Write Solutions

Student learning is no accident!

Phew! They’re Chatty!

One of my biggest take aways from a New Teacher Center Mentor Academy last year was, “the ones who are doing the talking are doing the learning.” The focus of that academy was Coaching for Equity, and we spent timing thinking about Conditions that Support Students with Exceptionalities. Early on in that academy, one of my amazing colleagues suggested that all students are exceptional, and that became our platform as a group. We had previously agreed that the strategies that best support students in Advanced Placement classes, provide similarly rich learning experiences for students who might struggle… so this was not a huge leap for us. I spent the rest of the year seeing opportunities everywhere I looked to get kids talking! If I reflected with teachers about one idea last year it was, “the ones who are doing the talking are doing the learning.” We thought hard in kindergarten, third grade and eighth grade about how to make the most of that statement. And we all watched the videos on the NTC Oral Language Development site together.

As I get to know my new community of sixth graders this year, I find myself reflecting on these ideas daily. We often spend a great deal of energy as teachers, doing what we can to diminish students’ chatter. “If not in September, then when?” we rhetorically ask each other as we defend our systems of consequences. This year, a nagging voice in my head keeps reminding me that, “the ones who are doing the talking are doing the learning.”

Now, I know that the kids who are talking about what happened in PE instead of setting up their desks for my class, are not (in that moment) doing the learning in my classroom. Believe me, I’m not proposing a ban on silent homeroom (how could I survive?), silent moments or organization, or silence anywhere else that it benefits student learning. I am wondering though… how I can capitalize on the fact that these students like to talk.

What I am proposing is that we take the chatter and grow it into academic conversation. Let’s turn these talkers into active listeners! I recognized on Tuesday that I am sharing a room with some very social 11 year-olds this year. Today, after a 60 second turn and talk responding to the prompt, “what do you know about a seed story or a watermelon story,” I was sure this was the right move.

One student raised his hand and said loudly (in a lunchroom voice), “Zachary suggested that a seed story was a story about one small thing that happened, but was really important.” He then turned and looked at Zachary for approval, who nodded, and added, “and I agree.” Next, I did 3 internal cartwheels and I calmly provided specific feedback about the way he used his partner’s name, and how actively he must have been listening to provide such a response, and smiled.

This was amazing positive reinforcement for me! And, this incredible moment was no accident… I know, because I’ve been carefully dissecting the moments leading up to what I now realize was (drum roll please) my most successful moment of the entire school year. Here’s what I found supported this amazing moment:

As I gave the turn and talk prompt, I told the students I would be paying close attention to how actively they would be listening to each other. I told them I would not be asking them to share out their own ideas, but instead a partner’s. I listed some sentence stems on the board as they talked like, “My partner______ said…” and “Talking with ___ changed my thinking  because ____…” and “_____ suggested.” I will continue to encourage the use of these sentence stems in my classroom as evidence of active listening during collaboration.

How will you harness the strengths your students arrived with this week? What amazing moment of teaching and learning happened in your classroom today… and what did you do to engineer it?

Looking Forward to Celebrating Successes Together,

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Respect & Rapport… starts with us!

What better way to develop an Environment of Respect and Rapport than by developing a 1:1 relationship with each student??Watch Rick connect with students about their reading during conferences. What does he do/ say that develops an environment of respect and rapport? What does Rick communicate to his students with his verbal and non-verbal language? I’ve seen similar successes with Experimental Design Conferences in a middle school science class as well as Think Tank conferences in a high school math class. In each instance, teachers demonstrated great respect for their students’ thinking by honoring scheduled time with everyone. How could you make something like this work in your context? What do you & your students stand to gain?

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Respect & Rapport… Naturally

I’ve been following the release of each week’s #yearatMH video clip since hearing Sam Chaltain speak at this year’s NTC Symposium. These clips are a prime example of the value of respectful relationships within, around and between members of a school community. If you haven’t watched one yet, make today the day. I believe these videos to be powerful on so many levels, not the least of which is shaping our expectations (& those of non-educators) of school culture. Share with a parent and watch how quickly they find themselves able to articulate what they want from their child’s school! Think too as you watch and listen, about what pieces of this experience you can bring into your classroom. What do you notice about the language of learning (both verbal and non verbal)? How do adults and students show respect for each other, the school and learning? Happy viewing! I hope this is your first if many visits to this site!!
~Alicia

Week 3 Challenge: Creating an Environment of Respect & Rapport

‘An Environment of Respect & Rapport’… This is an area I find myself discussing quite often with teachers. At least once a week, I have conversations with teachers about how tricky they find this particular domain/ standard to assess. Recently, I attended a presentation about how some teachers and mentors are tackling this very topic. Before we think about how to improve our practice, let’s think about where we are beginning…

Level 1: Patterns of classroom interactions, both between the teacher and students and among students, are mostly negative, inappropriate, or insensitive to students’ ages, cultural backgrounds, and developmental levels. Interactions are characterized by sarcasm, put-downs, or conflict. Teacher does not respond to disrespectful behavior. -> Level 2: Patterns of classroom interactions, both between the teacher and students and among students, are generally appropriate but may reflect occasional inconsistencies, favoritism, and disregard for students’ ages, cultures, and developmental levels. Students rarely demonstrate disrespect for one another. Teacher attempts to respond to disrespectful behavior, with uneven results. The net result of the interactions is neutral: conveying neither warmth nor conflict. -> Level 3: Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the ages, of the students. Students exhibit respect for the teacher. Interactions among students are generally polite and respectful. Teacher responds successfully to disrespectful behavior among students. The net result of the interactions is polite and respectful, but impersonal. -> Level 4: Classroom interactions among the teacher and individual students are highly respectful, reflecting genuine warmth and caring and sensitivity to students as individuals. Students exhibit respect for the teacher and contribute to high levels of civility among all members of the class. The net result of interactions is that of connections with students as individuals.

Level 1-> Level 2

Moving from level 1 to 2 on this rubric means that interactions in the classroom become generally appropriate. In level 2 the teachers attempts to respond to disrespectful behavior.

Level 2-> Level 3

Moving from level 2 to 3 on this rubric means that interactions in the classroom become generally friendly, caring and respectful. In level 3 the teacher’s response to disrespectful behavior is successful.

Level 3> Level 4

Moving from level 3 to 4 on this rubric means that interactions in the classroom become highly respectful, genuinely warm and caring. Students contribute to the high levels of civility among members of the class. (Notice that the level 4 refers to student contribution to civility as opposed to teacher’s response to disrespectful behavior. I read: classroom runs like a well-oiled machine or a mini-city between the lines here)

How would you rate your typical daily classroom experiences?

I attended an excellent session at the New Teacher Center’s Symposium last month called, Using Student Perspectives to Enhance Mentoring Conversations. As part of the presentation, teachers of a variety of grades shared how they administered surveys to their students, what they learned from the surveys, and what types of adjustments they made to their teaching as a result. It was incredibly inspiring to hear teachers share the impact of their willingness to be so vulnerable with their students! I can’t wait to use a student perspectives survey in my classroom!

How might you use this survey to guide your work? Do you think it would support your work in this particular domain of the Professional Teaching Standards?

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Dittos & Worksheets & Packets, Oh my!!

So, your school department actually has a manual for you and it’s full of printables… They were designed by educators and statisticians… and people that must know more about teaching this content than you do… so why aren’t you students engaged? Well, I am writing this post to make sure you don’t “throw out the baby with the bath water!” Before you throw away every workbook and ditto in your classroom… let’s put our heads together.

You are right, experts did design these materials, so there’s probably something that works in here…

 Don’t reinvent the wheel- Re-purpose it instead!

Here’s a template for a cube (as well as other amazing ideas- amazing wiki). Why not put the best questions from your packet on the 6 sides of the cube and let students roll and discuss in pairs? Your goal (with the packet) was for students to think about the questions, right? Imagine all the ideas they’ll get from their partner when rolling the cube??!! Two heads are always better than one.

You could listen in on student conversations and assess their Speaking & Listening Skills or their content knowledge. Another idea is to assess student learning with an exit slip at the end of class. When you encourage students to have conversations, arm them with sentence stems and accountable talk to make it as productive as possible.

What will you re-purpose this week? Let us know in the comments & you may inspire someone else to take a similar risk!

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PS… I’m looking to give away a TpT gift certificate to a lucky blog commenter this week! Spread the word- bring a friend!

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