School Program Volunteer Training

For pictures of the day, click HERE.

According to the brochure, “School Program Volunteers are naturalists at heart, who want to share the wonders of nature with 2^nd and 5^th graders.”

Last week I attended the training at Paris Mountain State Park to help new volunteers and to see if any changes were made in the program as well as see what new things I could see on the hike. My favorite activity is to lead 2^nd graders on a nature hike around the lake.

In the morning, Ranger Cathy gave a program overview and then we went to the creek to simulate a lesson. Some people put on boots or crocs and went into the creek to find organisms. Then we took them to the picnic table to do some scientific measurements. We measured the air and water temperatures, ph level of the water, and measured the organisms.

After lunch we walked around the lake.

Things I Learned:

1. The fence around the swimming area has been removed and it looks much friendlier and welcoming.
2. There were a lot of mushrooms along the trail.
3. There was a white egg-like substance on the alder that the ants were eating.
4. Cardinal flower, flowering spurge, butterfly pea, and tick trefoil were blooming.
5. There was a lot of new beaver activity evident along the trail.

Useful Information In and Out of the Classroom 8/28/15

Here are some interesting sites that I’ve found this week, thanks to my 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!

Note: Each resource is labeled with a level and subject area to make it easier to use.

Levels:  E: Elementary; M: Middle; H: High; G: General, all levels; SN: Special Needs; T: Teachers

Subject Areas: LA: Language Arts, English, Reading, Writing; M: Math; S: Science; Health; SS: Social Studies, Current Events; FA: Fine Arts; Music, Art, Drama; FL: Foreign Language; PE: Physical Ed; C: Career; A: All

Google Digital Literacy and Citizenship Curriculum – “But no matter what subject you teach, it is important for your students to know how to think critically and evaluate online sources, understand how to protect themselves from online threats from bullies to scammers, and to think before they share and be good digital citizens. Google has partnered with child safety experts at iKeepSafe, and also worked with educators themselves to develop lessons that will work in the classroom, are appropriate for kids, and incorporate some of the best advice and tips that Google's security team has to offer.” (L:T;SA:A)

Alphabet Organizer – “Engage students and build phonemic awareness by using Alphabet Organizer in the classroom. Students create an alphabet book or alphabet chart with words for each letter of the alphabet. Or choose just one word per letter and upload an image to help early readers make a visual connection between the word and the beginning letter.”  (L:G; SA:LA)

Think B4U – “As more of our life happens online, Internet skills are crucial to living responsibly. What are the skills needed to navigate today's Internet society? How can parents and educators teach themselves, their families, and their communities about important topics like identity protection, fraud detection, and digital citizenship? Welcome to ThinkB4U! ThinkB4U is a collaboration between Google Inc. and expert safety partners Common Sense Media, ConnectSafely, and the National Consumers League. Together we are tackling some of the biggest learning curves thrown at the average user in a fun and interactive way. There is still much to be done to achieve high levels of digital literacy for everyone. We hope that projects like ThinkB4U will boost advocacy for online safety education, the importance of which is invaluable in a deeply connected world.” (L:M, H; SA:A)

Seven Digital Deadly Sins – confessions of seven familiar famous people (L:M, H; SA:A)

Vocabulist – “Upload a Word, PDF, or Text document. You could also copy and paste text. Wait a minute. Feel free to check Facebook while Vocabulist does some thinking. Select the words that you want, confirm spelling, and confirm the correct definition. All Done! Now print it, export it, and study it.” (L:T;SA:A)

Original photo by Pat Hensley

The Importance of Proofreading

Recently I had several complaints from students (who are teachers) about how I count off for spelling and grammar errors on their work. I ask them to spell correctly and write in complete sentences.

I have stated in my syllabus, which they get at the beginning of our class and during our class meeting about how correct spelling and grammar are important. They also get a rubric that I use which clearly states how I grade their work and one of the items is how they use spelling and grammar appropriately.

Each week, the teachers (my students) write up a weekly report that is sent home to the parents. This report has to be submitted to me for approval before it can be sent home. I’m always amazed how spellcheck is not used before they send this to me for a grade. I can easily see the misspelled words when I open up the document because the red squiggly lines are under the words. I don’t understand why the teachers don’t correct this before it is submitted for a grade. Then they are upset when this affects their grades.

They also don’t seem to proofread their work. I have gotten reports with sentences that don’t make sense or aren’t even complete sentences. Sometimes they cut and paste and even have the wrong child’s name in part of the report. I don’t understand why they don’t proofread their work. It irritates me that I’m expected to proofread their work and require them to correct the work. They get graded on the original work they submit but the report still needs to be corrected before it is sent home.

The only reasons I can see why they make these mistakes are:

1.     They are lazy.

2.     They wait for the last minute and are rushed.

3.     They don’t take pride in their work.

4.     They don’t care about their grade and want me to proofread their work.

I really don’t see a valid reason for a teacher to send home written notices home to parents with an abundance of errors on a consistent basis, especially if they are being graded on it.

How would these teachers feel if their own students turned in work like this? What kind of impression are they giving to the parents?

How do you feel about teachers using correct spelling and grammar? Please share.

Looking for Talent

In Want kids to love school? Stop telling them they stink and find their strength. from Cool Cat Teacher Blog,  Victoria A Davis, Cool Cat Teacher asks,

"How do you look for talent? How do you spot strengths? How do you communicate such a mindset to your students?"

At the beginning of the school year, I like to have students fill out some information about them. Of course, I don’t have them write down their strengths and weaknesses because some of them think that all they have are weaknesses. Some think they have absolutely no weaknesses. So, I try to phrase the questions in a way that will give me some information for to see the students’ strengths and weaknesses.

Here are some questions that I ask:

1.     What do you like to do? (usually seen as a strength)

2.     What would your friends and/or family say that you do well?

3.     What do you like to do? (they usually don’t like to do things that give them trouble)

4.     What would your friends and/or family say that don’t do well?

5.     What are some topics that interest you?

6.     Do you like to read?

7.     Do you like to make things?

8.     Do you like ro draw things?

9.     Do you like to role play situations?

10.  Do you like to record audio segments?

11.  Do you like to make videos?

12.  Would you rather listen to an explanation of an experiment, watch a video of an experiment, or do the experiment? (Tells what kind of learner they are)

13.  For the end of a unit, would you want to write a summary of the information to show that you know the material, make a video of some sort showing you know the material, or make something to show that you know the material? (Shows how they like to be assessed)

I want students to know that their talents are also their strengths. I want to encourage and develop these talents. Sometimes students may see themselves in a different way than they think others see them. This perception is very important also. I never thought I was creative even though others may see me as being very creative. I don’t think I’m very good with working with others because I am somewhat shy in a group but others seem to think I am a great team player. This is always enlightening and makes me want to work on these skills so that I can see myself as others may see me.

I want the students to know that I care about teaching them according to their learning styles. I also want them to know that there are times that they may need to learn a different way and maybe strengthen their ability in learning that way. I also want to help them show me that skills are mastered in the best way that they can. If a student isn’t a good writer, I don’t want them to fail an essay test because of their writing even if they know the content. I need to make sure that I’m assessing the right skills.

I think by taking this time with the students, I am showing that I care about their learning and their success in the classroom. It also helps me plan future lessons and student interactions.

How do you find out about your students’ talents? Please share.

Judging a Book By Its Cover

In First Impressions from Sioux's Page, Sioux asked,

“How much do you rely on first impressions? Is it hard for you to change your opinion after you form a first impression? Do you sometimes have to eat your words after relying too heavily on a first impression?” 

I know we shouldn’t judge a book by its cover but I think that is human nature. I think that we can’t help ourselves. I think I rationalize my habit of doing so by saying that it is only a temporary judgment and I can always change it later when I have more facts and evidence. I try to keep my opinion to myself so I don’t have to eat my words or owe anyone an apology. I consider this being cautious and not necessarily rude.

When I meet new people, I like to talk to them and get to know them. I’m not so quick to judge people by the clothes they wear or what they look like as much as by the conversation we have. I learn a lot about a person by what they say and what their body language is like.

Usually my opinion that is formed from this first conversation is usually right but sometimes my opinion can change over time. I really feel disappointed when my first impression of someone is wrong. I start to doubt my own judgment and how I see people. I think I want to shield myself from this disappointment so I tend to go slowly with making judgments.

I like to talk to my students on the first day and think about what kind of students they may be. Some are hesitant and shy while others are aggressive or class clowns. Sometimes their behaviors may be a defense mechanism for their academic weaknesses.  I need to make sure that I go deeper than first impressions because they may not always be true of the real person.

This makes me wonder about what kind of first impression do I make to my students. How do I come across? What do my words and body language say to them? I think it is important to take a close look at this before the first day and decide what kind of impression I want to give. This may determine the tone of the class for the rest of the year.

What do you think about first impressions? Please share.

Re-labeling

In The Awesome Power to Re-Label from Success In the Classroom, Sam shares,

“…we have an awesome opportunity to “re-label” these kids, and this “re-labeling” power can be life-changing.”

Sam talks about how teachers can help to re-label the students and I agree that it is important. But I also feel like we need to help students re-label themselves.

I have also heard they didn’t believe in themselves because they have heard other people say negative things about them. When you hear negative things enough, you start to believe in it.

One way that I tried to help students is by finding a statement that they can say to fight the negative thoughts. I call it – Fighting the stinkin’ thinkin’!

I had a class motto – “I am a Born Winner!”

Every day, I had the class say the motto together before we started class.

I had all of my students write this on every paper that they turned in for a grade.

Sometimes I would quiz the students orally and one of the questions would be about the class motto.

At first the students were resistant to saying the motto or even writing it down. Once they knew that I would not move on to the next student and I would not accept their work, they would do what was required.

Eventually, it got easier for them and by the end of the year; I think they even believed it. I think it helped build their confidence and make them more willing to take risks.

It takes time but eventually the students were able to re-label themselves.

Do you help students re-label themselves? If so, how do you do it? Please share.

Useful Information In and Out of the Classroom 8/21/15

Here are some interesting sites that I’ve found this week, thanks to my 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!

Note: Each resource is labeled with a level and subject area to make it easier to use.

Levels:  E: Elementary; M: Middle; H: High; G: General, all levels; SN: Special Needs; T: Teachers

Subject Areas: LA: Language Arts, English, Reading, Writing; M: Math; S: Science; Health; SS: Social Studies, Current Events; FA: Fine Arts; Music, Art, Drama; FL: Foreign Language; PE: Physical Ed; C: Career; A: All

Simply Circle – group communication made easy (L:T;SA:A)

Digital Passport - Students learn why it's important to avoid multitasking with a cell phone. They consider the benefits of focusing on one task at a time. Students will: learn that cell phones are powerful, convenient tools for communication, identify situations in which using cell phones can be rude or distracting, reflect on the benefits of focusing on one task at a time. (L:E;SA:A)

Planetarium – Set your location and look at the constellations in your area or in other parts of the world. (L:G;SA:S)

A Thin Line – “MTV's A Thin Line campaign was developed to empower you to identify, respond to, and stop the spread of digital abuse in your life and amongst your peers. The campaign is built on the understanding that there's a "thin line" between what may begin as a harmless joke and something that could end up having a serious impact on you or someone else. We know no generation has ever had to deal with this, so we want to partner with you to help figure it out. On-air, online and on your cell, we hope to spark a conversation and deliver information that helps you draw your own digital line.” (L:M;SA:A)

Seterra – “Seterra 4.0 is a challenging educational geography game with more than 100 different exercises. Learn about countries, capitals, oceans, flags and cities in Africa, Europe, South America, North America, Asia and Australia, using outline map exercises!” (L:G;SA:SS)

Original photo by Pat Hensley