March 28th’s Classroom 2.0 Elluminate Session
Return of Moodle! Join Steve Hargadon and the gang for a return visit to Moodle! Lots more to talk about and present. Visit the Classroom 2.0 website for the link to the session.
Shawn / Uncategorized /
Return of Moodle! Join Steve Hargadon and the gang for a return visit to Moodle! Lots more to talk about and present. Visit the Classroom 2.0 website for the link to the session.
Troy / MSM, Podcast, Uncategorized / Podcast /
Educating the Whole Child Petition: http://www.wholechildeducation.org/getinvolved/thewholechild/
Followup to last week’s Moodle discussion on Classroom 2.0. http://www.mguhlin.org/2009/03/moodle-questions-during-classroom-20.html
Those who visited iTunes to get our stars back:
TWilliamson15
MikeTeacher
SherrieR
… and the three others who remain nameless. (Their choice, not ours. No witness protection programs involved because the know us. Really.)
Shawn’s New Favorite Website: Let Me Google That For You. Ever have that colleague that pops into your room asking you a question they could have gone to Google for themselves? This website is your new best friend.
Faux Smoking: The New Smarties Fad! (Here’s an example of a Tiny Url: http://tinyurl.com/de7lhu)
Missed the MACUL conference? See the keynotes online. Here’s one: Friday Keynote.
From MACUL: Steve Dembo has a great presentation on Social Networking Policies . His presentation is posted on the Discovery Educators Network site.
http://www.readwritethink.org/materials/storymap/
http://www.jasonohler.com/storytelling/index.cfm
Because Shawn can’t remember what he tells Troy to try: www.evernote.com. (*NOTE: Troy told Shawn about this).
Troy / advisory, MSM, NMSA08, Podcast, Tech / advisory, NMSA08, Tech /
Breaking News: The Ohio Middle School Association is now the Ohio Middle Level Associaiton! OMLA President explains . . .
The Middle School Matters Calendar:
Hey guys
In a conversation with another teacher in a K-8 building, I mentioned that cursive may no longer be relevant in our schools. Now I’m sure this statement flies directly in the face of readin’, ritin’, rithmatic’ purists whose cursive alphabet adorns the space just above the blackboard in a typical elementary classroom. And I’m not suggesting that we abandon the teaching of cursive letterforms. But I gave some thought as to when I actually use this practice, and I realized that I never use cursive unless writing a signature. Everything I ever write can be successfully accomplished by either printing or typing. As a matter of fact, I see a growing practice of electronic signatures being used in lieu of any writing at all. This is more prevalent due to documents making their way to intended destinations via email, electronic forms, etc.
This raises a question about how much time we dedicate to the practice of pen to paper versus fingers to keyboard. I facilitate a professional development workshop for teachers that describes the use of good typography as a tool to better reading engagement and comprehension. As a former graphic designer before becoming a teacher, I had to know the “hook” factor of type on a page. If kids (or adults) don’t like the way it looks, they are less likely to read at all. And if they do read, they are less engaged, with less comprehension of the text, when improper type practices are followed. Therefore, the proper use of font, style, placement, and spacing have been shown through research to impact the effectiveness of the message.
My point is this: word processing, keyboards, and digital technologies are not going away. We are moving more quickly every day to a world of electronic communication. Just take a look at the Amazon Kindle or the Apple iPhone as examples. Even text to speech software has now reached an over 95% level of accuracy. And none of these trends point to the use of cursive. So do we abandon the analog form of pen on paper for the tapping of keys with our fingers, or in some cases, thumbs? It certainly won’t be anytime soon. But we do need to consider dedicating more time to teaching students necessary skills with technology, such as proper keyboarding within work processing, that is certainly critical to their future achievement. Now is the time to embrace and support our K-8 technology teachers and not give any credence to the alarming trend of cutting or limiting their programs.
Keep up the good work, and I appreciate your open-mindedness to the “bigger picture” in education.
Ron
Gov. Mitch Daniels wants to radically transform the way Indiana teens are taught by converting all of the state’s high schools to a hands-on, high-tech approach by the time he leaves office. In every class at a New Tech high school, students work in groups to solve challenges and work on projects rather than learning through lectures. A teacher may present only one or two lessons a week.
http://www.indystar.com/article/20090310/NEWS04/903100357/1013/NEWS04
Findings from a study involving 160,000 Chicago high school students offer a cautionary tale of what can happen, in practice, when school systems require students to take algebra at a particular grade level.Findings from a study involving 160,000 Chicago high school students offer a cautionary tale of what can happen, in practice, when school systems require students to take algebra at a particular grade level. The Chicago school district was at the forefront of that movement in 1997 when it instituted a mandate for 9th grade algebra as part of an overall effort to ensure that its high school students would be “college ready” upon graduation. “It’s not surprising that you’re going to see an increase in [failure] rates if you raise the instructional requirements and you don’t raise the supports,” said Michael Lach, the director of the school system’s office of high school teaching.
The researchers calculate that, for a school that saw an increase of 20 percentage points in algebra enrollment due to the requirement, for example, the percentage of 9th graders failing math would increase by 3 percentage points for students in the lowest-ability quartile, 3.5 percentage points for students in the next quartile, and 8.9 percent for students in the quartile of students who were labeled to be of “average” ability.
Whether similar sorts of algebra mandates—or efforts to teach algebra at even younger ages—would have the same impact in other locations, however, is unclear, said Leland S. Cogan, a senior researcher at the Center for Research on Math and Science Education at Michigan State University in Lansing.
http://www.edweek.org/ew/articles/2009/03/11/24algebra.h28.html?tmp=671127371
David C. Berliner , Regents’ Professor Arizona State University
The U.S. has set as a national goal the narrowing of the achievement gap between lower income and middle-class students, and that between racial and ethnic groups. This is a key purpose of the No Child Left Behind act, which relies primarily on assessment to promote changes within schools to accomplish that goal. However, out-of-school factors (OSFs) play a powerful role in generating existing achievement gaps, and if these factors are not attended to with equal vigor, our national aspirations will be thwarted.
Therefore, it is recommended that efforts be made to:
Motivating Underachieving Students
Instruction in Support of Success with Every Child
Mike Muir
3:45-5:00
Meaningful Engaged Learning
http://www.mcmel.org/workshops/
Click on Workshops for presentation
9 Essential Elements of Meaningful Engaged Learning:
4 Categories:
Relationship – the single most important place to start.
“I won’t learn from a teacher who doesn’t like me!”
Don’t judge them too quickly.
Don’t think of kids as bright, dumb, etc but rather Hard to Teach & Easy to Teach
This can change by class too. A student who is easy to teach for one teacher may be hard to teach in another class.
We should judge the success of our schools not on the easy to teach students, but on the hard to teach students.
What gets in the way of hard to teach students?
Enthusiasm & Humor:
Treat them “As If”
They are smart
You like them
You must be the grown up. Even if they don’t “deserve” the as if……
1.Relationships
2.Feedback – Helping students succeed
1.Unimportant to kids
2.The most influential
3.Assessment FOR learning
3.Hands-on Active Work
1.Our brains were not designed to be in school, our brains were designed to experience things (Patterns & Schema).
Schema – “Eating in Fancy Restaurant” we know how this works and how it is different from fast food, etc. Allows for efficiency. We don’t have to remember everything, but just a few details.
2.More hands on can lead to more reading not less. The reading becomes more meaningful.
4.Variety and
1.Think of Multiple Intelligences. Which two do most people have has a strength?
Bodily/Kinestic, Visual/Spacial
Which two are most commonly taught? Verbal/Linguistic & Mathematical/Logical
Bodily-Kinestic – Parts of Speech – Do the gesture whenever we get to a specific part of speech (eg. pat their head whenever they got to a noun).
5.Motivation:
1.Take responsibility
2.Should do it
3.It’s their job
4.
Why would they want to? This is an important question.
Learning is like whales feeding. Everything goes in and we keep what we want. Party analogy of having a good conversation and not hearing the background noise until something specific catches your ear.
5.Our Mistake: “Just in case education”
Tie Into Student Interests
Making it Interesting.
Adjectives in a bag. Something is in a bag. The kids pair up and only that pair can look at it. The students then use the sense only to write descriptive words to get the rest of the class to guess.
6.How can Extrinsic Motivation be as powerful as Instrinsic Motivation?
Avoid Bribery Rewards.
There are good extrinsic motivations. We do things for a variety of reasons, some of them are extrinsic. (eg. paychecks)
Bribery (rewards) has temporary desire effect.Shuts down learning. Leads to people doing the minimum, goal shifts to reward (killing the interest).
Random rewards are good. Pizza example. Done after the fact and they don’t know that it is happening. Don’t make it a pattern. Bad for cognitive effect but OK for behavior.
7.Give students Choice (Autonomous Supportve Strategies)
This can be external motivation that is as powerful as instrinsic
Not “Do What you want” but limited to choices.
8.Meaning
1.What are two most frequently asked questions?
1.Why do we have to learn this?
2.When are we ever going to use this?
9.Context (Rigor & Revelence)
Velcro Brain
Drama
Metaphors & Examples
Bloom’s Taxonomy Revised
Remember
Understand
Apply
Analyze
Evaluate
Create
Psychology says that we need to start at the upper level of Bloom’s. You need to create in order to remember, understand, etc.
10.Learn in Context & Real World
Isolated Islands of Learning (kids do better taking tests in the class that the learned it).
Paragraph example:
Warning: Simple but not easy.
TV Repair man example. (The repair costs $100. The buyer asks what was wrong. Replaces a .05 screw. The guy complains. The repairmen explains, the screw costs .05 cents. Knowing which screw was $95.95)
Troy / advisory, NMSA08, Podcast, Tech / advisory, NMSA08 /
Shout out to everyone who chatted up Jack and Apologies to Jack.
Truc et Chose:
National standards—once the untouchable “third rail” of American education policy—now have the backing of the nation’s governors, a growing number of education leaders, and the U.S. secretary of education. Secretary of Education Arne Duncan has said he wants the federal government to be “a catalyst” for the development of national standards, and wants to support the NGA and other groups working to set them. “We want to get into this game, … and I’m not leading this game,” Mr. Duncan said. Proposals for such standards are now gathering support, unlike previous attempts to nationalize standards and testing. The recent endorsements of national standards have emerged, in part, because critics say the patchwork of state standards under the NCLB law set inconsistent goals for reading and math. In those two subjects, supporters say, educators should be able to agree on common standards.
The agreement among governors and education policy leaders suggests to some observers that the development of national standards, in some form, is inevitable.
“The question is much more how it will happen,” said Bruno V. Manno, a senior program associate at the Annie E. Casey Foundation in Baltimore and a political appointee at the U.S. Department of Education under the first President Bush. “Will it happen in a haphazard way, or will it happen in a thoughtful way?”
http://www.edweek.org/ew/articles/2009/03/04/23nga_ep.h28.html?tmp=2002589534
A recent study reports that high school students who study fewer science topics, but study them in greater depth, have an advantage in college science classes over their peers who study more topics and spend less time on each. The study relates the amount of content covered on a particular topic in high school classes with students’ performance in college-level science classes. The study also points out that standardized testing, which seeks to measure overall knowledge in an entire discipline, may not capture a student’s high level of mastery in a few key science topics. Teachers who “teach to the test” may not be optimizing their students’ chance of success in college science courses, Tai noted.
http://www.sciencedaily.com/releases/2009/03/090305131814.htm
Web 2.0: Navigating the new web
Jonathan Edquid
Pin Oak Middle School
Houston, TX
email jedquid@houstonisd.org for handouts.
http://poms6c.wordpress.com
www.pinoak.us
Can we have have students use Google Docs? Revision history. Checking without taking papers home.
Use Google Spreadsheet for tracking Parent Contacts?
Take Google Spreadsheet and turn it into forms. Use the Create New Form function.
Presentations can be shared on line with a chat function.
Presentations can also be collaboratively worked on.
We’ve talked about Animoto on the podcast a little and I saw a presentation using it so I decided to delve into it further. Here’s three short videos I made using the Animoto website. I kept a lot of it the same as I made small changes to show off the variences they talk about when referring to remixing video multiple times to get different products. Which one do you like? Cast a vote in the comments section.
Shawn / Uncategorized / MAMSE /
Hope you’re planning to attend your state association’s annual conference. I realize for some of you that was much earlier in the year and if that is your case, I hope you went. This year the Michigan Association of Middle School Educators Annual Conference will be in Saginaw, MI.
Links:
Association: www.mamse.org
Site: http://www.stcs.org/education/components/scrapbook/default.php?sectionid=2
Troy / MSM, Podcast, Tech / middle school, Podcast, tech /
_______________
Shawn and Troy
I’ve spent some time in 5-8, 6-8 and K-8 school environments. Sometimes 5th graders were self-contained while older students moved from teacher to teacher. In other circumstances, 5th grade was used as a transition with single-teacher classrooms and locker access during passing time. I’m currently in a New Jersey K-8 school with no passing time, no lockers and 6-8th graders changing classes.
Knowing all too well the challenges of adolescent behavior and academic performance, I wonder what thoughts you had on the appropriate breakdown of grade levels for elementary vs. middle school. At what grade level should middle school begin (beside the legal requirements for teacher certifications)? Can a single administrator effectively manage a staff who work with students from kindergarten age to their teens, or should different principals handle different grade ranges? What impact does the proximity of 7th and 8th graders to elementary aged students have on academics and/or behavior? How about 5th and 6th graders? In my search for answers on this topic, I found a study done by Duke University in 2007 entitled “Should Sixth Grade be in Elementary or Middle School? An Analysis of Grade Configuration and Student Behavior.”
Is there such a thing as either an elementary or middle school mentality? Can a teacher have both? Can a principal?
What are your thoughts on this topic?
NMSA Teacher Preparation Standards.
In another “Freakonomics”-style study that turns conventional wisdom about public- versus private-school education on its head, a team of University of Illinois education professors has found that public-school students outperform their private-school classmates on standardized math tests, thanks to two key factors: certified math teachers, and a modern, reform-oriented math curriculum.“According to our results, schools that hired more certified teachers and had a curriculum that de-emphasized learning by rote tended to do better on standardized math tests,” Lubienski said. “And public schools had more of both.”
Of the five factors, school size and parental involvement “didn’t seem to matter all that much,” Lubienski said, citing a weak correlation between the two factors as “mixed or marginally significant predictors” of student achievement.
They also discovered that smaller class sizes, which are more prevalent in private schools than in public schools, significantly correlate with achievement.
http://www.sciencedaily.com/releases/2009/02/090226093423.htm
Throughout his now-famous “Last Lecture,” the late Carnegie Mellon University professor of computer science Randy Pausch talked about what he called the “head fake.” It is the idea that learning and education work best when they work on the personal and general levels simultaneously.
We miss one of the most important aspects of character education, the cognitive head fake, when our obsession with advanced coursework becomes myopic and overshadows the strength both areas could have if working to complement each other in high schools.
http://www.edweek.org/ew/articles/2009/02/26/23sutton-com.h28.html?tmp=804479676
http://www.edweek.org/ew/articles/2009/02/26/23sutton-com.h28.html?tmp=804479676
As James Traub, a contributing writer for The New York Times Magazine, has noted: “[T]he issue is not whether we will have character education, but instead, what kind we will have and what relationship it will bear to the ongoing campaign to improve children’s academic skills.” Indeed, character education’s very survival depends on its quantifiably improving students’ academic skills.
A new character education model should be developed around principles that encourage college-level critical thinking and service to community. It should include the following elements:
1. We should teach dialogue and deliberation through Socratic seminars and consensus-building, so that students learn how to communicate with each other in a democratic setting and the ability to judge ideas on the strength of evidentiary support, not misinformed opinion.
2. We should teach core values and beliefs, so that students identify universal truths they are willing to speak for and work from that will guide the decisions they make as leaders and citizens of their communities.
3. We should teach historical models of leadership, so that students will understand that all great leaders are merely standing on the shoulders of others, and that the values of integrity and compassion don’t come easily. Figures taught could range from Gandhi and Lincoln, to the Bible’s King David, to the explorer Ernest Shackleton.
4. We should provide thoughtful teaching of inequity and inequality as they relate to race, gender, and class, so that students can learn how to speak to one another about diversity in a way that creates progress and does not reinforce stereotypes or systems of power and privilege. Students should be introduced to the writings of authors such as Peggy McIntosh, Cornel West, and James A. Banks.
5. We should teach democratic citizenship and leadership, so that students can learn how to use democratic systems to empower and give voice to all participants in a society to make communities more equal and just. Students should be introduced to scholars such as Walter Parker and historical documents such as the Federalist Papers and Washington’s Newburgh Address.
6. Since moral reasoning is integral to these pursuits, students should be taught to think their way through ethical and moral dilemmas and how to make choices that benefit all and that foster the strength of character to persevere through failures. Lawrence Kohlberg’s “stages of moral development” is a great place to start.
7. We should teach ethical and collaborative decision making and problem-solving, to empower students to change dysfunctional systems and communities. This should teach them that problem-solving is not the sole responsibility of one leader or group, but of a whole community working together.
8. We should give students opportunities for practical application of these precepts and practices, so they can test their new knowledge within the community and attempt to make positive improvements. These opportunities could be through schoolwide community-service projects, school philanthropy projects, and various other school improvement projects that encourage all students to participate.
Troy / advisory, NMSA08, Podcast / middle school, news, NMSA08 /
Items, Events, and Other:
“Robert Balfanz is a research scientist at the Center for Social Organization of Schools at Johns Hopkins University and associate director of the Talent Development Middle and High School Project, which is currently working with more than fifty high-poverty secondary schools to develop, implement, and evaluate comprehensive whole-school reforms. His work focuses on translating research findings into effective reforms for high-poverty secondary schools.
Balfanz has published widely on secondary school reform, high school dropouts, and instructional interventions in high-poverty schools. Recent work includes Locating the Dropout Crisis, with co-author Nettie Legters, in which the numbers and locations of high schools with high dropout rates are identified. He is currently the lead investigator on a middle school-dropout-prevention project in collaboration with the Philadelphia Education Fund, which is supported by the William Penn Foundation.
Balfanz received his PhD in education from the University of Chicago.”
“Dear NMSA Member,
One-third of all students and half of minority youth—a startling 1.2 million kids—fail to graduate high school each year. Many of those who do graduate lack the basic skills needed to succeed in college, work, and life. With this many children at risk, our nation is at risk. We need your help to stem this tide.
As part of America’s Promise Alliance, National Middle School Association is pleased to present you with Grad Nation, an evidence-based guidebook to help you increase the high school graduation rate in your community.
We invite you to use this first-of-its-kind “road map” that has the latest data, best practices, and tools for meeting your specific high school dropout challenges. In addition to the research-based guidance for addressing the crisis, Grad Nation also includes ready-to-print tools and links to additional online resources. Available to all free of charge, this online resource can be found at: www.americaspromise.org/gradnation.
Authored by Robert Balfanz, Ph.D. and Joanna Honig Fox from the Everyone Graduates Center at Johns Hopkins University, and John M. Bridgeland and Mary McNaught of Civic Enterprises, Grad Nation presents a compelling case for a broad cross-section of all organizations and individuals to get involved.
Although there is no silver bullet for reducing the dropout rate, we know which approaches work, and this guidebook is the first ‘one stop shop’ for anyone who wants to assemble the best set of approaches that will impact the problem, including information on public policies proven to help reduce the dropout rate.
As leaders of middle grades education, we must continue to set an example and inspire others to take action to strengthen our schools and keep our young people on the path to success. The Alliance formally unveiled this tool on February 10, 2009. Please join me in supporting Grad Nation as a valuable new resource.
Sincerely,
Betty Edwards, Ed.D.
Executive Director
National Middle School Association”
“I have just started listening to the MSM Podcasts. I download them from iTunes U and listen to them on the way to work. Today I am home with a sick child and I am listening to a marathon of MSM, spending my day with Shawn and Troy. lol.
I am a special education teacher at the secondary level and have shared the MSM link and iTunes U info on the podcast with the tech department for my school to distribute to the school, because MSM highlights and covers content that isn’t limited soley to the middle school level.
MSM is an incredible resource for newbies to the tech world. . . like me. . . because Troy and Shawn provide a thorough and comprehensive review of current education, technology, pedagogy and its practice information available from a variety of sources.
Listening to Shawn and Troy at MSM has “elevated the level of my game” so to speak. They are thoughtful and thought provoking in their content and coverage of material. . . all provided with a good dose of . . . humor!”
Thanks Jenny! We appreciate your spreading the word!
History Before and After Humans
Shows an overview of the development of Homosapiens and the potential future of humans.
http://www.msnbc.msn.com/id/7348103/
It is a guidebook that provides a road map to help communities tackle the dropout crisis. It is designed to help communities develop tailored plans for keeping students on track to graduate from high school, prepared for college, work and life. Grad Nation is a natural outgrowth of our local summit work to ensure that solutions are developed to put our youth on a path to success.
Grad Nation also includes ready-to-print tools and links to additional online resources, in addition to research-based guidance. It provides information and tools for developing and implementing a customized program that’s right for individual communities.
http://www.americaspromise.org/APAPage.aspx?id=11796
Like other teachers spearheading ambitious collaborative units, Smith’s two-pronged approach to managing the Monster Project — developing his students into self-directed learners while also harnessing technology tools to help keep things on track — has allowed him to smoothly complete complex projects while maximizing student learning opportunities. “Teachers are only successful if they understand how to manage the project cycle,” notes Bernie Trilling, global director for education strategy and partnerships for the Oracle Education Foundation, which emphasizes project learning.
It started back in third grade with polite letters from the school principal to the East San Jose couple: Your daughter has had a series of unexcused absences; please contact us. Back then, Carol Reynoso and Jayvee Geronimo’s youngest attended school about 80 percent of the time. Now, Vanessa said she’s willing to do anything if only the court would spare her mother from jail, including face her worst fear — school. “I’m willing to really try this time, to go to school,” said Vanessa, whose family says she was mercilessly teased about her weight. “I know I’ve said that before, but I mean it.”
Patrick says that public education has struggled to incorporate technology into schools and just adding computers piecemeal is not enough to engage students. Educators properly trained to use the Internet and digital tools can teach in a traditional manner and have unlimited resources at their fingertips. Online learning can also help create more personalized learning plans for each student.
http://ascd.typepad.com/blog/2009/02/patrick-speaker-spotlight.html
Lion Taming 101 by Dr. Debbie Silver
Selected notes from Drumming to the Beat of Different Marchers
Lion Taming 101 by Dr. Debbie Silver
The Teacher
“Concerning a teacher’s influence, I have come to the frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates and climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to mae a child’s life miserable or joyous. I can e a tool of torture or an instrumnt of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or deescalated, and a child humanized or dehumanized.” – Haim Ginott
Dress Code – Music by Monte Selby
Lion Taming 101
Be Proactive!
Seating charts
We want teaching to be seamless. No child or teacher should stop the learning process.
Decide what battles you’re going to fight.
Things that are nitpick level, shouldn’t be at the “rule” level.
Practice procedures and routines.
Establish non-negotiables
Lee Cantor’s method can escalate this to an impossible situation.
Don’t get into it with a child in front of the other students.
Stay on your feet and move around the room.
Find your own “rhythm for management”
RESPECT the students.
Taking Inventory
Please answer the question. There are no right or wrong answers. What you write will be held in confidence.
1. What is your full name? What do you like to be called? Why?
2. List 5 words that describe you.
3. List the people that live in your home(s) and put 2 describing words after each name.
4. What is your favorite thing to do at school?
7. Do you like to read? Why or why not?
10. Write your own question and answer it.
Tips for Successful Communication With Students
Do not begin instruction until all students are focused and attentive.
Be sure your voice and body language are consistent with your words.
Use direct eye contact and simple hand gestures to redirect off-task or inappropriate behavior.
Use clos proximity and a quiet voice to make reminders and censures personal and private
Be warm and friendly, and be firm.
Idea: Hall Moms & Pops: Folks in the hall during passing that talk to the students. Some have erasers, pencils, etc.
Offer choices of behavior so that you control the direction they go. It also helps them because they can’t come up with choices on their own.
Write notes or emails to students to let them know how much you appreciate them.
Why Students Misbehave
To gain power.
To get attention.
To seek revenge.
To avoid failure
Adapted from Catherine Neale Watson, Middle Ground
They are bored.
You as the teacher are obligated to be engaging, not necessarily to be entertaining.
Things to consider before you react to a disruptive student
Does the student feel the he is not being respected or losing face?
Is it possible that this student really ..
Could this be about your own need to win?
Could have you misinterpreted the situation?
Have you confronted the one who wasn’t the primary instigator?
Behavioral Journal Sheet
Student’s Name ___________________
Class/Period ____________________
I violated our class code by :
I chose to do this because:
A more appropriate choice would have been:
This is how I feel about whathappened:
This is what I plant o do in the future to prevent a recurrence of y actions
This is how my teacher can help me implement my plan:
Student signature and teacher comments:
Individual Behavior plan
Student name, etc.
long-Range goals for the student:
Short-Range goal for the student:
What student will do to meet target goal:
What teacher will do to help student meet that goal:
What Parent ill do to hel reach that goal
What are the consequences?
Positive recognition will be made with _____ of successful behavior.
Rose poem:
When we plant a rose seed in the earth … -Timothy Gallaway.
Secret Password: iamateacher www.debbiesilver.com
CEU: FB3
Selected notes from Drumming to the Beat of Different Marchers
Cooperative Learning
Businesses are moving to this model because together they remember more and can do more than alone.
Students can utilize their own strengths
Shawn / Uncategorized /
“I have just started listening to the MSM Podcasts. I download them from iTunes U and listen to them on the way to work. Today I am home with a sick child and I am listening to a marathon of MSM, spending my day with Shawn and Troy. lol.
I am a special education teacher at the secondary level and have shared the MSM link and iTunes U info on the podcast with the tech department for my school to distribute to the school, because MSM highlights and covers content that isn’t limited soley to the middle school level.
MSM is an incredible resource for newbies to the tech world. . . like me. . . because Troy and Shawn provide a thorough and comprehensive review of current education, technology, pedagogy and its practice information available from a variety of sources.
Listening to Shawn and Troy at MSM matters has “elevated the level of my game” so to speak. They are thoughtful and thought provoking in their content and coverage of material. . . all provided with a good dose of . . . humor!”
Thanks Jenny! We appreciate your spreading the word!
Shawn / Uncategorized /
Want to hear what it sounds like when sattelites, meteors, or space debris passes over an observatory in Texas? Try this.