Chapters 6 and 7
Chapter 6
I think that as educators, we are sometimes a little too quick to judge parents based on their child's behavior. We must work together for the success of all students. When it comes to the underachievers, I think we should assume that parents are just doing their best and are probably every bit as frustrated as the teachers. So, let's do that. Let's work together to figure out what these kiddos need to achieve.
As teachers, we have very little influence over what happens in the homes of our students. What we have to do, is get "buy in" from parents that we truly care about the kids and want them to succeed. We need to communicate effectively and responsibly from the beginning about strengths and weaknesses. Rimm's Trifocal Model is the perfect way to do that. I feel like at Lakeview we are headed in the right direction. When it comes to all our students, we hold conferences where we have data that clearly lays out the positives and negatives. We take time to discuss the data with parents and students (who are also present at the conference). These meetings are a safe place to discuss and communicate what the child is doing in the classroom and more importantly, the goals set to move forward in learning. It is the perfect time to collaborate each other's expectations and concerns.
I think if we start out on the right foot by communicating consistently and respectfully, it will foster the relationship needed to move our students towards success.
Chapter 7
This chapter just MADE SENSE to me! Of course -- students take risks when they think they can do a good job. Who wants to try something if they think they will fail? It is all about attitude!
The only way to encourage learning through fear is to create the type of classroom where failure isn't feared... it is just dealt with... meaning, it is seen as a necessary evil, a thing we must go through to get to the other side of the rainbow. Unfortunately, this is not as easy as it sounds. Building a safe climate starts on day 1. Questioning should be embraced, along with choice, and respectful expression of thought and content. Students should welcome challenge. I think one way to do this is to introduce new games and tasks where the outcome is unpredictable. If we want kids to take risks, they have to believe that it is ok to not know the answer, or that it may take a long time to get there. Another way to provide this type of environment is to make sure students are respected by their peers. At Lakeview, we all practice Capturing Kids Hearts. It is a way to teach students to self regulate and problem solve without an adult.
If we can change the attitude of students, we must make sure that students see the benefit in what they are learning. This is all about RELEVANCE! Students need to know why they are learning something, and more importantly, why it is valuable to their future. Actually, not just students... adults, too! My biggest complaint about PD is that it may not be relevant to my teaching.
We have to not only provide that piece, but be willing to differentiate for these kids. One size does not fit all --- another complaint I have about PD. (This online book study, by the way... EXTREMELY relevant:) The only constraints we have here is our own unwillingness to take risks ourselves! We must be willing to get out of the box, stop relying on our NISD scope and sequence, and get out of our own way. At Lakeview, we strive to know all kids by name and need - this is a necessity.
I think that as educators, we are sometimes a little too quick to judge parents based on their child's behavior. We must work together for the success of all students. When it comes to the underachievers, I think we should assume that parents are just doing their best and are probably every bit as frustrated as the teachers. So, let's do that. Let's work together to figure out what these kiddos need to achieve.
As teachers, we have very little influence over what happens in the homes of our students. What we have to do, is get "buy in" from parents that we truly care about the kids and want them to succeed. We need to communicate effectively and responsibly from the beginning about strengths and weaknesses. Rimm's Trifocal Model is the perfect way to do that. I feel like at Lakeview we are headed in the right direction. When it comes to all our students, we hold conferences where we have data that clearly lays out the positives and negatives. We take time to discuss the data with parents and students (who are also present at the conference). These meetings are a safe place to discuss and communicate what the child is doing in the classroom and more importantly, the goals set to move forward in learning. It is the perfect time to collaborate each other's expectations and concerns.
I think if we start out on the right foot by communicating consistently and respectfully, it will foster the relationship needed to move our students towards success.
Chapter 7
This chapter just MADE SENSE to me! Of course -- students take risks when they think they can do a good job. Who wants to try something if they think they will fail? It is all about attitude!
The only way to encourage learning through fear is to create the type of classroom where failure isn't feared... it is just dealt with... meaning, it is seen as a necessary evil, a thing we must go through to get to the other side of the rainbow. Unfortunately, this is not as easy as it sounds. Building a safe climate starts on day 1. Questioning should be embraced, along with choice, and respectful expression of thought and content. Students should welcome challenge. I think one way to do this is to introduce new games and tasks where the outcome is unpredictable. If we want kids to take risks, they have to believe that it is ok to not know the answer, or that it may take a long time to get there. Another way to provide this type of environment is to make sure students are respected by their peers. At Lakeview, we all practice Capturing Kids Hearts. It is a way to teach students to self regulate and problem solve without an adult.
If we can change the attitude of students, we must make sure that students see the benefit in what they are learning. This is all about RELEVANCE! Students need to know why they are learning something, and more importantly, why it is valuable to their future. Actually, not just students... adults, too! My biggest complaint about PD is that it may not be relevant to my teaching.
We have to not only provide that piece, but be willing to differentiate for these kids. One size does not fit all --- another complaint I have about PD. (This online book study, by the way... EXTREMELY relevant:) The only constraints we have here is our own unwillingness to take risks ourselves! We must be willing to get out of the box, stop relying on our NISD scope and sequence, and get out of our own way. At Lakeview, we strive to know all kids by name and need - this is a necessity.
Tami, I am so glad you are enjoying the book study and that it has relevance for you. And you are so right! Why are we teaching what we do and how can we help kids make those connections?
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