Useful Information In and Out of the Classroom 4/30/10

Here are some interesting sites that I’ve found this week, thanks to my Personal Learning Network (PLN). As a teacher, I feel we have to keep up to date concerning research in our field and current issues in the education system. I hope some of these inspire you, inform you, and even have you asking questions. Thank you for coming by and visiting!

What2Learn - the award-winning games-based learning website. The fun, FREE and effective way to learn. Play 25,000 learning games, tests and quizzes or make your own

Freeology – free printable forms for teachers

EdCrowd – a network for teachers; “We are a community of teachers passionate about using the power of the crowd to find the best answers to our questions and passing on that wisdom to our students.”

8 Wonders of the Solar System – “What might future explorers of the solar system see? Find out by taking an interactive tour through the eyes of Hugo Award-winning artist Ron Miller”

Map A List - turns Google Spreadsheet information into Google Maps placemarks.

Original image: Tools by Pat Hensley

Posted on the Successful Teaching Blog by loonyhiker (successfulteaching at gmail dot com).

That Kid Could Be The Great Kid

In What About the Great Kid? from PrincipalsPage The Blog by Michael Smith, he states,

“Every teacher has a That Kid.

They also have at least one Great Kid.  Most have more than one Great Kid.”

Over the years, I admit that I have had That Kid many times in my classroom. Yes, I have even had one Great Kid in each class. But sometimes That Kid becomes the Great Kid during the year and sometimes the Great Kid becomes That Kid during the year.

One time I had That Kid who totally drove me crazy. He did everything he could to get attention and was quite happy with getting negative attention. Of course, I fell into the trap and gave him lots of negative attention. In fact, the other students jumped on the bandwagon and supported me by giving him negative attention too. Before a meeting with the parents, I kept a tally sheet of how often he interrupted the class each day for a week. He was disrupting the class 85 -95% of the time. The parents were horrified and I was frustrated. Finally I decided that something had to give. I had to change my own behavior.

I decided to work harder to find out what was the cause of his misbehavior. Once I took the time to really investigate and see this student as a person rather than That Kid, things fell into place. I began to look for ways to make him more successful. I gave him lots of positive attention, sent notes home, called the parents often and slowly his behavior began to change. Within months, the student was only disrupting the class about 10% of the time and by the end of the year, he was so engaged in lessons that he was not disrupting the class at all. By then, he had ceased to be That Kid and became the Great Kid.

On the other hand, I had a Great Kid. This student was well behaved and obviously a teacher pleaser. Whenever I assigned homework, she had it ready to turn in the next day. She never disrupted class and seemed like the perfect child. In fact, I would picture her as the one who would most succeed. Then I began to see that she instigated a lot of problems in class. It was really hard to catch her but she usually stirred up trouble between two other students. Innocently, she would tell one that the other one said something. This caused lots of conflict and drama in my class and no one ever pointed the finger at her. Before long, everyone in the class was mad at each other. This Great Kid was very smart but very sneaky. It took months before we could put two and two together and see who the culprit was. By the end of the year, the Great Kid had become That Kid.

Then Mr. Smith writes,

“As we head towards the end of the school year, as difficult as it is with our patience waning, we should all try to focus on the Great Kids.

Because there are far more Great Kids than there are That Kid.”

I have to disagree with this because I feel that I should focus on all of my kids as if they are all Great Kids. If I only focus on the Great Kids, then I am giving up on That Kid. By doing that, I will feel like I am a failure. It is my job to not give up because I am being a role model for my students. If I give up when times get tough, then what message am I sending to them? Don’t all of my students deserve all that I can give them? Don’t all of them deserve the same focus? I’m not saying that I want to always give all of them the same focus but I should.

What if there are far more That Kids than Great Kids? What if I have a chance to turn more of them around?

Maybe there are more That Kids that become Great Kids because I hung in there with them. I let them know that I could be like others and only focus on the Great Kids but I won’t. I value them as much as anyone. It might take this faith to help turn them around.

What do you think? Do you have this happen in your class? How do you handle it?

Posted on the Successful Teaching Blog by loonyhiker (successfulteaching at gmail dot com).

Original image: 'Cool & The Gang'
http://www.flickr.com/photos/90667736@N00/897888764 by: Michelle Brea

Suits or No Suits

After reading Ellen: Dressing for Success from CEC Blog, where the author asks,

“For how many of you readers is a suit the be-all and end-all of interview attire?”

I couldn’t resist answering the question.

When I went to interview for my first teaching job, I bought a nice skirt suit. It was my very first suit and it made me feel professional and confident. Then next 4 times over my career that I went for an interview, I wore an outfit that made me feel slender, confident, and professional but it wasn’t a suit. After all of my interviews I had been offered the job.

I feel it is important to look neat, comfortable and professional. That is more important than whether it is a suit or not. First impressions can say a lot about a person. Sometimes this is more important than what you say.

I am not impressed if someone doesn’t take the effort to dress with care as if this interview is not important to them. That careless attitude reflects on the type of job they might do. Even if they are a great teacher, if they don’t care enough to dress professionally, then it will be hard for me to focus on what they actually can do.

I have interviewed some teachers that wore a suit and were so uncomfortable in their outfits that it brought attention to it. This distracted me from the interview process and probably hurt their chances because they didn’t act in a confident manner. In fact, it seemed as if they were just pretending by wearing an outfit that they weren’t used to wearing. If they are pretending about their clothes, what else are they pretending to be? I would rather a candidate wear something professional and comfortable than just worrying about whether it is a suit or not.

If you are determined to wear a new suit to an interview, I suggest getting used to it like you would a new pair of shoes. Wear it to a few events where it won’t matter if at first you seem uncomfortable. The more you wear it, the more accustomed you will be in your outfit. When I buy a new pair of hiking boots, I may wear them for a day or two around the house so my feet get comfortable wearing them. The same should apply to a suit. If you are comfortable in your outfit, you can emphasize your strengths without worrying about how you look.

Even though your outfit should not be the most important aspect, it is the thing that gets your “foot in the door.” Unfortunately if you aren’t dressed appropriately, most interviewers will write you off. Sure, they might let you have your say but during the interview they might not give you the attention you deserve. I’m not saying that is right but it is human nature. So, whether you wear a suit or not, it is how you present yourself that is most important. It is this attitude that will help you be more successful.

What do you think? Do you agree or disagree with this?

Posted on the Successful Teaching Blog by loonyhiker (successfulteaching at gmail dot com).

Original image: 'untitled'
http://www.flickr.com/photos/13661433@N00/145402545 by: Faramarz Hashemi

Natural Consequences

In Jennifer: Taking Time to Make Mistakes from CEC Blog, the author writes,

"I am currently taking courses to complete a second credential, and last week one of my classmates shared a story that inadvertently helped me put my whole “rushing” problem into perspective. She told about a time when she and her master teacher watched a little girl drop her cookie in the dirt during lunch. The student came over and asked if she could go wash it off. My classmate almost said “no” and for her to get her back to her seat, but the master teacher stopped her and told the little girl to go ahead.

When the little girl returned to her seat, she didn’t have the cookie with her. When asked what happened, she said that she couldn’t eat the cookie because when she washed it, it broke. The master teacher explained that because the student was given time to learn this lesson on her own, it will mean more to her than if they had just told her what would happen and sent her back to her seat to finish her lunch.”

This was something really hard for me to learn. It was hard for me to let my students do this as well as my own children. Over time I could hear myself nagging at children to do what I wanted them to do. Too many times I would harp on certain behaviors that I would want them to exhibit. Yet, I really didn’t get far with this. As I’ve mentioned before, I could not change their behavior until I had changed my own.

I need to let them face the natural consequences in order for them to internalize the learned behavior. Yet, I don’t want them to face failure or get discouraged so where do I draw the line? Isn’t my job supposed to be to help them be successful? And if I let them face natural consequences, am I falling down on my job?

The more I think about this, the more I see that I need to let them face natural consequences in order to help them be successful. I am not falling down on my job if I step back and see what happens. Of course I don’t mean allowing anything to happen that might be dangerous to them. I’m talking about the natural learning process.

I learned that if you are always bailing them out, they never really learn the lesson that is important for success. The lesson they learn is that you will be there to bail them out. I needed to stop covering for them when they dealt with general education teachers. In fact, this caused lots of resentment from the general education teachers and didn’t help my relationship with them. Instead I needed to see what the problem was and work with the general education teacher to find a way for the student to suffer natural consequences and still not did a hole to deep that there was no way out. Sometimes when teachers work together, it is easier to find a solution for this.

Sometimes a student needs to see that they will really receive a failing grade if they don’t do the work. I can still be there for them and help them see how this is a consequence of their actions. In fact, I can help them see that they can change their behavior in order to avoid this consequence. I can still be there as an encourager without being an enabler.

What are some ways that you let your students suffer natural consequences and still keep them from giving up? Please share with me!

Posted on the Successful Teaching Blog by loonyhiker (successfulteaching at gmail dot com).

Original image: 'Crazy Humans!'
http://www.flickr.com/photos/8628862@N05/3000241819 by: John

Answering Someone’s Prayer

I have thought long and hard about telling this story because at first I felt angry and then embarrassed at our carelessness. Yet the more I thought about what happened, the more I think that maybe we were an answer to someone’s prayer and that miracles do happen. Sometimes they happen to me and sometimes I am instrument in someone else’s miracle.

We recently went on a cruise and one of the benefits we have for cruising so much is that they do our laundry for free. I decided to gather our clothes and turn them in to the cabin steward the next day for laundry service. Everything was put in the paper bag including my hubby’s swim trunks. I didn’t know until later that he had left a $100 bill in the zipper pocket. He likes to hide one in his pocket in case of an emergency when we are on the islands. Later he told me that he had left it in the pocket and when we got our clothes back, the money was gone. It could not have fallen out because someone had to unzip the pocket in order to get to it.

At first I was angry. I was angry that someone stole the money. I was angry at my husband for not checking his pockets before giving it to me. I was angry at myself for not checking all of the pockets before putting the clothes in the bag. Then I was embarrassed at our carelessness because it was our own fault and no one else’s fault. No, we didn’t tell anyone because it was useless to accuse anyone and would only create a fuss that couldn’t be resolved.

Then I began to think about the whole situation. What if we were an answer to someone’s prayer? What if someone was desperate for the money and prayed that a miracle would happen? What if that money was their miracle? We don’t have a lot of money but that much would not crimp our vacation. If it happened to some young newlywed couple (I remember those days of having very little money), this loss could be devastating and ruin their honeymoon. Maybe an older couple would have been deeply upset too because they are only living on their social security and they had saved up for this trip for a long time. Maybe in order to answer someone’s prayer and help them during this desperate time, we were meant to leave that money in that pocket. It is highly unusual that my hubby leaves money in his pockets and it is extremely rare that I don’t check all of the pockets. Yet on this particular day both of us did the unexpected. I like to think that maybe someone really needed that more than we did.

It gives me peace to think that maybe it wasn’t a calamity for us and that someone is out there giving thanks for this miracle that happened to them. And if we weren’t an answer to someone’s prayers, that’s okay too because God knows and that is all that counts.

Maybe your actions today may be the answers to someone’s prayers and you may never know about it. Have a great day!

(crossposted on the Life of Loonyhiker)

Posted on the Successful Teaching Blog by loonyhiker (successfulteaching at gmail dot com).

Original image: 'esperança - hope'
http://www.flickr.com/photos/64858114@N00/252434214 by: Alexandre Eggert

Useful Information In and Out of the Classroom 4/23/10

Here are some interesting sites that I’ve found this week, thanks to my Personal Learning Network (PLN). As a teacher, I feel we have to keep up to date concerning research in our field and current issues in the education system. I hope some of these inspire you, inform you, and even have you asking questions. Thank you for coming by and visiting!

Easy Poster Printer – requires free download (only works on PC), “enables you to print posters of any size (max 20x20 meters) with a regular printer. Just drag n drop your picture into the application and click print.”

That’s Not Cool – teaching appropriate online behavior; videos that can lead to great discussions

Lego Education Lesson Plans – activities for educators using LEGOs to teach and demonstrate math and science concepts

Arounder – “offers gives travelers a vivid sense of what a city has to offer: historical cathedrals and works of art, museums featuring famous artists, local cafes and stores, breathtaking mountain-top views, quiet parks and gardens. Each issue contains a series of interesting panoramas giving you a full immersive view of the cities. Navigation is easy with Google maps of the city and surrounding area. Every issue also links to local merchants with virtual tours of hotels, restaurants, spas and stores.

Internet Safety with Professor Garfield – great guide of students, parents, and teachers on internet safety.

Original image: Tools by Pat Hensley

Posted on the Successful Teaching Blog by loonyhiker (successfulteaching at gmail dot com).

Lifting Others

In Lift Me Up... from TJ on a Journey by TJ Shay, he says

“Today it struck me completely differently. As a person who is the beneficiary of being lifted up a LOT recently, I started to think of ways to lift others up.....and I don't mean in a 'right a check' sort of way, which I have also done. But really, shouldn't that be my mission now, my life's work?”

This had me thinking about how I can lift others up.

Students:

I can help them believe in themselves by helping them be successful. I can plan lessons that build on their prior knowledge and help them grow. I can help them see the importance of learning and how relevant it is to their future. I can help them up when they struggle and fall down. I can help them find alternatives and options when they hit roadblocks. I can encourage them to follow their dreams.

Colleagues:

I can show support and be there for them. When times get tough for them, I can encourage them to hang in there. When things are going great, I can celebrate in their success. When problems arise, I can be there to help try to find a solution and when no solution can be found, I can be there to listen to their grief. I can stop during my busy day and really take time to listen rather than brushing them off.

Parents:

I can help them not get discouraged when their children are frustrated and having problems. I can show them that I value their children and really care about them. I can show parents that I will not give up on their children. When times are tough, I can let parents know how important their support means to me. I can tell parents that we are part of the same team trying to reach the same goal of having their child succeed.

Friends:

I can be there for them when times are tough as well as during the good times. I will nurture my friendships and not use a busy life as an excuse not to spend time with them. I will be loyal to my friends and not talk behind their backs. I will lean on them when I need to because sometimes leaning can make friends feel trusted. Leaning on others is really hard for me, and not because I don’t trust others, but because my independence is important to me. Others may see this as aloofness which I don’t mean to portray.

Family:

I can be there during good and bad times. I can show unconditional love and loyalty. I need to put my family first above all things and let them know how important they are to me. I not only need to tell them but I need to show them.

Lifting others is as important as lifting ourselves up. Sometimes by lifting others up, I find myself lifting myself up too. How do you lift up others?

Posted on the Successful Teaching Blog by loonyhiker (successfulteaching at gmail dot com).

Original image: 'Lift Us Up Where We Belong'
http://www.flickr.com/photos/97328945@N00/365877219by: Jeremy Richardson

Why Reading is Important (Part 2)

Last month I wrote a blog post about Why Reading is Important. The South Paris Collaborative then took up the challenge and answered the question in their blog. Here is the assignment given by their teachers:

“A teacher we know, Mrs. Hensley, recently wrote a post on her blog about why she thinks reading is important. This is a great question to ask ourselves from time to time. Beyond the obvious, that reading well gets us good grades in school and makes our parents happy, why is reading important? What do we get from reading that we can't get from movies or pictures or other art forms? Since we are learning about personal essays in writing, let's make this blog a personal essay. So think of a big idea that answers the question "Why is reading important?" Then give personal examples to prove your big idea. If you look at Mrs. Hensley's blog, you will see how she did this very thing. She came up with an answer to the question and then examples from her life to explain the answer.”

You can read their posts here: South Paris Blog

The responses were awesome! In fact, their answers gave me chills of delight! I love how well thought out their answers were. They even gave personal examples with their answers which really helped make their point even stronger. It was also interesting to read what books peaked their interest which will help when I am giving suggestions to other teachers about what students like to read.

I hope you take the time to drop by there and read some of their responses. They took a lot of time to think carefully and put their thoughts into words. I really think they communicated their ideas extremely well. Actually it was hard for me to remember that these students were in elementary school and not high school because they actually wrote better than some of the high school writing that I have read.

Posted on the Successful Teaching Blog by loonyhiker (successfulteaching at gmail dot com).

Original image: 'I Want to Live'
http://www.flickr.com/photos/86603835@N00/36362014 by: Jay Ryness

Earth Day Celebrates its 40th Anniversary on April 22, 2010!

(Today we have a guest post from Earth Day Network. Earth Day Network is the organization that came out of the first Earth Day on April 22, 1970 and founded on the premise that all people, regardless of race, gender, income, or geography, have a moral right to a healthy, sustainable environment. Forty years later, their mission is to broaden and diversify the environmental movement worldwide, and to mobilize it as the most effective vehicle for promoting a healthy, sustainable environment. Hope you enjoy the post! – Pat)

Forty years ago, on April 22, 1970, more than 20 million people converged in small towns and major cities across the United States to help launch the modern environmental movement. That first Earth Day was part teach-in, part call-to-action and part celebration. At Earth Day Network, our Education program continues a successful history of environmental education initiatives dating back to the first Earth Day in 1970.  We are continuing this tradition for the upcoming 40^th anniversary of the first Earth Day on Thursday April 22, 2010. We have hundreds of resources to help educate your kids, to go green, and to get involved in Earth Day.

Here’s a list of fun activities you can do with your kids to teach them about the environment.

• Pull out invasive plants and replace them with native species.
• Ride bikes, walk or take public transit.
• Volunteer at a local Earth Day event.
• Write a letter to a local policymaker.
• Start a family garden and grow healthy food. Start a compost pile and use a rain barrel.
• Switch out light bulbs for energy- efficient CFLs.
• Learn about the history of the environmental movement. Use activity ideas from Earth Day Network lesson plans.
• Compost your food scraps.
• Paint an eco- mural. Use green art supplies.
• Make art from recycled objects.
• Play educational games Environmental Jeopardy.
• Use the interactive online Ecological Footprint quiz.
• Clean up your playground, schoolyard, walking paths or watershed.
• View and discuss films on Earth Day TV.
• Hold a recycling or waste reduction contest.

 

Need Help? Contact education@earthday.org for resources, ideas and support!

Posted on the Successful Teaching Blog by loonyhiker (successfulteaching at gmail dot com).

Successful Teaching Awarded as a Top 50 Innovator in Education

(See the press release below! I’m so honored! Thank you ecollegefinder.)

April 12th, 2010, Philadelphia, PA – Successful Teaching has recently been honored to receive eCollegeFinder.org’s Education Innovator Award.  The Education Innovator Award recognizes the top 50 Internet-based resources that contribute to the advancement of learning into new and innovative formats.  By promoting the emerging trends in education, Successful Teaching facilitates such change by building on traditional techniques while embracing new tools for sharing information and encouraging the desire to learn. 

Successful Teaching epitomizes the role of an educational pioneer, as it engages students, educators and parents alike, and highlights the myriad of educational opportunities available today.  The Education Innovator Award recognizes Successful Teaching’s exploration of new educational methods, as this willingness to embrace new learning formats truly embodies the innovator spirit.  To view more about the award, visit the eCollegeFinder Education Innovator Award page.

About eCollegeFinder.org

Getting ahead in today's competitive job market requires you to advance your education and knowledge. eCollegeFinder.org helps students find the right online degrees, offering a wide range of Bachelor’s, Master’s and PhD degrees as well as specialized certificates and diplomas from the top accredited online colleges and universities.

Posted on the Successful Teaching Blog by loonyhiker (successfulteaching at gmail dot com).

Useful Information In and Out of the Classroom 4/16/10

Here are some interesting sites that I’ve found this week, thanks to my Personal Learning Network (PLN). As a teacher, I feel we have to keep up to date concerning research in our field and current issues in the education system. I hope some of these inspire you, inform you, and even have you asking questions. Thank you for coming by and visiting!

Science Bob – “"Science Bob" Pflugfelder has been a fan of science since he was just six years old. Over the years, he has been exploring the scientific world with thousands of students. He also encourages parents and teachers to practice "Random Acts of Science" by trying out interactive science experiments that they can find on his site to help make science come alive;” great resource for science fair experiments or just experiments to do in the classroom

Kids in the House – “The Kids in the House Web site is a public service provided by the Office of the Clerk of the U.S. House of Representatives. Our mission is to provide educational and entertaining information about the legislative branch of the United States government to students of all age levels. Topics covered include the role of the U.S. House of Representatives, the legislative process, and House history.”

Our Courts – “free interactive civics resources;” great way to learn about the court system

The Space Place – “games, animations, projects, and fun facts about Earth, space and technology.”

Drum Set – fun interactive drums, use your mouse or the keyboard

Original image: Tools by Pat Hensley

Posted on the Successful Teaching Blog by loonyhiker (successfulteaching at gmail dot com).

Recording Data

Recently I asked some special education teachers in my Ravelry group (special ed teachers who knit and/or crochet) to help me prepare for the summer grad classes that I will be teaching. I asked them to give me input on specific topics that they would like me to address in class. They have an assigned textbook and we will review the topics from the book but there are many that are not covered in the textbook that I think are important. So, each day this week, I will throw out a topic and see if you can give me your perspective on the topic so that I can cover this in the best possible way.

I was asked:

I would love to learn more about keeping data! Also, how much of their work do you keep. I am a paper challenged person and it is so hard for me to be organized. I am never sure which papers to keep for meetings. Maybe some gentle ways to get general ed teachers to feel more comfortable taking some of my students in their classes would help. :)

At the beginning of the school year, I make a manila folder for each student and they are stored alphabetically by last name in a “milk crate” by my desk. I fill this folder with anything I think is important about this student. Sometimes cute stuff or things that make me smile from this student also go in here. This includes notes from parents, teachers, or even the student. Any discipline records also go in here. All tests are kept in here until the end of the year. I also keep a log of communication with anyone about this student which includes the date, the person I communicated with, and a summary of what we talked about. When I have a meeting about this student, that folder is with me.

I hate filing all this paper so I usually have a basket that I put everything in when I get it. On Fridays I file everything and will not leave until that week’s filing has been completed. It is a lot like household chores to me. If I don’t stay on top of it, I will feel overwhelmed and not get anything accomplished so I do not let more than a week’s worth of filing build up.

I can’t tell you how many times this folder has saved me from a sticky situation. I am able to refer to items right there when they are brought up. I am able to show the parent how I am holding the student accountable and I have documentation right at my finger tips. If a parent says I haven’t contacted them, I am able to show an administrator my log of contacts.

This has been the best way that I have found that works for me. What have you found that works for you? Please share!

Posted on the Successful Teaching Blog by loonyhiker (successfulteaching at gmail dot com).

Original image: 'Sorting it out'
http://www.flickr.com/photos/30231516@N00/399354425 by: Andy Ciordia

Mock IEPs

Recently I asked some special education teachers in my Ravelry group (special ed teachers who knit and/or crochet) to help me prepare for the summer grad classes that I will be teaching. I asked them to give me input on specific topics that they would like me to address in class. They have an assigned textbook and we will review the topics from the book but there are many that are not covered in the textbook that I think are important. So, I will throw out a topic and see if you can give me your perspective on the topic so that I can cover this in the best possible way.

Today’s topic is about Mock IEPs.

When I thought about this topic, I realized that I don’t do this enough in my grad class so I will be doing more of this.

I also thought that this should be done in front of the whole faculty at a school at the beginning of the school year. It can be done in an auditorium on stage for the entire faculty to see as well as videotaped for those who miss this. I found out that each school and each district holds IEP meetings a little differently so this may be helpful for everyone. The whole special ed department can put on a mock IEP meeting for all the teachers so everyone will know what to expect. There may be new teachers who have never been to a meeting before so this will help calm their anxiety level. There may be some experienced teachers that were never told what their responsibilities are in a meeting and this would be helpful. I’ve had many general ed teachers tell me that they’ve never been to an IEP meeting before and plan to sit there and not say anything. Some others say too much (in an unprofessional manner) and I wish they would shut their mouths.

I could also do a “do/don’t do” skit to make it more enjoyable. Teachers love that as much as students. I used to do that when I taught about appropriate dress for the workplace. It was funny but it made a lasting impression.

As I said in a previous post, I think having a written agenda is very important as well as minutes from the meeting for all participants to sign. This would be a great way for the faculty to see that they will have a place on the agenda and that it is important to give their input in these meetings. It is also important for everyone to understand that the IEP is a legal document as well as the minutes of the meeting. When parent, students, and the school see that the whole team is being transparent and willing to meet the needs of the student as much as possible, everyone comes out a winner.

Do you do them? If so, how to you do it? What kind of setting is this done in? Do you give people a script? Please share your ideas!

Posted on the Successful Teaching Blog by loonyhiker (successfulteaching at gmail dot com).

Original image: 'sarasota county fair'
http://www.flickr.com/photos/66127945@N00/118865542 by: pat padua

Length of IEP Meetings

Recently I asked some special education teachers in my Ravelry group (special ed teachers who knit and/or crochet) to help me prepare for the summer grad classes that I will be teaching. I asked them to give me input on specific topics that they would like me to address in class. They have an assigned textbook and we will review the topics from the book but there are many that are not covered in the textbook that I think are important. So, I will throw out a topic and see if you can give me your perspective on the topic so that I can cover this in the best possible way.

I was asked:

One: I had to leave a meeting yesterday that had already lasted 3 hours. What is protocol for IEP meetings? How do you keep them running smoothly and not being so lengthy without jeopardizing what needs to be discussed for the student? We understand that some are just longer than others, but are some too long?

I usually contact the parents before the IEP meeting (either by phone or email) to see if there are any issues they would like to have put on the agenda for the meeting. I also check with the other members of the IEP team to include any issues they may have. Then I write up an agenda for the meeting but I do list at the end an “additional issues” in case anything else comes up. When the meeting starts, I give everyone a written agenda and we try to stick to it. If an issue comes up before it’s time, I try to ask that it is held until we come to it. This really helps to keep everyone on track and the meeting goes so smoothly. Everyone seems to like know what to expect. I also think emotions can be high during this time so by having a “roadmap” of the meeting really helps keep people calmer. Parents can see that their concerns will be addressed and won’t focus on them during other discussions. Also at the beginning, I announce that if the meeting lasts longer than 90 minutes, we will need to reconvene at another time because I want everyone able to deal with the needs of the student with fresh minds.

Many times the IEP meeting is pretty routine and I state at the very beginning how I usually hold the meeting. I will go over each section of the IEP with the parent by giving a short summary of the section and then asking the parent if there are any questions for that section. Then I ask the rest of the group if they have any questions or input for that section. Each section is also listed on a written agenda for people to follow. Usually these meetings can last from 30-45 minutes.

Do you have any suggestions, tips, and tricks for holding an IEP meeting? Please share!

Posted on the Successful Teaching Blog by loonyhiker (successfulteaching at gmail dot com).

Original image: 'Meeting Table'
http://www.flickr.com/photos/22965089@N00/32325828 by: Mo Elnadi

Weeds in my Garden

It is now spring time which makes me start to focus on my gardens. It is during this time that I know I need to get out all the weeds that are appearing and plan for new plants to be planted. I have all these bright ideas and hopes for good things to come.

Dandelions are a weed in my yard, yet many people make dandelion wine. Some violets are cute in the forest but I don’t want them littering my green lawn. In fact, some people sprinkle sugar on them and add them to their salads. What one person considers a weed may be considered a beauty to others.

I want a pretty garden. But it takes work. And I mean a lot of work; work that is not so pretty and fun like weeding and mulching. It is dirty, sweaty work. But it is necessary if I want to achieve my goal of a beautiful garden.

As I’m weeding my flower beds, I wonder about these small tender plants that I’m pulling out. They are a nuisance and they make my flower beds look ugly. But what is the purpose of a weed? Surely they were put on this planet for a reason (other than to drive me crazy or help me lose weight by weeding instead of eating). In fact, some of these so called weed are actually pretty. I don’t usually know the names of these weeds but I know that I don’t want them in my flower bed mixing with my beautiful flowers.

Sometimes I look at my class that way on the first day. I am full of anticipation and hope and I think my students are too. I have goals in mind for how I want them to grow. But it is going to take a lot of work to get there. It will take a lot of dirty, sweaty work. And it might not be fun at times either.

Then it hit me. This is exactly how I see some students in my class. Some of them are just weeds. They are a nuisance and keep me from achieving my goal. I want to yank them out and get rid of them from the room. I don’t want them mixing with my other beautiful wonders.

But what is their purpose in my class? Surely there is a reason for them but will I take the time and effort to find out what it is? Am I willing to get “dirty and sweaty” for the same of some weeds? How many times have I written them off in my mind? Oh, they are just weeds. I don’t need to really know them because I’m getting rid of them. I hate to say that this happens but I have to be honest and admit to feeling this way sometimes. Sometimes I just don’t give these poor weeds a chance to thrive and show their beauty.

I hope that I can stop and look at each student as a flower instead of a weed. I hope I give each one a chance to thrive and survive in order to show me their beauty. There is a purpose but I just need to find out what it is. I need to search for the answer and not give up. I believe if I can do this with every student, I would be a more successful teacher.

So, do you have any weeds in your classroom?

Posted on the Successful Teaching Blog by loonyhiker (successfulteaching at gmail dot com).

Original image: 'Summer field'
http://www.flickr.com/photos/30201239@N00/2231535533 by: b k

Useful Information In and Out of the Classroom 4/9/10

Here are some interesting sites that I’ve found this week, thanks to my Personal Learning Network (PLN). As a teacher, I feel we have to keep up to date concerning research in our field and current issues in the education system. I hope some of these inspire you, inform you, and even have you asking questions. Thank you for coming by and visiting!
Exploratree - “is a free web resource where you can access a library of ready-made interactive thinking guides, print them, edit them or make your own. You can share them and work on them in groups too.”
Math Live – animated lessons to teach math skills
Fodey – create fake newspaper clippings; could be used to write stories about the classroom or school
Creative Educator – great free resource for lessons, articles, connections. You can download the issues or read them online.
Harvest of History – “Explore the Village to find out where your food comes from, how and where it grows, and compare life in 1845 with our modern world. Then produce your own movie with the Village Videomaker.”
Original image: Tools by Pat Hensley
Posted on the Successful Teaching Blog by loonyhiker (successfulteaching at gmail dot com).

The Constant in Education

In Well, what if they didn’t? from Educational Discourse, kwhobbes asks,

“In education the constant is…..

Really, what is it? It’s not the students as each one comes to school with their own unique learning style, social background, personality and many other things. It’s not the curricula – they are evergreening – changing and evolving. It’s not the teaching strategies – one size does not fit all. What part of education is not being affected by change? Content? Assessment? What is the constant?”

I believe the constant in education is the thirst for knowledge. People are naturally curious and want to know more. I don’t believe that anyone is born with an “I don’t care” attitude. Over time, many people lose that desire for many reasons. Some may be faced with so many challenges that they feel too frustrated to fight for answers.

Thank goodness for this desire for knowledge or I’m sure that I wouldn’t be living as comfortable as I do. I can’t imagine living in the caveman days or even the Wild West. I’m sure they would see me as a spoiled brat with all these newfangled inventions that surely wouldn’t survive or even last over time.

Over centuries, when there was a need to know something, people found ways to find answers. Depending on the times, the current knowledge was a bridge to future knowledge. This bridge will lead to new ways to find the answers. By searching for answers, we find new ways to help us reach these answers.

Over the past couple of years, my PLN (personal learning network) has helped me learn about great new tools, available resources, and even helped me learn how to use many things. Yet, I need to find out how to use these things in the classroom in order to quench a student’s desire for answers.

So in my mind, I’m glad that content and assessment is always changing and evolving. I’m also glad that our quest for learning about the unknown is a constant in my world. This quest will make us successful in our desire to survive in today’s world. What do you think? What is the constant in education?

Posted on the Successful Teaching Blog by loonyhiker (successfulteaching at gmail dot com).

Original image: 'Thirst for Knowledge'
http://www.flickr.com/photos/7809479@N08/1632564574

Blogs for the Classroom Teacher

I’ve made the list! I was recently notified that I made the list of 100 Best Blogs for the Classroom Teacher. What I find really exciting though is that many of the blogs that I follow are on this list too. It feels fantastic to be on the same list as the people that I find inspiring. The post states,

“Read these blogs to find ways to bolster your lessons, learn how you can use technology in your classroom, stay on top of current education news and policy, or get resources for a specific subject.

I like how the blogs are divided into different areas. There are sections for inspiration, technology, pre-k, Science and Math, English and Language Arts, Special Ed, Assistive Technology, Reform, News, Politics, and Policy, and Teaching and Professional Development.

If you get a chance, please check out this post and see what blogs might tickle your fancy.

Posted on the Successful Teaching Blog by loonyhiker (successfulteaching at gmail dot com).

Original image: 'LIKE / DISLIKE'
http://www.flickr.com/photos/37996588780@N01/65775598 by: John Manoogian III

Looks Aren’t Everything

(Here is my post in its entirety that was on Scheiss Weekly for April Fools Day last week).

Again I am reminded of this saying when I finished knitting the reindeer hat. On paper, the design looked wonderful. During the opening ceremonies of the Olympics, the hat looked great on the US athletes. After seeing this hat, I just had to knit the hat. I mean, really, how hard could it be? Well, I can tell you, that after finishing it, looks aren’t everything. The pattern was nice and fun to do but the finished product was awful. I have told everyone that it is a hideous hat!

How many times in my classroom has this happened? Many.

I have had a student who looked clean cut and angelic but was a terror on wheels. I have also had a student who was constantly dirty, smelled of kerosene (the only way they heated their house), and stunk to high heaven but he was the most thoughtful, caring, and well behaved student in the room. Too many teachers attach stereotypes on their students. Many of my own teachers felt that because I was Asian, I should have been smarter than anyone in the class (which was actually the opposite in reality). Many teachers expect boys to misbehave more than girls and that may be true on the outside, but I believe girls are much sneakier than the boys and misbehave almost as much.

I have seen a lesson that looked great in a book or on the internet that was so interesting. I just knew my students would not only learn something from it but would have fun too. Yet, when I taught the lesson, it was a flop. I’m not sure if it was the mixture of students, their interest in the topic, or whether I was more into the lesson than they were. Maybe it was just the mood everyone was in. Or maybe the lesson just stunk.

How many times has a project seemed really perfect for my class? It had lots of hands on time plus lots of fun activities. Then when it is introduced to the class, they whine about how stupid or complicated it is. They complain that they don’t understand it and I think that it is so easy; I can’t understand why they don’t understand it. I then find it takes even longer than the allotted time given in the plans and we don’t get to see the final results in time before the bell rings. Then there is mass confusion, clean up, and just plain frustration.

I have also taught a lesson that I worried would be boring and too cut-and-dried to motivate the students but felt compelled to teach it anyway. I’m always surprised when this initiates great discussions and interests from the students. Suddenly they are motivated and want to know more. Yet, when I first saw this, it looked boring to me and I just couldn’t see how my students would enjoy this.

I have to be very careful in class on how I present something to my students. If I tell them it is hard and complicated, they will give up immediately without trying. But if I act unsure about how it will be perceived, sometimes they look forward to giving input. Sometimes if I act too excited and thrilled, they want to prove me wrong and sabotage the lesson.

Sometimes looks are not everything in order for a lesson to be successful. It is how it is presented, the interest level of the students and sometimes the moods of both the students and the teacher. I have also seen lessons be great for one class and a flop in another.

So if your lesson flops, don’t be too hard on yourself. There are so many unpredictable variables that there are no guarantees in any lesson. I only hope that the lesson ends on the positive side most of the time, especially if I am being observed by an administrator!

Original image: Reindeer Hat by Pat Hensley

Posted on the Successful Teaching Blog by loonyhiker (successfulteaching at gmail dot com).

April Fool’s Joke

If you noticed last Thursday the post was a little different than usual. No, I didn’t go back into the classroom. No I don’t teach Skater Goober, Elf Boy and Lunch Boy. That post was written by Mrs. Bluebird.

Mister Teacher from Learn Me Good talked a few of us into writing for each other’s blogs and see if any one noticed. My post on Looks aren't Everything is at Scheiss Weekly.

Here's the entire list of April Fools:

Mister Teacher posted "Reasonable" Math Problems at I Want to Teach Forever.

Mr. D posted Use a Dartboard to Review Geometry and Probability at Mrs. Bluebird's Classroom.

Mrs. Bluebird posted Molly the Manager at Successful Teaching.

Mamacita posted "Adult" means "Dirty" at Look at My Happy Rainbow!

Halpey posted Q is for Quickie Mart Clerk? here on Learn Me Good

I hope you enjoyed our little April Fool’s Joke! See you next year!

Posted on the Successful Teaching Blog by loonyhiker (successfulteaching at gmail dot com).

Original image: 'Mingâlaba'
http://www.flickr.com/photos/63726798@N00/375294089 by: Tom

Useful Information In and Out of the Classroom 4/2/10

Here are some interesting sites that I’ve found this week, thanks to my Personal Learning Network (PLN). As a teacher, I feel we have to keep up to date concerning research in our field and current issues in the education system. I hope some of these inspire you, inform you, and even have you asking questions. Thank you for coming by and visiting!

Energy Kids – from the US Energy Information Administration; includes lesson plans, teacher guides, games and lots of information

The Open Innovation Portal – by the Dept. of Education; “Contribute your ideas, Collaborate on solutions, Find partners and resources”

Certificate Street – used to be MyAwardMaker; templates for certificates of all kinds

Wise Mapping – free mind mapping tool

Creative Exercises – “This 36 pages free eBook is a collection of 17 practical exercises for artists.”

Headmagnet – “Headmagnet is a learning tool that helps you to memorize new facts quickly and maintain what you have learned. Headmagnet helps you to predict when you will forget things, so that you can review only what you need to. With Headmagnet, you can create your own lists of things to remember and learn them in a variety of modes which you can easily customize and create. In your study sessions, you can set the focus on learning new items, or reviewing old items.”

Posted on the Successful Teaching Blog by loonyhiker (successfulteaching at gmail dot com).

Original Picture: Tools01 by Pat Hensley

Molly The Manager

We came back to school on Monday after spring break, only to dive right in to our review for the Very Big Deal Government Mandated Test which is in a few weeks.

Oh yippie.

In any case, the kids were kind of tired and out of sorts on Monday, but we had about five minutes left at the end of the period so I decided to introduce them to Molly the Barn Owl. What can it hurt? It's science, after all, and if it gets them excited about science, it's a good thing. (There are times I wish I could teach about animals, but alas, I cannot.)

They loved it! (How could they not? It's just addicting.) It went over so well, that I managed to squeeze in a few minutes of it every period that day.

The next morning I had The Fifth Period Class From the Very Depths of Hell Itself for our 30 minute Snowbird Period. (The 30 minute block of time we're squeezing in each morning to help make up for the extra snow days we used.) This is a class of underachievers and behavior problems, so having them first thing in the morning wasn't exactly my (or  anyone's) cup of tea.

However. A couple of the kids, including Skater Goober, Elf Boy and Lunch Boy all crowded around me and asked if we could watch Molly.

"If we get through everything we need to, and you're good, yes, we can watch Molly," I responded. With this group, I'm not above bribing them.

The next thing I knew these three, along with a few other of my usual cast of miscreants, were telling everyone to hush and get their work done. It was amazing. We did our assignment, they were actually nice to each other, and the time flew by. They earned it. I put Molly up on the Big Huge Screen I have in the room, and they were awed.

"Why's it in black and white?" Skater Goober asked.

"Molly is in California and it's only 6 am there, so it's dark. You're watching it on the night vision camera," I said.

About 30 seconds after I turned on the live video feed, this huge crashing noise came out of the speakers, two skinny owl legs appeared on the screen and Molly and her mate McGee (owner of the skinny owl legs) began screeching and carrying on.

Oh my gosh! I couldn't believe it! McGee, her mate, only hunts and visits during the nighttime, and you can sit and watch your computer for hours and never see him. I flip it on and in seconds he shows up!

The kids went wild! "What's he doing?", "Why are they screeching?"

"What's going on?" The questions flew fast and furious. The

screeching ended, McGee left, and then, in unison..."OH MY GOSH, SHE'S GOT A MOUSE IN HER MOUTH!"

She did indeed. McGee, apparently brought her breakfast.

So very, very cool.

Of course, all the kids in The Fifth Period Class From the Very Depths of Hell Itself had to tell the kids that THEY got to see McGee, and THEY got to see Molly with a mouse, and THEY got to see her tear into it and feed her babies (honestly, even some of my girlie girls were interested in that). So of course, now every class wants to watch Molly.

And of course, I let them...if they get all their work done.

Which they are doing.