog, using the LCD, wow! It's good to know that it's okay to fail because sometimes that's what happens! Thank you for challenging us to do new things! It's great for us and just as good for our students! ~Kristi M.

Very Interesting reflections. Today I had an experience with my granddaughter as she was looking for one of her dolls. Tears and drama, Failure and Success - Hmmm. I heard this from George Carlin at a time when I was on a search (when am I not searching?) "Why is it when we find something - it is in the last place we look? First the Hunt then the" Ahhh found It!" Success often seems like this. Oh and I passed this bit of wisdom along to the granddaughter. She had found her success. I am listening less to my limiting voices and more to my positive voices time for Tutu to her groove on. Jackie