Useful Information In and Out of the Classroom 2/26/10

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!

A Math Dictionary for Kids – simple definitions of math terms for students; it is a bright and colorful site

Educational Videos – “ is a site devoted to finding you the best educational videos on the web. We intend to create an environment where students from all ages can learn while watching Educational Videos.”

Geocoded Art - Geocoded Art is a collection of world's greatest landscape, cityscape and seascape paintings. Explore the location of these paintings using Google or Bing Maps.

Math Run – a fun game for kids; the skills get harder each level

Who Pooped? – an interactive game to find out what animal left the poop

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

Original Image: Tools by Pat Hensley

The Little Piano Girl – A Book Review

(Disclaimer: I am reviewing this book for The Picnic Basket and I am not being paid for this review. Here is the review that I posted on The Picnic Basket.)

I just finished reading The Little Piano Girl:The Story of Mary Lou Williams, Jazz Legend by Ann Ingalls and Maryann Macdonald • illustrations by Giselle Potter. On a scale of 1 to 5, I definitely give this book a 5. This is a wonderful picture book for children of all ages. The story and the illustrations were excellent.

This book tells the story about Mary Lou Williams. Before this book, I had never heard of her but it made me want to learn more about her. Her story was fascinating.

I can see this book being used in an elementary school classroom. Topics that can be introduced or enriched are reading, vocabulary, art, geography, music, diversity, and history. Pittsburgh and the steel industry could become a lesson. War time and feminism is touched upon and could be discussed further.

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

The Five Stages of Having a Disability

When I read The doormat, the jerk and the lizard brain from Seth's Blog by Seth Godin, his words jumped out at me. He states,

“The best reason to be a jerk at work is that of course no one will listen to you or support you or embrace your ideas--you're a jerk.

The best reason to be a doormat at work is that in your effort to get along, to be nice, and to go with the flow, of course you won't be expected to stand up and shout, "follow me" when your ideas might take you in a different direction.

Both extremes are the refuge of the lizard brain, the voice of the resistance. They reward the desire to fit in, not to stand out.”

Last week I went to see the movie “Percy Jackson and the Olympians: The Lightning Thief” and really enjoyed it. I confess that I haven’t read the books yet but they are on my list of things to do. As a special education teacher, I was thrilled to see Percy’s learning disability was recognized. When I read Seth’s Blog, it made me think about how Percy stands out among his peers. I really liked the way Percy’s disability was portrayed as a gift instead of a disability. In the movie, Percy ends up being a hero. Without his gift, he would have been unable to notice the clues. What a thrill I felt for all of my students who have a disability and now they can be viewed in a different light. Suddenly they can feel that it is alright to stand out and not fit in.

So, how do I fight the “lizard brain?” During the year, I watch my students go through the stages of grief (as defined by Elizabeth Kubler-Ross) that they haven’t been allowed to go through. They are denial, anger, bargaining, depression and acceptance. I try to help my students go through these stages and be their support as they move along.

First, I acknowledge the “elephant in the room.” Many of my students have a disability that they really don’t understand. They know there is something wrong because there are all these meetings that surround them but no one has actually talked to them about the specifics in words that they can understand. This whispering in the background or talking above their heads can be a very scary thing and it leads to fear, confusion, and embarrassment. These students think they have a problem that they should be embarrassed about and that it is something they should feel guilty about. When I talk about their disability, many times they are in denial that they have one. They tell me that the reason they are in special education is because they were bad or the teacher was mad at them. I show them testing done and explain the results. Then I explain how it was determined that they needed special education services.

Next, my students are filled with anger. They don’t want this disability and they think the tests lie. Teachers lie. The system lies. Everyone lies according to the student. Yes, it is unfair that they have this disability and I wouldn’t wish it on anyone, but until they get over this anger, the students can’t move on. It is important to let them get this anger out so that it doesn’t fester like a sore and make matters worse.

Bargaining involves the student’s behavior. Sometimes the students think if they study harder, behave better, or follow directions better, their disability will go away and they will not need special education services any more. That is not the way it works.

Many of my students are followers. When there is trouble around, they are usually the ones to blame and when asked, they usually say they did it because their friends told them to. They wanted to fit in. They wanted to be liked. This was their way of fitting in. I think that is why so many of my students end up with drug and alcohol problems because they think that makes them more like their peers.

I had a student with Down’s syndrome who pulled the fire alarm at school because he hoped that it would get him the attention of the other students. He wanted to stand out and be seen. He wanted to be noticed. Sometimes my students with disabilities feel like they are invisible. No one talks about their disability (I’m sure to protect their feelings), or they are embarrassed about their friend’s disability. Yet, everyone knows there is a problem because it is fact that is hard to hide. So my students act out as a defense mechanism.

We talk about the different behaviors that students exhibit such as following and acting out. I have them identify with the behavior that they exhibit the most. Now that they understand it and why they act this way, we can move on to change.

For awhile I see my students get depressed about having a disability. They want to give up. They feel that if they have this disability, why bother. If they have failed up to this point, why keep setting yourself up for failure? Understanding this depression is important. I try to tell my students that it is understandable but it shouldn’t be what shapes their life. That is when I pull out my best motivational speeches and videos and anything else I can drum up. My favorite is always the idea that if a basket ball player never tries to shoot for the basket, he will never score a point. Sometimes we just have to keep trying and never give up. The ones who become rich and famous are the ones who are persistent. I look for literature about kids with disabilities and how they overcome them. Looking at real life personalities who have achieved success also is encouraging. I drag out every possible tool that I can find to help move away from this depression.

Finally, if I’m lucky, before long I will see my students reach the stage of acceptance. At this point, they can talk about their disability and explain it. I have even had some offer to talk to other classes about it in order to make more students aware. Many times bullying and teasing happen because of ignorance. This is one way to fight back. Once the students reach acceptance, they are more open minded to learning. Their minds and energies aren’t fighting against the concept of their disability. Rather than wasting time trying to point a finger of blame, they are able to look forward to the future and what they need to be successful.

As a teacher, it is important to recognize my student’s disability and identify what stage they may be going through. If a student is in the bargaining stage, it is useless to waste time acting as if he is in the acceptance stage. By following this process, I think it will help the student and the teacher have a successful classroom experience.

Original image: 'Young Man Mourning #1'
http://www.flickr.com/photos/9619972@N08/2741408220 by: Luc De Leeuw

Challenging Myself and My Students

I have really enjoyed reading the blog by Jessica Watson who is trying to set the record as the youngest person to sail around the world solo non-stop and unassisted. She is only 16 years old but way mature beyond her years. In Almost Around the Cape and Why I am Sailing Around the World?

from Official Jessica Watson Blog, Jessica writes

“When I first dreamt of sailing around the world, the first thing that caught my attention, was curiosity about whether or not it was even something that was achievable. It wasn't so much the action and adrenaline parts that appealed to me, but thinking about all the details and finding ways to minimize the risks. I wanted to challenge myself and achieve something to be proud of. And yes, I wanted to inspire people. I hate that so many dreams never actually become anything more than that, a dream. I'm not saying that everyone should buy a boat and take off around the world, but I hope that by achieving my own dream, I'm showing people that it is possible to reach their own goals, whatever they might be and however big or small.”

I think the thing that fascinates me is that she was willing to challenge herself and give it a try. I wonder what her parents are like and how hard this adventure has been on them. As a parent, we want to shield and protect our children from disappointments and hurts. This adventure goes way beyond your typical disappointments and hurts and could be downright dangerous. Yet, her parents were willing to let her spread her wings and were supportive of her adventurous spirit. This adventure took a lot of planning and coordination among lots of people in order for this to be successful.

I began to compare this adventure to the classroom. As a teacher, I too want to shield my students from failures and struggles. Sometimes I have to step back and let them struggle and face failure in order for them to grow but it is so hard! Sometimes it takes a team of people to plan and coordinate services in order for the student to be successful.

I also think I need to challenge myself at times. I need to challenge myself to look at the big picture and not just the little steps. In an earlier post I talk about breaking things down into little steps but I also need to be aware of the big picture so I don’t get bogged down just in the little steps. I need to beware of tunnel vision which could cause problems. I need to also challenge myself in letting my students grow. I need to not over plan for them but let them talk about what they want to achieve. I need to help them come up with a plan in order to achieve their goals instead of coming up with my plan for them. If they are working on my plan, then they aren’t necessarily achieving their goals but rather mine.

Sometimes my students may need a nudge to look for what challenges them. Like a baby bird that is afraid to leave the nest, they may be afraid to look for these challenges. As long as I let them stay where they are, they are comfy for the time being but they won’t thrive and become the independent person they could be. Many of their dreams don’t come true because they are afraid. I can help them overcome their fear and be their safety net. As they become more comfortable with experiencing new things, they hopefully will need me less and less.

I don’t think that Jessica just jumped in a boat on her own without any knowledge of what she was doing. She had to learn about piloting a boat and navigation as well as a multitude of other skills. This took time and planning so it didn’t happen overnight. I’m sure that she practiced these skills with someone who was experienced before she ever went out on her own. The same thing needs to happen with my students.

I think if I can encourage my students to look for challenges in their lives, face them head on, and try to make their dreams come true, they will be more successful in the future. These successes will help them face their struggles with more confidence.

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

Original image: 'OGC poster'
http://www.flickr.com/photos/60364452@N00/345391868 by: Christian Guthier

Tips for Interviewing

After reading Interviews Are Like a Game Show  from PrincipalsPage The Blog by Michael Smith, I realized it was time to post some interview tips for those planning on getting a new job or moving to a new school. Here are some tips that I’ve come up with and if you think of any that I might have left out, please feel free to let me know.

Do your research. Know the school that is interviewing you. Know what the school colors and mascot is. Find out the administrators names before you show up for the interview. Check out the school website.

Prepare for possible questions that may be asked. Know your philosophy of teaching. Know how you plan to handle discipline. Know how you will communicate with families and colleagues. Know your strengths and weaknesses.

Avoid showing body piercing and body art. You may like it and your friends might too but employers tend to be on the conservative side and it usually weighs against you.

Dress professionally. What you wear says a lot about you.

Go easy on the fragrances. Your interviewer (like me) may be allergic to fragrances and being cooped up in a room with someone doused in fragrance will usually make the interview short. This also doesn’t weigh in your favor either.

Show up early. If you are late, it is a reflection of your teaching practices and this makes you look pretty irresponsible.

While waiting, look around at plaques and awards. Listen to the atmosphere and how teachers and staff interact.

Don’t use profanity. How you talk makes a big impression on the interviewer.

Ask questions. Ask about the types of students who attend. Find out the economic status of the majority of the students. Find out how many teachers there are in the school.

Tell what makes you unique and above the rest of the other candidates. Explain why you are the best candidate for the job.

Make sure you smile and look happy.

I believe if you try to do these things, you will be more successful in your interview.

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

Original image: 'Job interview'
http://www.flickr.com/photos/26013750@N00/2890904949 by: Terry Hart