Saturday, May 16, 2015
Welcome to our DCES Blog. The first book we are Reading together is: "The End of Molasses Classes" By: Ron Clark
"Teach children, to believe in themselves and don't destroy the dream." I honestly believe that words hold great power. I remember my 5th grade teacher above all others and I feel like the reason I do is directly related to the power of her words. My school system was undergoing change and I had to leave all of my friends whom I grew up with and be bused to another school about a half hour away. I was angry and scared and alone. Mrs. Harrison changed everything through her words. She began the first day of school by reading us a poem about dreams. (I wish I could remember the name of that poem) The important thing however; is that she told me to write down my dreams because she believed in me and believed that with hard work I could achieve anything I set out to accomplish. She reminded my class of that fact throughout the year and she made me feel like I had a voice and my dreams mattered! The words of a teacher are powerful!
Subscribe to:
Post Comments (Atom)
Yes, teachers' words can be very powerful. I still remember statements (positive and negative) that were made by my teachers. I believe that remembering that has made me a better teacher.
ReplyDeleteI am enjoying reading this book and have already highlighted a lot! :)
I am a little late coming to the "party" here, but I am enjoying this book as well. I agree with you that our words DO have an impact on our students as well as others around us. I am reminded of one of my favorite Mark Twain quotes: "I can live for two months on a good compliment." I believe that many people (students, teachers, administrators, parents) can be positively impacted by our uplifting attitudes and words. We all need appreciation and encouragement at times. It's so true.
DeleteI am enjoying the book as well. Each principle has caused me to reflect on myself as a teacher. I agree with RC on many of his philosophies-especially about setting high expectations for all of our students. I am as guilty as anyone about "teaching to the masses" and focusing on growing my lower learners. I want to change that mindset next year and focus on challenging my higher learners. I need to hold all students more accountable to that higher standard. As he points outs, all children will benefit from higher expectations regardless of their level.
ReplyDeleteI was amazed by the movie about RC. If he actually accomplished such success with his students, I am eager to dig in and implement what I can of his recommendations for my class. I have just begun to read...
ReplyDeleteI absolutely love what I have read so far! I am so excited about the conference this weekend to learn even more about how to make my students be the best they can be while becoming a better teacher in the process. Ron Clark believes in showing students tough love while encouraging them to the grow as students and individuals....LOVE THAT!
ReplyDeleteI love this book! I was able to see him several years ago at a conference and still remember the story about the child who didn't get a cookie because they didn't deserve one. Then when I read the story in this book, I thought about all the times that I gave a reward to everyone when there were some students who truly didn't deserve one. I plan on starting the year with high expectations for my students and making sure they know exactly what is expected. Then help and encourage them in reaching those goals throughout the year!
DeleteI am hoping to stand firm with parents when there child does not receive an "award" that he/she shouldn't. I totally agree with the concept.
DeleteI am hoping to stand firm too . I plan on putting the concept/statement in my parent letter and web site
DeleteI love the idea of not rewarding the students who do not deserve it. I think it is a great way to push them to their absolute best. Hopefully parents will understand that it is our way holding them to higher standards and not singling their child out.
DeleteI got to attend a Ron Clark Conference last Spring and it was awesome. I agree that having high expectations is very important. Students need to know what we expect from the first day of school.
DeleteI am enjoying this book. I do believe that children will rise to our expectations. It is usually the adults, including teachers, that adapt the slowest. I want to spend more time this year striving for more than just the standard.
ReplyDeleteRaising expectations not only in the students, but raising expectations of myself is important. Consistency in what is expected will be a major focus for me this year. This will take time at the beginning, but I know it will pay off later on. Great Expectations!!!
ReplyDelete"If we continue to dumb down education and to give A's and B's because they "tried," we are doing them a disservice and failing to prepare them to be successful in the real world." WOW! Talk about the powerful words of a teacher. Our challenge as educators is to set high standards and equip our students to meet those challenges.
ReplyDeleteI agree Pam , it made me think of our grading scale when it was lowered several years ago.
DeleteThis book is exactly what we need to stay motivated! It has me already thinking about the upcoming school year and the importance of each lesson being fun for all students. I regret not jumping at the chance to visit RCA!!
ReplyDeleteI am regretting not being able to go as well. I am learning so much, and I hope we have more opportunities to learn at RCA.
DeleteEveryone should attend RCA. The school is amazing. The students are very respectful and excited about the educational opportunities they are afforded. The lessons I observed were fun but also structured. You need to have a balance of both to be successful.
DeleteThe National Educators' Conference was the most amazing conference! I am going to strive to ignite a fire in my students that the students at RCA have. "We cannot expect our students to come out of their comfort zone if we don't." Kim Bearden, RCA co-founder
ReplyDelete"We are just kids and we don't know how to put it all together and express ourselves the right way. We try and sometimes it comes out all wrong."JaiSprings. Funny how it is not just kids that get this wrong somedays.
ReplyDeleteEmily, I totally agree. I haven't really thought about the reason behind what I perceive as inappropriate behavior actually being a valid reason. I understand completely how he felt at the Memorial. I think back on how many times a student's reaction could have been about his or her displeasure with self or confusion over a certain situation. I always seem to jump straight to disrespect. I have some reflecting to do.
DeletePam,
DeleteThe story about the Memorial took me straight back to an incident with a particular student this past year. On the surface, it appeared this student was being disrespectful and defiant. After the incident blew over, turned out he thought that the one bad grade I had just delivered him failed him for the year. He had no idea how to process that feeling and disappointment in himself. In the moment, I just saw disrespect and defiance. I hope I can remember that situation and the story about the boy at the Memorial going forward. We have to remember that they are tiny humans trying to make sense of this world.
I agree! More often than not I jump to the assumption that a child is being disrespectful before listening to their point or side of the story. I plan to have a listening ear this year before making assumptions.
DeleteI am enjoying the read so far!
ReplyDeleteIt appears that his system of education is back to the way of the 80's early 90's education system in some advection (without the tuns of lecturing lol). Main points that are great and very useful is to allow/set-up success for every child's goals, be a meantor not just teacher, giving rewards for what you truly deserve (which is not our system of life! My grandma said life never promised you a garden of roses). For SPED, the 80/20% of inclusion or smaller classroom settings are right on. I feel that any teacher can use these first 5 principals for our students with disabilities in a different way, however , if one raises the bar for those students then they can also achieve their goals and desire!
Wow, I have just gone to church and gotten my toes stepped on when reading these chapters. The one I related to the most was raising expectations. The section on doing the projects really got me thinking. I was giving the students to many opportunities to complete the work that should have been turned in on the date given. By doing this, I see that I enabled them. I allowed their excuses. After reading this today, I see that I promoted the idea that Mrs. LaGroue will not hold me accountable for my actions. No more; especially, since expectations were given and specifically explained again and again. I expect that I will allow myself to lower my expectations when it comes to projects again.
ReplyDeleteI completely agree with you....there has to be accountability and higher expectations set for our students. I plan on raising my standards and fully believe my students will rise to the occasion!
DeleteI am right there with you! I have to raise expectations and stick to my guns! Accountability and consequences when expectations are not met.
DeleteI too am guilty of allowing students more time to turn in assignments that have been given a deadline. Especially to please a parent who has sent in a note or called asking for more time because of an issue at home, work, etc. But, like RC says, we have to set our expectations high and expect our kids to rise to the occasion.
DeleteI agree that we should make our students more accountable for their assignments, but be prepared to get some negative feedback from the students and sometimes even the parents. Children do not like the process it takes to get good grades, but when you have a student that was making D's and F's get a B for their hard work, they feel gratified. Students sometimes would thank me for a good grade they received. I would smile at them and tell them I don't give out good grades they earned their grade. Good job for their hard work.
DeleteWhen reading about parent involvement, I realized that I am guilty of now giving my parents opportunities to help with their children's education as much as I should. As a teacher, I want parents to help children with homework, but I have not even had the faith in them to ask for things that will help the students. I didn't want to be needy, but I didn't do some really neat activities because I never even asked if there were parents who had talents or resources that could help the class.
ReplyDeleteI have really been thinking about the chapter where Mr. Clark spent so much time doing for the student, but never asking the student the question that really mattered to him. How many times do we get caught up in doing for and with students when they are really dying for us to ask real questions about them. How many times have I told a student that we have to do whatever task, and we can talk about it later? How many times have I not followed up? In the scheme of things, a minute spent here can matter more than another minute spent on a standard.
ReplyDeleteMany of you know that my nineteen year old nephew, Andrew, is fighting a losing battle against cancer. I have had the privilege of being invited to sit next to him for long periods of time recently. I am learning that listening matters even, if I don't understand what he is telling me about his game he is playing. Sitting with him means I care. He is not asking me to fix anything or to say anything profound, but just to be there.
One conversation we had around the dinner table at his house was about our first memories. Mine began around the time I had surgery as a three year old, my father's were about his father not coming for his birthday,and my nephew's were about his mother waking him up for his fourth birthday. All of these memories were etched in our brains because they were centered around emotions. It just reinforces how important it is for my students to have memories etched by feelings of acceptance, pride, encouragement, and love rather than negative feelings. We remember what we feel.
"If you expect something from others, you need to make sure you are demonstrating it yourself as well." Talk about having my toes stepped on; I want my student to set high expectations for themselves as well as achieve the the expectations I set for them. I also have to set high goals for myself and strive to achieve them!
ReplyDeleteJust finished the second week readings. Feel like there is more focus on the teachers and parents which is awesome of course many thanks nags learned. My favorite is we as teachers can make it happen. When we get that new curriculum, new teacher, that student we have all heard about, or even big changes within iur own little community we can make it happen with success. The next is gossiping, of course everyone doesn't ✋ however what does it accomplish.
ReplyDeleteThink I. Our education systems we get so focused on the people we see everyday (whatever color hall or education grouping) that we forget we have so many resources that can build each other up instead if tearing each other down!
IT IS STILL MY MISSION TO DESEGREGATE THE GRADES when eating and at meeting. It's like the church picnic and we have to sit with the same people cause they are in horrified section while at the church.
The last thing that is fabulous is that you never know how students/coworkers are processing information, i.e. Jia at Hiroshima. We all process/learn in our own way, as well as, having more going on in our lives than what people see in our little paper box. Most times showing genuine concern empathy is the other half of connecting with students/parents/coworker! It's AMAZING how that one little act brings big changes!
It is my sincere desire and intention that with creating our "Families" next year we can unite all teachers, students, staff, and our parents regardless of the grade or class the student is in each year!
DeleteCh. 7 discusses the importance of getting to know our students outside of academics. While we aren't able to take our students places in the evening hours, we have several ways we can accomplish this. Morning meeting was a favorite of my students. They willingly shared about their lives and some of the fun/not so fun aspects of their weekends/games/practices/evenings. I always enjoyed hearing what they had to say. Going to watch them at a game, recital, or tournament always flipped them out. Over the years, when able to do this, they were always so surprised that I actually showed up to watch them. Our talent show also allows us to see them as kids with talents and interests..not just students that occupy a desk. I saw another suggestion on Pinterest or fb... can't remember exactly where. One morning I put this on the board.."I wish my teacher knew..." and allowed them to finish the sentence on an index card. Some wrote silly stuff, but a few wrote some very personal things that made me cry. I was so glad I did this because it gave me an opportunity to pull them aside privately to discuss what they had written.
ReplyDeleteAudra, thank you for sharing and posting that idea! I love it!
DeleteI LOVE hearing how the Morning Meeting made a difference in the lives of your students. With the academic demands being so high I realize that taking the time out to do the Morning Meeting can be difficult sometimes but I truly believe the time spent is well worth it!
DeleteAgreed! I love that idea,Audra. At the beginning of each year, I use a student and parent questionnaire to get me acquainted with all of my kids. I use them as springboards to one on one conversations-building the foundations of trust. As times goes on, they become much more open and honest (sometimes too honest!) about what is going on in their lives. I totally agree with RC-children have to know we see them as children-not just students on a class list. Once they realize we care and love them as people, the potential is limitless!
DeleteI love that our school does The Morning Meeting. This was a new concept for me. It allowed me to get to know my students better on a personal level. I too, did the "I wish my teacher knew..." in their writer's journal. That was a good tool as well. Something that I have been challenged from the book is to have the parents more involved in the classroom. I am using this summer to brainstorm ways to implement that!
DeleteI keep thinking of when you did "I wish my teacher knew...", and I want to make sure I implement that this year. I may try to do it more than once. Maybe at the beginning, middle, and end. It would be good to see their growth and for them to see it as well. My heart is breaking as I read this book and the chances I have lost with some of my students. It is also breaking at the things I learned because of earning a student's trust. We have to know that we may not always be ready for what they will tell us. Sometimes we are their only sounding board or their only life preserver. It is scary.
DeleteMorning meeting was a priority this past year, and I can honestly say that it helped to bring us together as a class and school family. In the course of holding these almost every day, we learned about each others' lives in a very special and personal way. Looking back on the year, I do believe that there was less friction between students toward the end (when everyone is getting on each others' nerves) than in years past. Knowing them in this way also helped me to connect with them at other times during the day and throughout the school year. Case in point, when we read about weather, I knew who our "resident meteorologist" was and could expound on that fact to bring relevance and a little fun to the teaching moment. :-) Students "light up" and feel special when that "something special" about them is recalled and verbalized.
DeleteI want to use the "I wish my teacher knew..." activity. That sounds like a wonderful thought-provoking idea.
I love the "I wish my teacher knew..." activity. Sounds perfect for a beginning of the year writing activity to get to know your kiddos! I am new to DCES this year and am looking forward to hearing how you all do your morning meetings. MM were a big part of my Kindergarten class last year.
DeleteI found that when I gave the kids a few minutes to share in the morning or randomly throughout the day, I did not have near the amount of discipline issues. While reading in class as a whole group sometimes their memories would engage and we would have to take a moment to allow them to connect to what we were reading from their own personal experiences.
DeleteRon Clark is Amazing!!! I feel his passion as I read the pages in this book. I wonder, could I be like him? My answer is No, but I can take parts of what he does and incorporate them bits at a time. There is not doubt that this is his calling.
ReplyDeleteMaking it happen was a great chapter. He surrounds himself with people who make it happen. I think people don't mind making it happen for him because he made it happen for them. I am not one who usually asks for help.. I will take it when it is offered. My thought it that I do not want to impose or if I want it done a certain way, I need to do it myself. I have slowly over the years learned to ask for a little help hear and there, but I do not fully give in to letting go and asking for help from the parents or those around me. This is a goal for myself this year. ASK and see if I receive.
Listening also made me stop and think. I have participated in Morning Meetings for the past couple of years now. It is amazing to what you can learn from their sharing. Am I listening close enough. I hope so.
Involvement in kids lives... I love that if you can't attend their extra-curricula activities, you can give a smile. I love this. I also love when students will stop and give a hug or get a hug. It makes my day. My bucket gets filled. How simple is a smile, yet how major can the effect of it be.
I am excited to continue to read. I know that I can't do it all, but I can take parts of what I have read and incorporate it. I see it will make a difference. That is what we are there for.. To make a difference.
Mr. Clark said himself that taking every single thing he does and running with it is not logical. He equated it to shopping at Walmart; you don't buy everything but only things here and there. If I can become one//fourth the teacher he is, I will feel as though I have accomplished a lot.
DeleteYour statement of getting/giving a hug reminds me of a student I had this past year. He would always make sure to give me a hug... especially if it was mentioned in the morning announcements. I tried to act tough or make him sat down, but he was very persistent, and it always brightened my day. Another student told me I looked nice every day. He was always very sincere too. I will try to remember these small acts and give more.
DeleteI just finished chapter 5 a few days ago. This book makes me cry, but I cry easy. I think really listening is a special skill and builds the rapport needed to have a relationship with students. Sometimes it is hard to listen, especially when my mind is full of other things and what the student is saying doesn't seem as important as what is next on my agenda...
ReplyDeleteMrs. Stephenson, I cannot tell you how many times I cried the weekend I saw him in action with those kids! He is truly one of a kind!
DeleteI completely agree that it is way too easy to get caught up in the daily grind to stop and listen. Hearing his stories of how he connected with his kids is very inspiring and makes me want to raise my expectations of myself.
DeleteChapter 3 - "I am firm believer that you get what you expect from people, and the higher you place your expectations, then the better the results."
ReplyDeleteI saw this first hand when Emily Smith and I observed him teaching his math class. ALL of the students must be participating at ALL times. One student wasn't paying attention and wasn't able to answer the question he was asked, so Mr. Clark asked the student to put his name and a check on the board. Those checks are warnings that add up to detentions.
Another student was trying to act as if he wasn't feeling well, something this student tried to pull many times before as a way out of participating in the lesson. Mr. Clark quickly told him he could finish teaching the lesson for him. The student immediately hopped up and you would have never thought there was a thing wrong with him. It was as if he was on a stage, and completely in his element. (Mr. Clark has the students do this quite often during class, and the students grade each other on their performance.) Mr. Clark expected this child to perform, the child knew it, and did exactly what was asked with the best attitude!
I always fuss at those students who have decided to take a mini vacay during class, but for some reason I have not ever had consequences associated with it. Oh, I've called them out and even moved their desk to be my new BFF, but that was about it. Lunch detention,walking at recess, or class write up was for poor behavior choice..well, zoning out is poor behavior choice.
DeleteDefinitely! They have to be held accountable for their learning!!
DeleteI love that story Jennifer! Imagine what a classroom discussion or lesson would be like if you knew that all of the students were actually on task or able to answer the question! I love the idea of having the students write their name on the board for not paying attention. I think it would help make the students more accountable for their learning.
DeleteYes, it is a poor behavior choice not to pay attention. Students (PEOPLE) will do what they can get away with. Taking the option of participating away is a good thing. We would really like to constantly reward the best behaviors and hope that they become contagious. It doesn't always work that way.
ReplyDeleteChapter 11 states to create moments that the students will always remember. It suggested doing a bulletin board with the star student. I did this in the past. I will bring this back. Students do like that special spotlight. Chapter 12 is to set the tone for a love of learning. This year I was super excited about the Native American lesson we were doing. We ended the unit by going to the Chickasaw village. The students were so excited. I was so proud of their knowledge about the things they saw and experienced at the village. It was real. Chapter 13 is to treat every child as if he or she were your own. The celebration of the birthday. Ron Clark, even though he almost forgot, he did not let the day go by to make it special for the child. Oooh, I have not done that right. I simply have just acknowledged it the past couple of years. Birthdays are important. I am going to challenge myself to do better this year. It is their birthday. It is special to them. This chapter made me aware of really knowing your students and what is going on in their lives. This also coincides with making memories for them. Chapter 14 is to push yourself to be innovative beyond your imagination. I love it. I try to be creative, then after I have done the lesson, I think, this could have been so much better if only.... That is when we need to get together and share ideas. Someone in your group might have an idea that will push your idea into overdrive. I do have a problem with this too. I have come up with things I thought would be awesome for the students to do, but the reactions of the students have hurt my feelings. They weren't excited about what we were doing or they just did not care. Sometimes I think that because of the economics of this area, some of the students are hard to impress. That is just me. Don't get me wrong, it is not all the times, but there are times. Chapter 15 is to know the name of every teacher, student, parent, administrator, and board member. That one is tough. I think our population is 6 to 7 times more than Ron Clark's. I am lucky if I can learn and remember my class, let alone everyone else in the school. I do have a little game I like to play with my students at the beginning of the year. Hello my name is _______ and I like _________. It starts with one student and goes to the very last. Each student has to state every preceding students' names and what they like. The last student has the grand privilege of stating everyone's name and what they like. It is fun, yet listening intently is the key. I am looking forward to chapter 16. It is about using music to excite, motivate, and inspire. Yay!!!
ReplyDeleteI agree, Kelly! His school's population is less than 150. There are a handful of teachers, one janitor, and one secretary. They don't even have a cafeteria staff. I think it would be great for those of you with only 4 or so classes on a hall, to learn those student's names. One homeroom at a time. Challenge each other! I think their behavior would improve if they knew more than one teacher on their hall knew their name!
DeleteWhat a wonderful idea! The repore we would build with all the students in our school would grow by leaps and bounds. I will take the challenge and make it a goal to learn every student's name on orange hall during the first 9 weeks.
DeleteI also want to get on board with this. My drawback would be 100 kids calling my name in the hall. I think we will definitely train them on appropriately speaking in the hall.
DeleteI want to find a way to do something special for Teachers and Staff on their Birthdays! Birthdays are important for EVERYONE and this is something I need to recognize and celebrate for all of you!
DeleteI have not done as much with birthdays as I should. I want to get back to this with my students. I would love to hear some great ideas.
DeleteI want to do more for my students too. I started out at the beginning of the year with the bday person sit in a chair in front of the smartboard and use adjectives (positives one) to write around the person and take a pic. It did take some time but the students enjoyed it . I'm looking for something different this year something special for all day maybe a birthday sitting area with a friend.
DeleteOne idea that I have seen in action for recognizing and celebrating school staff birthdays was the following. Hold two birthday breakfasts per school year. The first semester breakfast was to honor January through June birthdays. Staff members who had birthdays in the months of July through December provided the breakfast-a pot luck. Second semester, July through December birthdays were honored with the pot luck breakfast being provided by people with January through June birthdays. There was a sign-up sheet circulated beforehand. Everyone enjoys the food at each breakfast. It's just an idea, for what it's worth. It was an enjoyable time of food and fellowship for all.
DeleteChapter 13, page 62, has the remainder of the story about Jalen's birthday. Jalen is quoted as saying, "He gave me the best moment of my life." I missed a birthday or two several years ago and felt awful about it. The kids I missed... Gawwwd. What kind of message was that?!?!?!
DeleteI decided to just say nothing about anyone's birthday after that. So, I am going to try really hard to bring that back. Kids love those days.
This was not related to birthdays, but one time in the year, students were showered with compliments from their classmates. The selected student sat in a special chair as her or she was given compliments by the other students. I typed (displayed on the Smartboard) this as the students were giving the accolades. It was then printed and given to the student to keep. It was neat to see the students' faces light up and the smile that hearing the positive thoughts brought to each. An added bonus that I had not anticipated was that students became more adept at thinking about and giving sincere descriptive compliments to others. This is a tradition that I want to continue
DeleteSuzanne and Barb, I love your idea of having the child sit in front of the smartboard and either write or type compliments given by the other students. I'm going to do something like that this year! Thanks!
DeleteChapter 12...love of learning" brings back memories! During my early teaching days, I would literally break out in a sweat if a student asked me a question for which I would have no answer! Of course, I lived by that old commercial slogan "Never let 'em see you sweat." So, I would make up some answer on the fly-praying it sounded believable-acting as if I knew the answer all along. Now I see it as a learning opportunity and I automatically seize the moment. "Researcher" is one of my weekly class jobs. This gives each child an opportunity to find the information we are looking for and presenting it to the class. It's great when we all learn something new together.
ReplyDeleteEarnest, I love the idea of a "Researcher" :o)
DeleteOh, I love using Earnest's ideas. I am adding "Researcher" to my jobs board -- which I got from Amy as well. Each child has a new job every week. It holds them accountable for helping our room run smoothly. They take their responsibilities seriously. They are held accountable when their job is not done. The students notice when someone does not do their job, and they do not respond well when jobs are ignored. I love it.
DeleteI absolutely love the idea of the researcher. I'm always looking for more jobs for my kids. It makes them feel important.
DeleteI may have one or two next year who could research with some support...where the student is actually doing it and not me. Jobs are a good idea for them too.
DeleteLove, love , love the researcher job! Mind if I use that too?
ReplyDeleteChapter 16 is using music to engage students....I learned how music is a part of RCA when we went. I already have my class playlist started. I am looking forward to implementing music into my daily routine.
ReplyDeleteChapter 16, Using Music, I love love love this chapter. This is something that I love doing. Students love music. The can memorize a song that they hear on the radio almost immediately. If you can create or find a song to help them learn a skill, do it. It works. I have found a song that I am going to teach and use during move to learn and morning meetings. I think it is a song that will also help them with their self confidence, too. Chapter 17, Know Your Students. This was important in this chapter because RC had to figure out how to handle this situation of not so nice comments online that were made about their fabulous nation wide song and performance they made about , vote for who you like. It is so true how a few bad apples will spoil the bunch. I like what RC says, " You should never underestimate what can be learned from the heart, the determination, and the character of a young person. Oftentimes they see the world more clearly and accurately that even adults do."
ReplyDeleteChapter 18, Don't let opportunities pass you by. RC says that at RCA, that is what life is about: making moments for yourself and for others to cherish for a lifetime. I have not made humungous memories like performing on National T.V., but I have had small moments in which I feel that will be cherished by my students. Chapter 19, Making learning magical. I loved how RC made the so called boring book come to life for his class. Making it real to them. I have had times when I am reading that the students are hanging on every word. They don't want me to stop reading. RC says that the longer they see the subject in a negative way, the more damage is done. I never thought of it that way. That if they are negative about the subject, damage is being done. I don't like that thought. I need to make it happen by changing their attitude about their least favorite subject. Chapter 20, Teach the children that the good you do in the world comes back to you. Our students are so good about donating for any cause. I wish they could actually see what the donations are doing to make it more relevant to them. RC says that when students give back, make a positive impact on the lives of others, and the joys you feel within and the way it will uplift your spirit will provide you a lifetime of rewards. This is so important to learn to do; especially since, we live in an ego-centric society. All about me. RC states that if we want to raise children of character and compassion, we must instill in them a desire to help others.
Chapter 17 broke my heart! It kills me that people are so mean. I felt so proud of Willie when he said, "We are going to have to deal with racism our whole lives, so it's better that we learn how to deal with it now as kids in a positive way." What a profound, grown-up statement from a young man. It is sad that he even has to think this way, but what a great lesson!
DeleteChapter 20 was also amazing! I would really like to get our kids involved in the community more. They should be able to see how they are making a difference when they donate money. It would be even more beneficial for them to see the benefits of donating time.
Chapter21, Teach children to embrace their personalities and present themselves with confidence in all situations. This chapter hit me hard. I have struggled all my life with self-confidence. As a young person, I walked everywhere with my head down.. It was so hard to look people in the eyes. I always felt unworthy. I am much better now, but I think if I had someone to help me with this as a child, there is no telling where my future could have taking me. I know that I did not live up to my full potential because of my shy personality and lack of self-confidence. I remember that when I first started teaching, a teacher friend of mine told me that I needed to learn how to play the game. I told her that I didn't not think I could do that. Over the years, I feel that I know how to play the game a little better. RC says that in life, 50% of success comes from the knowledge we have obtained and the other 50% comes from how we play the game. We need to know how to work the room. Chapter 22 Live with no fear. This so goes with chapter 21. Because of my personality, I struggle daily with fear. It is so hard for me to step out of my comfort zone. I chuckled out loud when I read RC statement, "Crap on a spatula." I have never heard that statement before, but I can relate. RC says that we owe it to them to live with no fear, with strength, courage and the absence of concern about how they are perceived by others." I have really go to work on this. Chapter 23, love what your students love. A while back my daughters wanted me to read the Percy Jackson Series. They wanted to be able to talk about it with me. They wanted to have something in common. I did it. I read the entire series. We talked about the books. It was so much fun. They appreciated the fact that I did that for them. The same goes with our students. They love being able to relate. Chapter 24, Creating lasting traditions. I completed these chapters while waiting on my daughter to get out of surgery. By the way, she is doing super great. Thank the Lord! My tradition that I do each year is to create a dvd for each child celebrating our year together. I love how at our school, we have pictures on the wall of the court of honor. We need to have more traditions with them. Love what I am reading. Very Inspiring!!!
ReplyDeleteI am so overwhelmed by all of the marvelous information in this book! There is so much to implement. I keep telling myself to just pick 3-4 things at a time- not all of it! It is also reassuring when I can note that I did something. haha
ReplyDeleteChapter 5, however, has to be my top one. Listen. I think as adults we feel we know a student based on comments, behavior, family involvement, etc. However, if we take the time to ask the students how they are, what's going on, if they want to talk, etc., we will learn so much more! Our kids are like us in that they just want someone to listen. We/They do not always need advice, explanations, or excuses. We all need ears. I hope I can be a better listener.
I have Ron Clark's book sitting next to my computer, and was cleaning up Maggie's "pile" of her latest "art" work that takes at least 20 pieces of notebook paper, 58 index cards, 200 (at least) markers, a half empty glue stick, and a pack of reinforcements (true story) to complete. Out of that, she will create one page that has a Bible verse on it that she has taken the time to write and rewrite and mess up and use index cards to cover up the mess ups and then draw pictures on the page to represent her interpretation of the verse. When she finishes, she will hang the verse on a makeshift "clothesline" in her room that has other creations with different Bible verses. Then, she will sit in her room and look at all of it and think about how great it looks to her.
ReplyDeleteI told that story because while I was cleaning it up, the book fell open to the first chapter where I had highlighted "... I realize that the odds of any student becoming president are small, but that isn't important."
My daughter isn't an artist. But that isn't important. She is not a Bible scholar. But, that isn't important. She is also nowhere close to a housekeeper. Again, not important.
She is passionate about writing and interpreting these verses. And, I feel like it is important to give her the materials and space to do that. If she finds that it is not her thing... O.K. If she takes this to a different level... O.K.
What I think is important as adults, parents, and teachers is to allow kids to explore in a very passionate way ANYTHING that they are doing.
It is so very hard to keep from putting limits on children... and in a classroom, with the time restraints, space restraints, and discipline restraints, it is a challenge to push kids to fully develop their strengths as well as their weaknesses.
In 5th grade, we create Civil War characters. It is one of the times that we really allow them to be on the floor, on the hall, be loud and colorful. Every year, the results are mind-blowing. The kids love what they have done, and they look at their characters and KNOW them and are connected to them. The kids that are artistically "challenged" don't see the flaws in their drawings... they see the depth. I love it, love it, love it.
I am going to challenge myself this year to take time to let the kids go deeper. They don't have to be Grisham to write passionately. But, to TRY to write with his passion... what a beautiful concept.
Love the Maggie story!!
DeleteI had the same section of that chapter highlighted and the Civil War unit came to mind as well. I do not like that unit because of the Civil War characters the students create. In my mind, it is time consuming, messy, and frustrating. The kids are all over the floor creating these characters and some of them are amazing, but some of the characters have no neck 6 fingers and look like a 5 year old drew them. It doesn't matter. What matters is those kids did their best and worked hard for weeks on their character. I will also challenge myself to look past the neckless (if that is a word) characters and see what the kids see. They are proud of their hard work and I should be proud of them as well. As long as they are giving it their all, I don't care how many fingers their character has!!
I just finished reading chapter 6, and it really makes me think. Some things we see as disrespectful really can be misinterpreted.
ReplyDeleteChapter 8 is my favorite so far. An extreme home makeover is a "Christmas Miracle". The idea of the staff being so close and always there for each other makes me think of our staff when someone is in need. We work with extremely great people.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteI think behavior does improve when we know their names. It's so funny to me that students I don't teach are so surprised when I call them by name. "How do you know my name?" My response is usually, "Because you live on my hall." or "Your in my friend', Mrs. So-in-so's, class." They light up. Their behavior improves because they think I know them. A smile goes a long way. Sometimes I give them nicknames. They like that, too. Everyone wants to be remembered.
DeleteMrs. Miller - It was amazing to me how connected I was to your class after the Gateway test. We had a shared experience and it always cracked me up when one of them would say, "Remember that test we took." HA.
DeleteGetting outside of our own four walls and connecting with students is what will take our school community to the next level. I am excited about the "Teams" we are working on implementing and think that it will do exactly that.
OH MY GOODNESS! Chapter 24 - "Creating Lasting Traditions" gave me inspiration like I've never had....my all A honor roll students for the whole year will have a permanent picture hanging in my room to hopefully inspire other students to work hard to get their pictures up there as well! Love, love, love!
ReplyDeleteME, TOO!! Wouldn't it be cool if we could somehow start a display somewhere in the building to keep them posted?
DeleteMy son gave me an even better idea....let them paint a brick on my wall. I will be asking Mrs. Nye for permission for them to do so. Zach said it would be more meaningful and personal to them with their own art work permanently in my room.
DeleteI love Michelle's idea to paint a brick! Such a personal touch. Also, in the high school there is a section in one of the halls for the 30+ club, for kids who make higher than a 30 on the ACT. It is an honor for the few that make it. I would LOVE to pick a section on the 5th grade hall and allow the students who have all A's at the end of the year to be able to choose a block and paint it. It is hard to make all A's in 5th grade. Those kids work really hard to get that. I would really love to honor those students with that! I am volunteering now to get that happening.
DeleteAhhhh, I just saw Michelle's post that those students could be entered in the classroom. I like it either way!
DeleteI LOVE the brick idea..either in the hall or in the classroom!
DeleteI love this! Wall of Fame!
DeleteI love all the enthusiasm on this idea but we will have to do some brain storming on the best way to do it. With painting a brick the colors will fade, they will get dirty ect. Then it would not look inviting in the room or the hallways. (And we wouldn't want to paint over it) I am sure we can come up with something equally as awesome!
DeleteWhat about a tile, like the ones we already have. Make a designated area for it. Or if you really wanted to do a brick, have it engraved and make a pathway in a courtyard or lining the sidewalks. Those things would be more permanent. An end of the year ceremony with a plaque with those students' names on it. They would be recognized and a picture would be taken underneath the plaque when it is hung on the wall. Just another idea.
DeleteMy senior English teacher let us paint something in her room. We were able to choose a tile, part of a door, chair, etc. We worked so hard on this and had so much fun! When they converted SHS into SMS, I was told they threw all of the chairs (one of which I painted) away. My heart was broken! It would have been cool to use that chair in my classroom. Point being... the students would love to leave a piece of them at their school.
DeleteWhat about metal nameplates that would tape to a brick with child's name and year? They could be removed and re-taped if needed. My uncle owns a trophy shop and several schools sell "Brick Plates" that are adhered to the bricks at the school when the child is promoted to the next grade.
DeleteWhat about ceiling tiles?? We could allow all the honor roll students to collaborate together and paint 1 ceiling tile in our classrooms or down the hallway. Over time it would look so cool to have all of your ceiling tiles painted!
DeleteOn page 112 in Chapter 24, RC says that the pictures of their students are there in the foyer because "As those students excel in high school... throughout their lives..." there pictures can be changed. This shows how important our subordinating conjunctions are in writing! He doesn't say IF, he says AS. The expectation is there . They will succeed. He has no doubt. So, now it is our turn. Not, if you are quiet at lunch, then.... But, since you are going to be quiet at lunch, we will stay out an extra 5.
DeleteI saw on a blog today where the teacher let her students put their handprints as a border around her room. Underneath the print was the student's name and year. Here is a link to the blog if you want to see a picture:
Deletehttp://tunstalltimes.blogspot.com/2012/08/where-i-teach-wednesday.html
Great Ideas! Mary Margaret--I love the ceiling tile idea!
DeleteCh 17..Know your students- I believe this is the key to just about everything. By showing them we are truly interested and care about them, we earn their respect. This doesn't make them perfect, but we gain credibility with them. Getting to know them requires a commitment on my part..to take the time to ask questions and then listen to their answers. This also helps us to understand why they misbehave, don't complete HW, or fall asleep in class (yep, I had one of those..broke my heart when I learned why he was falling asleep.) AND, they really are neat kiddos that are fun to be around!!
ReplyDeleteOK, I am going to play devil's advocate for a minute... because I know Audra loves me and won't physically injure me for doing this on her post. My challenge with getting to know the students well is that I tend to go easier on students who are having problems outside the home. I allow late projects or homework or tend to give redo's on tests. I am a firm believer (I think) that school is the place for them to get away from any negatives outside of school. That is a conversation that I would like to have to help me see both sides of this.
DeleteKayce, I see your point. We have to remember and teach to our students that what is fair for one student may not be fair to another. Fair and equal are not the same.
DeleteI do believe that students should come to school and feel safe and cared for. Kayce, you have always done such a good job with that. I feel like you always have great connections with your students, especially with the ones that sometimes go unnoticed. My question is, do you feel like those students who you allow extra time or allow a redo take advantage of not having to have the assignment in on time? My concern would be that their schoolwork becomes less important to them because they know they will have another chance.
DeleteI LOOOOVVVE the ceiling tiles painted. You go, MM. They will have to be changed out as time goes on, but it is still such a great idea.!
DeleteAudra is correct. The key to just about everything is knowing your students. I do try to make a connection with the students in the library. Homeroom teachers make a greater connection with their students quicker than the activity teachers. You see them on a daily basis where we see them once a week. Please share information that would help activity teachers make greater connections!
DeleteKnow your students. This is so important. We all know it. It takes time and it is so worth it. I am glad we take so much time at the beginning of school to focus on this. I think it also takes more time with the parents, which we don't always have time for. I am looking for more ways to have the parents in my classroom as a help and not a hindrance. To be present. Maybe as a guest reader more often or help with projects. It has to be a balance, I know. I want to know my students and I want them to know me. THAT is a goal with my students each year.
ReplyDeleteI first heard of Ron Clark a few weeks ago during my interview with Mrs. Nye. I went home that evening and started to read about Ron Clark. I was amazed. Anyone can tell that he’s passionate about what he does and he enjoys doing it. The End of Molasses Classes is a great book so far. I must say that this is the first book about education that I have enjoyed reading. I can relate to Mr. Clark on many levels. In Chapter 1, I highlighted the following sentence, "What is important is that we see that there is potential in our children”. I highlighted this sentence because it made me think about the first days of school and what I normally tell my students. During the first days of school, I set the tone for my class for the entire school year. I do this by letting my students know that I will not accept the “I CAN’T” or the “IT'S TO HARD” excuses. I let them know that they can do whatever they put their minds to, and that they must continue trying. At that moment, I’m letting my students know that I believe in them and that I need them to believe in themselves, as well as each other. If we as teachers accept failure from our students, then we have failed as a teacher because we didn’t push them to their full potential. We failed to see that they are our future.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteCh16 use music to excite , motivate, and inspire.....this is so true kids love to sing the silliest songs and we do too :) I remember several years ago I thought I did not have time to let the class sing , I thought I had to use up all the time with me teaching and drilling . It is easy to do... pop in the music and let 'em go !!!! I am remembering my class this with their TWO favorite songs they wanted to sing ....I WALK THE LINE (math) and the other TOO LATE TO APOLIGIZE (S.S.) I caught several groups signing TOO LATE TO APOLOGIZE during our ZOO field trip . Those sweeties were even begging up to the last week of school to sing them again .
ReplyDeleteI really like the idea of music too. I think I am going to try and have some kind of music playing when the students first arrive and maybe the last few minutes before it is time to leave. If I could just figure out what the music should be, then I'd be ready...
DeleteIn Chapter 7, on page 36, Daquin had been in trouble many times at his other schools, and then was continuing to get in trouble at RCA. I am guilty of assuming that students that constantly get called out are oblivious to the discipline and just don't care. But, Clark saw him crying and asked him about it. Daquin said, crying, "I'm just so tired of getting in trouble."
ReplyDeleteMr. Clark reassured him that he could be better as soon as he made up his mind to do so. He said reassuring things to him about how much better he would be... not another recap of the previous discipline issues.
I have seen this happen so many times. One-on-one conversations with these kids in a positive light are essential. And life-changing.
This comment has been removed by the author.
ReplyDeleteIn chapter 19, on page 84, Clark writes, "One miserable experience with reading a book can turn kids off from reading altogether..."
ReplyDeleteThis is so true. We do Where the Red Fern Grows in 5th. It is by far the best part of our curriculum in my opinion. The students see me laugh and cry (a lot). We get to explore the reasons why people read... to feel emotions. We go deeeeeply into the book and its characters, and we are all so sad when the book is over. We miss Billy and his dogs. I have yet to have a student come out of that book not wanting to hurry and find another one that will help them feel that way,
On the flip side of that, there is one that I read with them, Hugo, which they really like. I do not. It bores me, and I hustle through it. And... the kids sense that and lose interest by the time the story is done. Shame on Neal. I will push harder this year to get deeper into anything that we read... so that the experience of reading can be a good one.
I love Where the Red Fern Grows! It used to be a must read for me every year. I talk about how I learn something new, how a part of the book I have read many times suddenly feels new, and how I can relate to different parts of the books at different times in my own life. I had a student come back to me after her graduation a few years ago. She told me it was her favorite book, and it touched her in a different way each time she read it. Made me cry. Turning a child on to reading has a profound effect. I am trying to branch out and find new favorites, Kayce. I've been guilty of racing through one I did not enjoy instead of digging to make that connection. I am hanging my head in shame.
DeleteHugo is soooooo good, Neal!!!
DeleteI removed my earlier post because I could not figure out how to edit it once it was published. I do well with my student's names because I write them several times before I meet them. I do have a lot of trouble putting faces, names, and children of parents together.
ReplyDeleteI also will continue with morning meetings this year. We assume that children know the names of all of their classmates, but there are some who take a long time to learn them. You realize this when children field questions from their classmates.
Chapter 17 shows how strong children can be. Children often see life in its true form before it is tarnished through so much life. These children chose to be proactive and focus on the positives instead of worrying about a few haters. It made me think of the Kid President and his thoughts on life.
ReplyDelete"Even if hate has a bullhorn, love is stronger."-Kid President
I loved the book reading ideas in Chapter 19. I want to try some of them. I know my students' favorite time of day is when I read aloud during snack. The book is chosen by me or can sometimes be suggested by a student. It doesn't matter whether it is a Judy Blume book about Fudge, or a serious book about a foster child who travels back in time to rural Italy and comes to America through Ellis Island. The children love to talk about the characters and eagerly anticipate the next chapter.
ReplyDeleteSome of my favorite things I have done with books are to let the children make "Marvelous Mixtures" that promise to do wonderful things after reading "George's Marvelous Medicine," sending out Flat Stanley"s, having a snack of frobscottle and snozzcumbers after reading,"The BFG," and writing the next chapter in the "Orphan of Ellis Island." (I know I should underline instead of use quotation marks, but I can't.)
I'm behind sorry!!
ReplyDeleteJust finished chapter 11-15:
What has stood out the most is making experiences for students meaningful and something to remember. Being in the throngs oF VBS, it amazes me how people who believe every child's experiences will be great, except those with disabilities. Having a child with aspergers and on with seizure cognative and developmental delays, many question why. Why send the child if the parents know their "different" they are not going to be able to enjoy the same experience asthevothers. The chapter reminded me that all children's experiences should matter in whatever way they interpret their enjoyment. I have seen the child with aspergers sing, move, and enjoy helping. This may not be on "grade level" or communicate, but the smiles and interactions with others says A LOT!
Catching those flames of all students and especially SPED students is a gift we can give for a lifetime.
Last week, I worked Camp Bold (Autism, week long day camp) with the 10-13 year-olds. My group of campers were 'lower functioning" but, they enjoyed being with a couple of the other groups. Who would have know that Victor loves and is good at musical chairs if we assumed he wouldn't like it. He and the majority of the campers also did Zumba for about 30 minutes!. Exposing children to a variety of experiences opens their worlds so much.
DeleteChapters six through eight spoke to me in the area of selflessness that is one of the traits that caring compassionate teachers have in "spades". Our school is blessed with many such teachers. It is so true that many of our efforts will not be seen for years to come, and sometimes we are misunderstood by parents with whom we are attempting to partner with for the overall good of the child. As someone once jokingly said about volunteering in the church nursery, "Honey, your reward for that is in heaven." I often think about that statement in regard to teaching in that we may not always get that pat on the back or huge "thank you" in the here and now, but we are contributing to that something (or those someones) that will go on beyond us. The same is pretty much true of motherhood and probably the nursing profession, I would think. That being said, or written, I think that we can never underestimate the power of supporting, encouraging, and lifting each other up as colleagues, fellow teachers, staff members, and friends in our teaching adventures. After all, we're all in this together. (Que High School Musical theme....LOL)
ReplyDeleteJust finished up Chapters 25-30.... It is all about respect! I kept thinking about the classic song by Mrs. Aretha Franklin, "RESPECT find out what it means to me. " While reading it was repeated respect goes both ways. Actually, 3 ways where we are concerned, teacher, student, and parent. When these work together, life is a lot easier. In these chapters, Ron Clark lets parents know what they can do to make their students more successful. He lets his parents know at RCA that they along with their child will have to work hard. The parents are also accountable. We as teachers can only do so much. when the message does not seem to get through, it can be heartbreaking and frustrating. Chapter 26 is so appropriate. Don't be a helicopter parent. You can't come to their rescue forever. The examples he gave were great. The parents that meet with Ron when their son gets disciplined for copying another student's homework and the child admits it. Then the mother said that she helped him with it the night before. Then the father chimes in that if he punishes the child, the Ron would essentially be calling his wife a liar. I am thinking that he was going to say that she is a liar, but he handled it very professionally. These parents were caught in a bold faced lie, but were willing to do it so their precious would not have to be punished. He stood firm and got hung up on. Amazing! We as teachers hear stories like this all the time. It is hard to remain professional. Sometimes you just shake your head. The saying is true, The apple doesn't fall far from the tree. So Sad. I also related, and I am sure many of you do to , when Ron Clark spoke of parents who wait until the end of the grading period to be concerned about their students grades. So very frustrating. When the student has to learn from their actions it makes them more responsible. They are the ones, ultimately, that must make the decision to do better.
ReplyDeleteI need to do a little bit of a disclaimer from the parental problems for our students. My disclaimer being that my personal children are perfect, and have seen this side of the discussion where one of my Neal children are concnerened. (Wait a sec... Cole and Mags are about to throw.....)
DeleteAhhh, no big deal, they are used to. They even perfectly fight and perfectly talk back. My sweet babies.
Anyway, I do see where OTHER parents need a reality check with children to help them. On page 118, paragraph1, RC "...stressed the importance of using the study guide and review." The parents said that God would help him. A night to teach how to studyl
Chapter 27 speaks about the power of gratitude and appreciation. This chapter means a lot to me. Ron Clark says that when people feel appreciated and that their efforts are noticed, they work harder and do a better job. Many times we as teachers feel unappreciated. It is a special day when we receive a special note or a happy from a student or parent showing their appreciation. Be thankful for the little moments and count your blessings. I know I do. Chapter 28 focuses on work ethic. Ron Clark states that if we allow children to be ungrateful and to expect too much, then we are setting ourselves up for failure and disrespect. He hit the nail on the head. The recent generations are very much those who feel entitled. I remember when I was doing one of my practicums at a lab school. These children were treated out the whazoo. After one of my lessons, students asked, where are our treats? This really got next to me. I thought, well, it is a treat that I am here with you, it is a treat that you got to do a fun activity that related to the lesson, etc... Remember that I said that I thought that. Over the years, I have not been one to give treats freely. The students have to earn it. I like the statement that is made on paged 132. Stop being afraid to be in charge of your house, your child, and your life. Sometimes doing what is right isn't doing what is easy. I liked how Ron Clark made the students earn the RCA jackets. The students appreciated it more. It is a difficult lesson, but it creates a lasting impression and the results equal hard work, appreciation, and true understanding of what it means to earn what you receive. Hard work pays off.
ReplyDeleteI agree with you Mrs. LaGroue. And just a note or sentence from the parents saying thank you for something that I've done extra for them makes me feel more appreciated. Hard work does pay off. And children can never experience the feeling of a job well done if they are not taught to do a job well. I will say that I have been guilty of being a helicopter parent like the ones in chapter 26 with my own children. It was especially difficult for me to say no, when they forgot something and asked me to bring it to them.
DeleteOh my goodness, I really wish parents could read these chapters, especially 29. Nip it in the bud; small issues can grow into big problems. Page 138 struck a chord with me. Disrespectful children who are obviously disrespectful to parents and parents that allow it. I wrote a couple of students' names in the margin. I remember times when I have spoken to parents about their students' being disrespectful. Sometimes I got giggles and sayings like, well that is how he is at home, or he is just being a boy, or he/she is having a bad day, the ultimate, you are picking on him/her. They are allowing it. Ughhh. It makes our job tougher, but not impossible. Practice make permanent in the mind of a child, for better or worse. I liked what Kylie's mom says on page 139: Things such as honesty, manners, respect for herself and others, kindness, compassion, and the ideas of giving back to others and your community are but a few of the life lessons that I try to instill at home that are reinforced at school. These things don't cost a dime, just a little bit of time, but the investment is priceless. Chapter 30 talks about choosing video games. Well we know that our students play those games. Many times they are used as a baby sitter. We need to not take their choices away, but offer them better choices. It goes back to the fact that you are the parent, the boss, the ruler of their world. We are not their to be their friends, we are there to guide them to become better members of society and hopefully someone who will make this a better planet to live on. Wow, reading these chapters I have come to realize that we as teachers have more responsibilities that we can handle. It is so important to have the parents on our side and let them know we want the best for their child too. By the way, after reading this, I had to go and look up so old videos of Ron Clark. I watched the ones with Oprah. Respect along with letting his students know he cares for them is the key. It is true it does take a village. We can't do this alone. Enough for now. I know blog too much. I will try to summarize a little better next time.
ReplyDeleteLoved Chapter 19! I LOVE reading to my kids and there is not a better feeling than when they beg me to keep reading!! They are so quiet and hanging on to every word...who can stop, right? Sure-they are postponing math class, but sometimes, who cares???? Seize the moment:) I may not have a limo to pick them and take them to a mansion, but I can definitely use his ideas of getting them even more involved in reading.
ReplyDelete**Special Shout Out...pg. 90 suggests "Add a spark to everyday events." As I read this, two words went through my mind...Kayce Neal. She has a gift for this! If you don't believe me, walk down red hall during a test review. I've never seen children so motivated to earn a Fruit Loop or marshmallow!!!! Love it!
I want to know about the Fruit Loop or marshmallow!
DeleteReading aloud to students is so important. Often times classroom teachers do not have the time to read aloud as much as they would like. I am lucky as the librarian to share the joy of reading with every student at DCES.
DeleteChapter 22: Live with no fear. My students thought it was the coolest thing ever when I told them the story of when I swam with whalesharks. Of course I had to admit that I was so scared that I basically jumped back into the boat instead of using the ladder... BUT it's like my honesty with them and vulnerability brought us closer.
ReplyDeleteI also liked chapter 22. Julie McKenzie can now share her alligator hunting story with her class. Live with no fear!
DeleteChapter 24: Create lasting impressions. I had my students write a letter entitled "Dear New Fourth Grader". I found that idea on pinterest I think, and Ron Clark mentioned that in this chapter as well. My students loved doing that! Another idea he mentioned was "Dear College Graduate". I may have my students do "Dear High School Graduate".
ReplyDeleteJulie, I do the same thing each May. I have my kids write a letter to rising 5th graders. It has to have 5 full paragraphs and we discuss the format, topic sentences, etc. They take a lot of pride in it. It shows off their writing skills plus gives them the chance to share "advice" for 5th grade survival. They love it!
DeleteChapter 37 talks about "rolling out the red carpet": I would like to implement the golden ticket idea into my welcome back to school plans. I will tweak it to fit our school and my class; I believe the students will love getting their ticket when they come to meet the teacher or their first day. I think even new students that come in the middle of the year would love to get this personal invitation to join our team.
ReplyDeleteChapter 38 refers to digging deeper to learn our students strengths. My personal goal is to do all I can do to learn all I can about my students to enable me to do my part in bringing out the best of each student. I love how Mr. Clark worked with the student on an upcoming paragraph in the text they were reading to give the student a sense of ownership in reading even though the student's own thoughts of reading were very low. Mr. Clark set that student up for success...I long to set my students up for success too!
ReplyDeleteChapter 40 is all about dressing professionally. I think it would be a great idea to have my students "dress to impress" every Wednesday. I will also be dressing accordingly.
ReplyDeleteWow! You are up early! I'm impressed, Force... I love this idea! It is never too early to start teaching kids the importance of their appearance and how they present themselves to others.
DeleteGreat idea Mrs. Force! I believe it is a great idea to let kids dress up for special occasions at school, whether it is a presentation, project or program. I think this would be a great confidence builder.
DeleteCh. 20 stresses the importance of giving back. I appreciate the community service projects our school undertakes each year, and I hope to expand on this a little within my classroom...maybe a mini food drive or a school supply drive. I could ask for the input of my students to get them excited about participating. Another aspect of giving back is showing appreciation to others...firefighters/police men and women are the ones that quickly come to mind. It is all about taking the focus off of self and putting it on others, and our students can learn that, too.
ReplyDeleteChapter 23, "Love what your students love" is not that easy for me. I do try to find out what the students like and enjoy and usually I can incorporate it into something during the school day for them. For example, a student in my class loves the movie "Frozen", so for his puzzle to start the day, I found a Frozen puzzle. He had no problem working that one.
ReplyDeleteChapter 32 speaks to dishonesty and how sometimes a parent's disbelief leads to a breakdown in a student's character. It is always amazing to me when parents say their child would never tell a lie. I love that he makes the distinction that the more strict a parent is, the greater the probability for dishonesty.
ReplyDeleteI have always said that backed into the right corner any child will be dishonest. I have tried to always encourage honesty in my classroom. I'm so glad it is one of our first five rules!
DeleteI'm a little behind - Chp. 18 talks about not letting opportunities pass you by just because of time or funding. I am certainly guilty of this in my own classroom. I can't tell you the number of times I've had a flash of brilliance (HA) and then dismissed the idea just because of the time and effort it may have taken. Some things we just can't do because of the number of students we serve, but I am sure there were a few little gems that passed by that could have been wonderful, exciting experiences for my students. I will keep this in mind for sure!
ReplyDeleteChp 23 - Love what your students love. This one is a little easier for those of us who have children around the age that we teach. My students love when I can have a conversation about a popular cartoon or do the "Get your cold cuts" dance from that silly commercial. They are amazed that I have a TV. It was also fun threatening to take a student to Mr. Brown because he had a Golden State Warriors shirt on in my classroom when he KNOWS that I am a die hard Grizzlies fan. I love to go to ball games of my students (except for the one that asked me to stop coming because I was bad luck :/) and even made a meeting time and place at Springfest to ride rides together. It was a blast!
ReplyDeleteI keep telling myself that I need to read those ever popular DIARY OF A WIMPY KID books. I just can't make myself do it. (Yes, I know the title of a book should be underlined, but I can't figure out how.)
DeleteI know what you are talking about, Wendy. Kids love those books! I call them "cotton candy" books, and tell my kids that they can read them with my blessing, but that I expect some better literature mixed in. If I find that they've been reading nothing but Captain Underpants and Wimpy Kid, we have to TALK. LOL
DeleteWOW! I know I'm a little bit behind, but I just finished reading Chapter 11. He really is amazing! Doing something so special for those students who accomplish so much is a wonderful idea to make sure they remember how great they are. Those students that work so hard really deserve it, and I'm sure it helps down the line.
ReplyDeleteCh. 22 Live with no fear...Easier said than done, huh? Oh, there is the usual fear of snakes and spiders but what about that fear of failure, or that fear of looking stupid in front of our friends? As our students become more socially aware, this fear is huge. We see this in the classroom when certain students don't want to be called on to answer our questions, or when they sneak a peak at their neighbor's work before they begin...sometimes because they truly don't know where to start, but sometimes it is simply for reassurance that they do know what they are doing. Math..that subject that can cause a panic attack but can also cause us to break out in the happy dance when the light bulb finally shines brightly! It is our responsibility to help our students overcome this fear which means we must overcome some fears of our own. The bottom of page 104 and top of 105 discusses our role in that. It is important to show them that we aren't afraid of making mistakes, that we are excited about learning, and that we will do whatever is necessary to help them learn. I think we will come up with a happy dance our class can do!!
ReplyDeleteWatson, I really struggled with the LIVE WITH NO FEAR chapter because I think that adults are often like children when it comes to taking risks and putting ourselves out there! (I know I am at times) I often let logic, and planning, and organization rule when I need to be willing to embrace Ron's philospohy of being different, being bold, joining in... Students learn more by what we do than by what we say and I hope this is an area I can work on personally and professionally! I would like for DCES to Live with NO FEAR!
ReplyDeleteChapters 31-35... Wow I wish they could be printed out for parents to read. Ron Clark gets real with them. Oh how I wish I could remain as firm as he does when dealing with parents. I love the chapter about dishonesty where parents feel that their child would never lie to them. Been there, done that, and have the t-shirt. I even had the same experience in which the parents wanted to speak to the other children involved to see if their story was the same as their baby's story. He doesn't lie. We have even tried to trip him up and his story to us remains the same. You are wrong!!! I continued to investigate, but the parents did not want to believe. The chapter on helping your child study was very eye opening. I mean I too new how the students were studying. It showed in their grades. I am going to do as Mrs. Clark did and actually show them different options of studying and practice it with them in class. Friends I like what Mr. Clark said about this matter. We can prepare them with all the information, review it in class, but we can't go home with them all to begin studying. That is the parents job. We can teach them skills to help them make studying more fun. Can these chapters be required reading for parents?
ReplyDeleteI think sometimes the parents need an understanding of how their child learns and how he should study if they are to help him be successful with the academic content that we are teaching at school. I liked the input from Kylie's mom on page 146. She learned from watching Mr. Clark interact with her child. My problem is that I don't want to go to my students' houses:/
DeleteAmen, LaGroue!! What about a Parenting Seminar with Ch 31-35 for required reading? I know exactly what you mean and we've all been there. I just don't get it, and it scares me to think how these children are going to function in the real world. Children lie to get themselves out of trouble-except the consequences and move
Deleteon. Instead of wasting time and energy to discredit the teacher, use it to help your child study at home.
I love reading everyone's comments. Being a relatively 'new' teacher at DCES this has helped me get to know you as a staff better- to know better your heart. Thanks!
ReplyDeleteChapter 44 talks of the teachers almost always standing while the students are in the room. While at the conference at RCA, one of the many things I noticed was anytime a student spoke, he/she stood while talking. I love the engagement I saw and plan to implement this in my class.
ReplyDeleteI liked this idea, too!
DeleteI have just finished reading Ch. 19. I love it so much. I never liked reading much as a child, and it's not bc my mom didn't read to me, she did. I guess bc I didn't comprehend very well. I'm starting to love reading more and more every year that I teach.
ReplyDeleteI read "There's a Boy in the Girl's Bathroom" every year to my students. It's a wonderful story about how we treat others and how we see ourselves. I always build it up and tell them just how much I love this book. The title really gets them without much help. lol I try to read with much prosody.
Also, my students would never guess that I don't read a lot for pleasure because I'm always pushing scholastic book orders and hanging out at the book fairs. We also love to challenge others when it comes time for All for Books!
It would be so much fun to get a little more into some of our stories like Mr. Clark does. He's got some great ideas that would love to try this year.
I just finished reading Ch.21. I like the idea of having them be able to introduce themselves properly. Doing a career week would be fun. They could dress professionally one day, and we could invite professionals from the community.
ReplyDeleteA career week would be a wonderful idea. Students could do some "inquiry and research" on a chosen profession such as job description, education required, projected demand, and get an idea of the salary that would be earned. It could culminate in dressing to represent the profession and giving a short report on their findings. The more I type, the more I am liking this idea!
DeleteOne other benefit of this activity would be that students would more likely than not, make a connection between their education now and the career that they would hope to have in the future.
Okay there has only been a few books in my life so far that I just wanted to keep reading and keep reading until the very end. This is one. I just completed the first part! I love the idea of having students pictures posted in your classroom every year for an accomplishment. I would do Principal's list though. All A's, ALL year is such a great accomplishment. I would like to do something for my honor roll students too. I guess I need to look up some ideas.
ReplyDeleteYes, this is my first actual entry. I have been reading and making notes while I have been vacationing. This book is loaded with a powerhouse of information. As I read this book, I realized that we all have hopes, dreams, aspirations, adventures and goals we want to see happen. We will make it happen as teachers... one step at a time, reaching one goal then setting another goal to aspire to. One of my goals this year is not to go on this adventure alone, but with my students. The very first essential tip is to teach children to believe in themselves, but we as teachers need to believe in ourselves as well. Just because we get what we believe are some impossible tasks doesn't mean we not up for the challenge. When someone tells me I can't do something it gives me more of a determination that I will not be labeled.
ReplyDeleteWell said, Michelle. We do need to realize that we are powerful examples for our students. We have to believe in them, and believe in our abilities and talents as well.
DeleteI just finished reading the first couple of chapters in Part II. This is a big part of what makes my job the hardest. I've had "difficult" parents since day 1. I don't like confrontation, therefore sometimes I have a hard time talking to parents about difficult situations. Parents don't like to hear bad news. I have gotten better about communication with parents, but I still need to get better about talking to them in a timely manner. Mr. Clark sounds like he has great people skills. Me, not so much. I like his idea about making sure you really listen to their concerns first. Also, it's nice to hear that he stands g=his ground when he really thinks it's necessary. I hope we will always be supported when we need to make those kinds of decisions.
ReplyDeleteChapter 54 deals with giving up on children too quickly when we call on them to give the answer to a question. I am so quilts of this. I do want to send the message to my students that they get a pass if they don't answer quickly enough. I also love how the students at RCA are taught to encourage one another instead of raising their hands to answer it for the student originally called on. This will take time for me to retrain myself, but I am going to give it my all.
ReplyDeleteSilence and waiting is THE absolute hardest part...I have had to reprogram my mind and those of my students, which continues to be a struggle. You've got the students who knew the answer before you finished the question, and they are about to explode if they don't get to answer for you...and, all the while, you are trying your hardest to ignore them and focus on the student you called on for the answer...trying to allow them the opportunity to think it through and shine!! It is a challenge every day to take those extra minutes but worth it..I agree Force!
DeleteI have been reading when I don't have access to this blog, so I have been taking notes on an envelope so that I can post several thoughts as opportunity arises. Chapter 20 is about service projects for the school. One thing that I would love to do is to have some kinds of projects going on during the month of September for childhood cancer awareness month. The ribbon is gold which is perfect for a school with gold in its colors. I would like to have a hero day because these brave children are such heroes.
ReplyDeleteI loved chapter 23 about loving what your students love. I love the bathroom decorations for the girls. I loved the note most of all because it is so important for young ladies to hear from male role models that they are strong, beautiful, and intelligent. They need to hear that no man can have control over who they are, and that they are loved.
ReplyDeleteAppreciation does go such a long way. I know that I work harder and enjoy it much more when I know I am appreciated.
ReplyDeleteI also have always worked hard to be supportive of my children's teachers in front of them. I believe that we need to learn as children to work with teachers with different personalities because in the real world, we cannot choose all of our bosses or coworkers. We need to learn to work with all kinds of people.
Chapter 25...Thank you RC for saying what I feel/think year after year. My college professor once said..."As teachers, it's impossible to over communicate with parents." Those words always stuck with me, so I have consistently done the weekly newsletters, websites, communication folders, reminder notes, and now Remind101. As RC says, it is incredibly frustrating and disheartening when a teacher puts out so much effort, and parents refuse to get involved in their child's education. Mostly my heart goes out to the children because they are the ones that truly suffer for it. They do what we ask....they take the information home, tell their parents where to find helpful information, etc. Fortunately, most of our parents at DCES are wonderfully supportive and stay informed with what is going on at school. I think the websites and Remind 101 are the most effective forms we use presently. This year, my goal is to get 100% parent participation for Remind 101. Any suggestions on how to accomplish it? Most parents sign up immediately, but what about those reluctant few?? Love to hear some ideas!
ReplyDeleteAn incentive such as a lunch or homework pass for the student has worked nicely for me in the past. I had almost 100% participation from this.
DeleteChapter 67 is "Never read a speech"
ReplyDeleteI would like to implement memorization of at least one of the oral reports my students give. I believe they will take more ownership of it and will be much more proud of their work.
On page 181, RC talks about the students acknowledging that "when the teacher wasn't paying attention to them discipline problems would happen". That is so true. It is hard enough to get them fully engaged while we are up and about. It is so easy to tune us out when it is not something that they are interested in learning about. As an adult, it is still hard for me to stay focused when listening to someone speaking. They are also onto "busy work". They know when assignments are just being given to keep them occupied. After teaching for 16 years, I can look back and realize the times that I have done that as a teacher. Hopefully, this year, ALL assignments will be relative.
ReplyDeleteAmen, Amen, and Amen. On Page 194, RC says the main complaint that most teachers have: "Where we go wrong in our efforts, however, is that most states place too great an emphasis on the final achievement level, rather than the amount of growth that takes place." We all know that final levels, especially as a whole class, have so, so many variables. I would love to get back to watching the growth of the students, individually. I can work with that and analyze the individual students and remember strategies used. I can see if they worked or they didn't .
ReplyDeleteChapter 52 talks about opening our homes to our students. This overwhelms me a bit, because my home is for the 3 children who live there. I put all I have into them. I may try this year to have a reward challenge of some type that would allow a few to come over and eat. I'll have to think on it for a little bit.
ReplyDeleteMaybe an alternative could be an after school party of some sort. Parents could sign a permission slip of sorts and agree to pick them up at the school. I'm sure we can come up with something..
DeleteThat is a great idea!
DeleteChapter 57 shows RC on top of desk teaching. I have done that quite a bit and they love it. They loved it every time!
ReplyDeleteI am so concerned with a desk falling with my weight on it. I would love to try this though.
DeleteI got to see RC do this in person when I visited the school. Wow! The students were tuned in and so was I! Some of the students even walked across the desks. One student beat a drum each time a question was answered correctly. You could tell that this was something that went on in this classroom each day!
DeleteChapter 37, Rolling out the Red Carpet.... Welcoming students, well that is just around the corner for us. How will we "roll out the red carpet" for our future students and parents? When the students are chosen, 30 out of 400, to attend the Ron Clark Academy, I am sure they feel like they won the lottery. I love how RCA used the Golden Tickets to announce their acceptance to the school. I also loved the build up to being at the school at 12:00 on the dot. What a build upon the entrance to the academy. Then BAM, they enter and are greeted like super stars. This made me think of Mardi Gras or a second line welcoming the students. How fun would that be. I am not going to be that grand, but I will welcome each one with open arms and tell them how excited I am that they are in my class. I want them to feel that they are going to have a fun and exciting year. I may be a little "Groovy" when they meet the teacher. Who knows? Chapter 38, Believe that every child can learn, regardless. How in the world did this child get in 5th grade? That is the question we often ask about some of our students. I love how Mr. Clark worked with George on that one paragraph, helped him with vocabulary, and pronunciation. I liked how he allowed George to choose the color of the highlighter to express how the word made him feel. Strife was one word that George had to learn. I like how he chose red, because sometimes disagreements can turn into fights and when people get mad their faces turn red. Then he had to draw a face that looked upset. It is how he related to the word. Then the big day came when George read his paragraph. Success!! The students celebrated his success with him. Awesome! I really liked the last paragraph on page 171. We owe it to our kids to know a little bit more than they do and be willing to dig a little bit deeper and look a little bit harder in order to find their hidden gifts. Gifts--- isn't that what our children are. Precious.
ReplyDeleteI love your groovy theme this year! It fits you to a T!
DeleteI love your groovy room theme too! The students at RCA celebrated each student's success. They worked as a team. It was neat to not only read about it, but to see it in person!
DeleteChapter 39, Open your doors to the parents. I thought this was a neat idea to show what the students at RCA go through and what is expected of them. I am sure the parents see the great efforts the teachers make to educate their children. Chapter 40, Dress the part; attire matters. This chapter made a lot of sense to me. I notice at the end of the year when the 5th grade students have their promotion ceremony and they get all gussied up, they hold themselves differently. They are proud and love the compliments. I think it would be nice to do that more often. I have a horrible sense of style and hate how clothes look on me. I would be fine to wear a uniform. I don't know if I would like a dress suit to teach in every day, but casual Sunday clothes would be ok. Oh by the way, I wonder if Macy's would donate $1000.00 gift cards to our faculty for a new wardrobe. How awesome would that be. Chapter 41, Make the most of every moment. Our time is so precious. It seems at times that we do not have enough time. I do try to stay up an monitor as much as I can. I have found that if you turn your back for a moment, it opens the door for a few sneaky problems. I am going to do a lot better this year and be more diligent in this. Chapters 42-46 all discuss ways of avoiding distractions, disruptions, etc... I enjoyed the helpful hints. In chapter 45 it discussed teachers checking their facebook page during class,,,, WHAT??? Chapter 46 make homework for home, not school.... Ooops, I am guilty of allowing this; especially, if it is a church night or a game night. I need to make sure every moment I have is teachable moments. "Overplan" I can do that. I am enjoying this book.....
ReplyDeleteThe teams will each have days where all members of the team will be encouraged to dress for success.
DeleteI loved this idea as well!
I agree that we should dress the part-look professional. I believe this can be achieved in a more practical way than wearing business/dress suits each day. I agree Kelly-unless Macy's donates $1000 to each staff member, we can meet this goal in other ways. It's all about common sense and modesty. If you look in the mirror and have to ask yourself "Is this too short?" or"Am I showing too much cleavage?"...it probably is, so wear something else. lol
DeleteCh. 51 reminded me, once again, the importance of learning and not placing an undue emphasis on test scores. We must realize that we pass our stress level on to some of our students..not all, but some begin to feel that pressure! Accountability is necessary but not to the point where teachers and students are in tears over the process! I like what he writes in the middle of page 196, "But more important, we show our students the joy and excitement that comes with learning. Once they catch that magic, our jobs become much easier, and the results are much, much better."
ReplyDeleteChapter 31 talks about teaching students and parents hiw to study. Study skills are learned. I think parents want tp help their students, but often they do not know how. We sometimes
ReplyDeleteassume that parents know more than they do about studying
I agree. Students must be taught ways to study on their own..parents or older siblings cannot always be available to call out material. I know when homework is to study for a test, most students take that to mean that they don't actually have any homework. In addition, to them, studying simply means reading over a guide, flashcards, or vocabulary. Most students think they know the material better than they actually do. I want to do better with giving them suggestions on making the most out of their time to ensure they remember the material.
DeleteIt is hard to accept thst our own children lie to as at some point. They are human, and they will make mistakes. I had one of these parents a couple of years back that believed that other children lied about her child, but he didn't lie to her. It was exhausting as a teacher, but it must also be exhausting as a parent because she was constantly on the defense. She also missed the chapter about letting kids be resposible for their own actions. I truly believe if she had let him take his consequences, she would have had a lot less to defend.
ReplyDeleteChapter 36 is important for parents to hear. It is heart breaking to get a letter at the end of the year from a parent, complaining about what he preceives as a bad year for his child, and that is the first time the parent has even said anything to you. If the child is doing ok, there are no notes, phone calls, or attempts to contact you, you don't know that things are not going well..
ReplyDeleteA bit of honesty could have changed a lot.
Yes, it is 1:45 and I am awake posting. Will get little sleep over the next couple of days as school is quickly approaching. So, here I go:
ReplyDeleteIn Chapter 58, I love how RC had the kids practice and repractice several times to teach them how to have a celebration and then instantly get silent and into their seats. It's so much easier to assume that they will get it. We ALL know that three were listening the first time, and only three more the second and third times. A lot of practice on the front end will help these situations throughout the entire year.
I plan on doing a lot more 'practice' with routines and procedures than I ever have!! I'm convinced it will pay off in the long run and help establish that positive classroom culture we all crave.
DeleteI can see that procedures and routines have been "practiced". We are off to a great school year.
DeleteIs there an award for being done with the book? HEHE Just kidding on the award, but I have finished the book. LOVED IT! Thank you, Mrs. Nye for getting copies for all of us!
ReplyDeleteAt the end of Chapter 63, RC reminds himself "that just because eighth graders are the oldest doesn't mean they aren't still children." I know that we don't have eighth, but we have fifth. Sometimes it is easy to assume that because they are the "biggest" that they know how to do it all. School has started and I played a video about honesty that was basically kindergarten content. THEY ATE IT UP. It hasn't been that long since they were the babies in the school. While I do think they should be held accountable for much more than they once were, I also think that we should remember that they are only 10. Not enough life experience to know everything.
ReplyDeleteThey are still children and we do need to remember that!
DeleteIn Chapter 69, Clark says to continually move around the room because it "stirs up the energy of the room and cuts through potential boredom." It also cuts down the discipline. These kids know where we are, especially when we are stagnant, because the know what angle to put their paper so that we don't see them drawing. They know just the angle that will keep us from noticing that they are talking or motioning to someone across the room. Moving keeps them on their toes and makes them less likely to get off course because they never really know when we will be near enough to notice the angel/horse/chimney that they are drawing.
ReplyDeleteI always walk all over the room as well for those very reasons. It also rids the room of that desk/student that got placed in the back of the room which no parent wants. Another good idea is to change your voice/inflection to grab their attention...anything random to keep them on alert.
DeleteI related especially to Ron's comment on page 124 in the "Helicopter Parent" chapter about a situation with a student. The mom wanted Ron to compromise his convictions and excuse her son even though he was trouble quite a bit. Ron stated that, "The situation and principle were bigger than the one instance." Many times, we find ourselves in this position with a parent, or could even be guilty of it ourselves, as parents. This particular parent was constantly coming to the son's rescue, therefore not teaching him to stand on his own. Ron says that parents need to let their children experience consequences. If children are always "rescued" by the parent, there will be that expectation and hesitancy to accept responsibility for their own actions.
ReplyDeleteI can also relate to that comment! It is hard as a parent not to always rescue your child. Children do have to learn to face the consequences for the choices they make.
DeleteMrs. Okunowo, a parent from the Class of 2013 wrote a beautiful letter in which she states that the parents should always take the side of the teacher (unless there is physical hurt involved.). She is wise to know that when parents immediately jump to conclusions, or start second-guessing the teacher, his or her authority is undermined, thus creating an air of distrust or disapproval. It is true, as she says, that they will some day have to answer to a boss, and learning to be a successful student for varied teachers with different personalities will certainly help. If a parent places trust and faith in the teacher, the student will too. That is not to say that parents can not question and wonder about policies, procedures, and incidents. There is a correct way to get those questions answered, and that would be in speaking with the teacher to resolve or clarify any issues or questions.
ReplyDeleteI guess I'm on a "roll" here.... but Chapter 28 is so apropos for students of this time period. It deals with reminding children of their blessings and stressing a strong work ethic. Our society is one of immediate rewards, and everyone's in a hurry for everything these days, it seems. Children need to be pointed to the fact that not everyone in every country has the same opportunities and even necessities that are commonplace here in America. I believe that we should encourage and praise a strong work ethic when we see it. We should strive to nurture this in our students.
ReplyDeleteChapter 47: Make sure you do your homework, too! Make sure you are prepared before the students arrive for class. Have all power points, activities, morning work.. etc.. ready. Ron says this will cut down on the amount of free time the students have to get off tasks. I have been trying to do this, but sometimes technology lets me down. Things do go a lot smoother when we all are prepared.
ReplyDeleteChapter 48: Begin each class on fire. Making the most out of the time you have with the students. Have them excited and ready to learn. I am scared to stand on a desk. It might collapse.
Chapter 49: Increase teacher quality instead of reducing class size. I agree that the quality of the teaching is important, but I disagree about the class size increasing. Our rooms feel like sardine cans already with 26 students. It is really hard to move when there is not much room. I feel sorry for anyone who is claustrophobic.
Chapter 50: Set an electric tone on Day One. This is the chapter that discusses how he uses the teams. I have really enjoyed this activity. The students get really excited about it. On meet the teacher night, I stepped out of my box and bought into the theme of groovin' into 4th grade. I know I freaked the parents out, but I know that the students were excited and enjoyed it. I have had several students tell me that it was the best meet the teacher that they ever went to. They said they felt more at ease about starting school.
Chapter 51: Don't constantly stress about test scores. I like this chapter. I have felt like that is what has been stressed the past couple of years. I would just love to teach the students and do interesting activities and not worry about time limits and state testing. We all would be less stressed. These students are kids. They should not have to worry about state testing and not worry about being college and career ready at this young age. We need to make school a place were they want to stay instead of dropping out. Off of my soap box now..
Chapter 52: Open up your home to your students... Um No! That is my private space and no one else is allowed. That is why I do an all about me activity at the beginning of the year. I also have my family members pop in occasionally for lunch so the students can see them. I am also afraid of getting sued...
Chapter 53: Stay connected; have parents on your speed dial. I do not give out my phone number, but I will not hesitate to email them or return any of their calls during school hours. I does help to stay in close communication with them about their child.
Chapter 54: Give the children a chance to respond and don't give up so quickly. I liked this chapter and intend on giving it a try. Walk them through it instead of walking away.
Chapter 55: Realize that kids need to move! I really enjoy doing brain breaks throughout the day. It does baffle me though that some students are just too cool to participate.
Chapter 56: Using cheers and chants. Love this! I already do this. I have seen my students singing the song too as they are doing a test. Love it.