Search This Blog

Sunday, November 6, 2011

first year

I was just contacted by a student who was in my class my first year of teaching. He was in 7th grade. I believe he is now a junior. He told me that he will never forget me as his 7th grade teacher because I always stood up for him. Wow!

Sunday, September 25, 2011

"You're Going to Love This Kid" by Paula Kluth

Chapter 5 review.

Creating a Comfortable Classroom.

As teachers, we spend a great deal of time in our classrooms every year. We spend, what amounts to, 44 24-hour days in our classrooms each year. That is a lot of time. It is in our best interest, and our students' best interest, to make sure our classroom environment is comfortable and organized. This is especially true for children on the spectrum.

Many students on the spectrum are hypersensitive to visual, auditory, olfactory, and tactile stimuli.

Lighting is something that can make a huge difference in terms of comfort in classrooms. Unfortunately, it is one of the more difficult things to manipulate. Most schools come furnished with overhead florescent lights that are extremely bright and agitating for some students. However, teachers may try turning on only a section of those lights and supplementing the other lights with a lamp. A more dimly lit environment will help many students remain calm and focused during independent work.

Sound is something a little bit easier to control. Paula Kluth says that some children on the spectrum interpret everyday sounds (e.g., pencil writing on paper, feet shuffling across the room, eating) like most people interpret nails on a chalkboard. Can every sound be mitigated? Of course not. And I would even argue that trying to remove every annoying sound would do a disservice to our students, who will eventually go out in the real world. No individual on the spectrum will go into a world in which they are protected from every common sound.

However, there are things we can do to help our sound-sensitive students adjust. We can provide earplugs or headphones. We can place them in different areas of the classroom where the sounds are minimized. We can ask our students to be self-advocates and approach us when a sound is bothering them so that we might brainstorm possible solutions.

Another thing that many students like is quiet music (e.g., classical) playing in the background during independent work. This is one of my personal favorites. I have classical music playing in the background whenever I am teaching a group of students. I play it throughout the duration of the class. I have noticed a substantial decrease in distractibility (even for myself) and problematic behaviors.

Seat placement is one of the easiest and most powerful things a teacher can manipulate to help all students. Teachers need to think about many factors when it comes to seating arrangement, not just proximity to the teacher. Here are a few factors a teacher should consider when it comes to seating arrangement:

-Proximity control
-Extraneous noises, visuals, or smells that might distract/agitate a student
-Peers in the classroom
-Access to materials
-View of the whiteboard
-Preference for sitting alone or in a group

One thing became abundantly clear after reading this chapter. Teachers must pay especially close attention to the classroom environment when they are working with students on the spectrum. Teachers need to be open to the idea of changing what they have "traditionally done" to ensure the needs of the individual student are being met. Teachers need to be willing to move away from "TTWWADI" (That's The Way We've Always Done It. Pronounced "titwati". Borowed from Ian Jukes) and be more willing to think outside the box.

Saturday, September 17, 2011

On the Intrinsic Motivation for Young Students to Learn

A question came up earlier this year in a meeting that, on the surface, seemed like a fairly easy one to answer: Do elementary-age students have the intrinsic motivation to learn? And, as most answers to these types of questions go, they were varied and diverse. But, like most questions related to education and psychology, the answer, in my opinion, was more complicated than initially thought.

I was curious about our use of the word "learn". Dictionary.com says that it is "to acquire knowledge of or skill in by study, instruction, or experience."

So, one answer might be that the typical, say, 4th grader does not have an intrinsic desire to learn by reading a book or receiving instruction on a given academic subject. Sure, most kids don't have the motivation to learn that way. (Well, unless they are reading the instructional booklet that came with the coolest and newest Lego set on the market.)

But, that answer is assuming that learning occurs only through instruction or study (and by study, we might automatically assume this means to read). And, I don't think of the average elementary-age child as learning that way.

But, let's go back to the question: Do elementary-age children have the intrinsic motivation to learn. And my answer is a definite yes...with some further refinement of the word "learn."

If you put a child in a room with a chair, a desk, and some toy blocks, the typical child will choose to explore the blocks. If left the freedom to choose, he will build structures with the blocks or stack them, or create something with them.

If you put a child in a room with a chair, a desk, and play-doh, the typical child will explore the play-doh; feeling it, manipulating it, building with it.

Now, this seems like "well duh" educational psychology at its best. But, it answers the question. Yes, children have an intrinsic motivation to learn if we define "learn" as explore, create, or manipulate and not "study through reading or instruction". The average child has a strong desire to learn. That is, in fact, what a child is designed to do. Children are designed with an intrinsic desire to understand and manipulate their surroundings. It is how they will be molded into competent and intelligent adults within a society.

So, our charge as elementary teachers is to think of learning as something done beyond the desk and chair. Learning is something children do naturally through exploration, creation, and manipulation.

Monday, September 12, 2011

Friday, August 12, 2011

Teaching kids to sit

Wow! It's been a long time since I last posted. Summer was relatively busy with summer school, travelling, and preparing for the next school year. Sometimes it seems like summer is more busy than the school year!

My friend Megan and I met for lunch last week. And, of course, one of the topics of discussion was education. She is always so passionate about each day, each subject, each student, and each school year. Her grade level is trying a new behavior initiative that does not promote consequences or rewards, but truly depends on students to take ownership and find meaning in their own learning. She is quite excited about it.

I let her know that I started reading the Montessori Method, by Maria Montessori. The Montessori method dates back to the early 1900s and is still to this day, in my eyes, rather controversial. Dr. Montessori's ideas of behavior management seem similar to what Megan's team is trying to accomplish. She did not believe in rewards or consequences. She compared giving children rewards and consequences to what jockeys do to increase the speed of their horses.

"The jockey offers a piece of sugar to his horse before jumping into the saddle, the coachman beats his horse that he may respond to the signs given by the reins; and, yet, neither of these runs so superbly as the free horse of the plains."

This discussion with Megan also reminded me of another part of the Montessori Method in which Dr. Montessori calls the school bench an "instrument of slavery".

Apparently, back in the early 1900s, scientists were busy created the most ergonomically perfect school bench. Dr. Montessori believed rather passionately that we were designed to stand. (And if you reflect on this thought, you may reach the same conclusion.) She also believed rather passionately that the school bench was an instrument of slavery confining students to positions that were unnatural and not conducive to student growth and development.

Now, I am not going to sit here and say that modern day school chairs are instruments of slavery. But what I will say is that it would do our students good if we got them up and moving around a little bit more. Our natural state of learning is in movement. Our brains are designed to move and think simultaneously.

Megan and I agreed: Our students definitely need to learn HOW to sit. But we should never assume they MUST be sitting to learn.

Saturday, June 11, 2011

building ladders

So, the neighbor kids and I have developed a solid working relationship ever since we put the tree house up for the really cool tree (see previous blog). Now, they go to the local corner store, pick up some icy beverages and snacks, and relax under the really cool tree. Some littering has occurred, but has been minimized after I spoke with the children under the tree. Now, when I am in the backyard, watering or what have you, they send me kind pleasantries.

They are continually asking for upgrades and remodels. They want a second floor and a storage area under the first level...a basement to speak of. I find all of these things a little out of my abilities as a carpenter and a little outside of my paycheck.

Estaban, however, did ask me to build him a ladder so that he could have it for the tree in his front yard.

"Come knock on the front door at 9am this Saturday," I said, "and I will help build you a ladder."

Estaban's eyes perked up. Attempting to contain the smile that wanted to explode on his face, he questioned, "Really? You will build me a ladder, just like this one, for my tree?"

I assured him I would do it. And if there is one thing I have learned in this life, it's that you better stay true to your word. I told him if he came to my house Saturday morning I would build him that ladder.

I woke up fairly early Saturday, thinking about Estaban and his excitement for his new ladder. I didn't want to miss the sound of him knocking. Children in this neighborhood don't have a whole lot of people they can depend on in their lives. I wasn't about to be just another person who disappointed them. So, I got up.

Well, Estaban didn't show that morning. I went on about my day. I probably enjoyed the water on Lake Travis or Barton Springs. I am sure I ran some errands and did chores around the house.

I found myself in the backyard again that evening. And Estaban found himself perched in the tree. He saw me and asked if I was ready to build him the ladder. Being a man of my word, I asked him where he was that morning.

He responded, "My dad needed me to do some work with him."

I don't know his father or his family, but Estaban leads me to believe they make the best of what they have and that they are dedicated hardworking citizens who are trying to do the best in this life. So, I believed him. Plus, Estaban has trouble with lying.

So, I asked him to come to the front of the house where the tools are kept. Once again, his eyes grew larger and he began to smile. With a not-so-subtle hint of disbelief, he asked, "Really?"

He went on to tell me that he had the wood I would need to build him his ladder.

I asked him to bring it. I told him I would supply the nails.

Worried that I would go inside and forget him, he told me to, "stay right there". He promised he would, "be right back with the wood." And I stayed there waiting.

Three minutes went by and there was Estaban balancing the wood on his bike.

The wood Estaban brought was rotting and spent a good deal of it's life infested with termites. This wood was in no shape to become a magnificent ladder. I told him I would keep this wood and that we would use some of my wood to build the ladder as my wood appeared, "more suited for the job."

I did assure him that I appreciated what he offered and that I was definitely going to use it on a later project.

So, with our nails, wood, and hammer we began to build his ladder. He is only in 2nd grade, but his desire to assist in the project was more than I had seen in most older kids. Obviously, I was careful. I gave him certain tasks. He was able to line up the wood exactly where he wanted it to make the rungs. He was able to hold the wood steady as I hammered in the nails. And when we were finished, the huge smile he was containing finally did explode on his face. He had his very own ladder.

There was a dilemma. At first, he tried to balance the ladder on his bike to take it home, but that didn't work. The ladder was too heavy. He didn't know if he should leave his bike there and walk the ladder or vice versa. I offered to store his bike in the garage while he walked his ladder home. Then, he could retrieve his bike. He liked this suggestion.

Kids in this neighborhood have to be very protective of their things. Bikes in this neighborhood are precious gold. If you leave them out of your sight for a second, another kid or even a thief looking for a buck at the pawn shop, will take it. Kids in this neighborhood lock their bikes up at school, unlike kids in nicer areas. Estaban knew this quite well.

He came back for his bike. He thanked me and I thanked him for his wood and help.

I drive by his house several times a day. There in the front yard, leaning against the tree, sits his ladder. I often see his family and neighbors sitting on ice chests or folding chairs in that front yard. And typically, there I will also see Estaban climbing his ladder with his bike parked very close to it.

Monday, May 30, 2011

"You're Going to Love This Kid" by Paula Kluth

Chapter 4 review: "Connecting with Families"

"...buidling partnerships with families is as or more important than anything else teachers can do in the classroom." (p. 59).

"They can provide more rich and detailed information about a student than any professional we can ask or any report we can read." (p. 57).

We should remember this when we interact with parents. They provide information and insight that we don't have. When we are having a problem with a student we should consult with the parent as soon as possible. They will have information that may be pinnacle in solving the problem.

"If families are ignored, dismissed, or otherwise prevented from participating in the education of their child, the student's education will suffer." (p. 59).

Involving parents in meaningful discussions and decision making in the educational setting is not just a "good idea", it is fundamental to a successful school experience. It's not just something we should consider, it is something we must do.

We must also work to understand the diversity of the students we serve. Student demographics have changed over time, while teacher demographics have remained relatively unchanged. The bulk of the teacher workforce is still female and Caucasian. We need to work to diversify the teacher population, while working toward increases in our understandings of diverse cultures.

We must also seek to understand culture's impact on how a family views disability. Some cultures view disabilities as a part of the human experience, while other cultures view disabilities as medical conditions or in a generally less favorable light.

We must also reevaluate our understanding of "difficult parents". I believe "difficult parents" are not really difficult parents at all...they are good parents in difficult situations. In fact, they are probably great parents. If they didn't care about their children and their children's educational needs, they wouldn't feel the need to spend energy on being "difficult". Their children have often been outcast and excluded. Professionals have constantly and consistently tried to disenfranchise and disconnect their children from the inclusive educational experience. These parents have learned the only way professionals will respond is if they become "difficult". However, this can change if we embark on a collaborative educational journey with these and all other parents. This can change if we seek and value their input and expertise.

Tuesday, May 24, 2011

ESY folders

Got my ESY folders for each kid today. I can't wait to work with these awesome kids for another summer! I have worked with each one in the group for the last 2 or 3 years. I loved seeing their pictures in the folders. Each one has grown so much! It looks like we will be working on the same things. I am doing SLE (Structured Learning Environment). This is a self-contained program for students with autism who have severe deficits in communication. It's a unique deviation from the school year. Though, not too much different for me now, since I switched to SCSS and working with kids on the spectrum in the inclusion setting.

Wednesday, May 18, 2011

"You're Going to Love This Kid" by Paula Kluth

Chapter 3 review

This chapter was dedicated to the role of the teacher for students with autism (or maybe just all students in general).

There are 9 things that Kluth highlights as ways to promote students with autism in the inclusion classroom.

1.) Recognize differences
Embrace differences. Don't try to see every child as the same, but look for differences and embrace them. Teachers should seek and desire differences in their inclusion classrooms.

2.) Interrogate the use of labels
Basically, don't use labels to define students. Don't refer to students as your "autistic students" or your "slow students". It's bad manners :)

3.) Reconfigure expertise
Yes, it's nice to have "experts" who come and give you sound, research-based advice on how to deal with your students. But, the most valuable experts are the students themselves. We should "listen" to our students. I believe this means we should listen to what they are telling us with their words, emotions, and behaviors.

4.) Preserve student dignity
"Human relationships are central to effective instruction" (p. 48). Said perfectly...

5.) Look for complexity in learners
This basically means get to know the details and "complexities" of each and individual student you teach.

6.) Serve as an advocate and teach advocacy

7.) Act as a teacher and learner
Be constantly looking for new information and ideas. Share this with your colleagues, both in your smaller circle (your specific school) and your larger educational community.

8.) Listen
This was hit on with number 3. But I agree with Kluth that it is important enough to emphasize again. LISTEN TO YOUR STUDENTS. More than any expert or teacher with years of experience you can find, they know best about what they need.

9.) Practice subversive pedagogy, if necessary.
This is quite a progressive thought. It's basically that we should openly question practices, policies, and procedures to the extent they affect students and student learning.

Monday, May 16, 2011

"You're Going to Love This Kid" by Paula Kluth

Chapter 2 highlights

Well, it doesn't surprise me one bit...but one of the key ingredients to an “inclusive school” is solid and supportive administrative leadership. Leadership was found to be a key component in the success of inclusive school or one of the greatest obstacles. This totally makes sense and falls completely in line with one of the 7 correlates of highly effective schools (the first one on this list):

Instructional leadership
Mission that is clear and focused

Student monitoring of learning and progress
Home-school relationships
Environment that is safe and orderly
Expectations that are high
Time on task and opportunities for learning

So, a long time ago, back in 1975, Congress passed PL 94-142, the Education for All Handicapped Children Act. This is the mother of IDEA from 1990. In PL 94-142 several ideas were born that are still the focal point of education in this country.

FAPE: Free and Appropriate Public Education for All. That is, every child, regardless of ability, has the right to a free and appropriate (i.e., provides opportunities to access the general education curriculum and meets the needs of the individual student) public education.

IEP: Students are provided with an specially designed and Individualized Education Plan.

LRE: Students have the right to access FAPE through the Least Restrictive Environment. Children must be educated in the general education setting to the greatest extent possible. Supplementary aids and services (e.g.,paraprofessionals, tutors, assistive technology, adapted or modified materials, etc.) must be provided in the inclusive setting. Only if these are not effective can a school recommend a more restrictive setting.

IDEA requires general educators to become more involved in the education of students with varying needs and disabilities. All teachers should view themselves as “inclusion teachers”.

Before 1975 many states had laws that banned students with certain disabilities (e.g., deaf, blind, cognitive delays, or “emotional disturbances”) from the public school setting. Needless to say, we have come a long way as a society. We are integrating students more and more so into the general education setting. The benefits are enumerable. The impact is widespread. The difference is life changing. Many students without “disabilities” have learned to love and accept people of difference. Many students with disabilities have grown to feel accepted, valued, and appreciated by their typically developing peers. Parents have seen their children become integrated and accepted into the broader school community.

Thursday, May 5, 2011

Reviewing Correlates of Effective Schools

I was reviewing the correlates of effective schools, as developed by Lawrence W. Lezotte. And for fun, I came up with an acronym that I am hoping will help me remember the seven correlates of highly effective schools. Here goes it:

I nstructional Leadership
'
M ission that is clear and focused

S tudent monitoring that is frequent
H ome-school relations that are positive
E xpectations that are high
E nvironment that is safe and orderly
T ime on task and opportunities to learn

So, the seven correlates of highly effective schools have been found consistently in, well of course, schools that are considered highly effective.

Instructional leadership: Leaders are found spread among the faculty. Teacher-leaders abound. Principals grow and inspire others to lead. Expertise is not centralized but distributed among the professionals.

Clear and focused mission: the mission of the school must be learning for ALL. It must also focus on the balance between higher-level learning and basic prerequisite skills.

Frequent monitoring of student progress: Assessments for learning will be common place. Assessments will be used to drive instruction. There will be more connection among the written, taught, and tested curriculum.

Positive home to school relationships: Parents and teachers work as true collaborative partners to ensure optimal student learning.

High expectations for ALL: Reteaching and regrouping are pinnacle to achieve this correlate. The cycle of planning a lesson, teaching a lesson, and testing the students is no longer satisfactory. High expectations of student success means that teachers are now sensitive to the individualized needs of each student based on formative and ongoing assessments.

Safe and orderly environment: Children are working together and helping each other learn and grow as students. Teamwork is an evident expectation school wide.

Opportunity to learn and time on task: In this world of high expectations, it is critical for teachers to closely evaluate what instructional practices are essential to students and which ones are unnecessary.


So, next time you wonder what a great school does differently, think "I'M SHEET"!


I have developed an action plan to help me stay focused and grow as a professional and as an educator. The objectives listed in my action plan or specifically designed to help me grow in critical areas. I put the action plan in a central and visible location to remind me to stay focused and constantly goal oriented.

My overall desire is to learn, use, and share things that I have learned to colleagues, parents, and a broader community of educators. The action plan lays out specific ways that will help me achieve this goal.

Monday, May 2, 2011



Here are some clips from our February Conference presentation of "The Kinesthetic Connection: Spicing Up Your Instructional Recipes". We really had fun with this, and we think the audience did too! Enjoy!

"Youre Going to Love This Kid" by Paula Kluth

I have started reading a new book on autism from Paula Kluth, an expert in the field of inclusive practices and autism. I had the opportunity to hear her speak at Inclusion Works last year, and I couldn't resist purchasing her book.

Defining Autism:
I love what she does at the beginning of the book. She uses the definition of autism from an individual with autism...but she does caution, "If you know one person with autism, you know ONE person with autism." (p. 2). She goes on to say that individuals with autism have more differences than similarities.

This makes me think about the several times I have been approached by individuals asking me general or vague questions about how to better manage and teach particular students with autism. The first thing I want to do is get to know THAT particular student. Yes, it is good for me to know that the student has autism. That probably means they struggle in social interactions, have unique physical movements, enjoy routines and structure, and struggle with communication. But, it doesn't tell me their strengths or how they will respond to certain behavioral interventions. My observations and interactions are crucial in establishing proper management and teaching techniques.

A student's label should never outline that student's supports and services. These should be developed and established based on the individual student, regardless of label. The label is just a good place to start.

Autism is a way of existing. It is a way of interacting with and interpreting the world. The person, according to Kluth, cannot be separated from the autism. It is the lens through which those with autism live.

Uh, interesting fact: Apparently, autism is the third most common developmental disability (MR and CP are first and second). AND, it is 4-5x more likely in boys than girls. This is definitely confirmed by my current situation. It affects social interactions, communications, and patterns of behavior.

Well, more to write letter. Happy reading and learning everyone!

David

Monday, April 25, 2011

Natural talent or dedicated improver?




(The individual in this video is Murray Perahia. He has been playing piano since the age of four! That is a lot of practice! He also studied music in college. So, obviously, Mr. Perahia has an undying dedication to his craft! This one glorious moment is backed by countless hours of blood, sweat, and tears that this man has poured into his craft.)

So, yes, there are some folks out there who have some amount of natural talent. They, for some physiological reason, are better at certain things than others.

Say, you gave two kids a football for the very first time and asked each to throw it, catch it, or run with it. One of the kids will more likely be a better thrower, catcher, or runner. Maybe we can call this natural talent.

But, there is more to the story than that. What if the kid who was initially better at football activities had no interest, but the other kid did? Eventually, the other "unnatural talent" would become better than the "natural talent".

The point is simple, the starting point of ability for any activity is not nearly as important has the dedication one has to improving above current baseline in that activity. The starting point is not as important as the amount of time it takes to perfect the art or sport.

I believe it is the 10,000 hour rule. Most professional musicians or athletes have practiced their craft for 10,000 hours. Amazing piano players may start out better than the average person (though they may not), but they also dedicate countless hours to practice and perfection. The efforts to improve are what leads them to these levels of performance. Athletes don't just pick up the ball on game day and start playing. They practice and practice until it's perfect.

But, what we don't see is all that preparation. We only see the amazing performance or that one amazing moment. What we have to remember is this: that one amazing touchdown, catch, or performance is backed by countless hours of practice.


Effort supersedes ability.

Tuesday, April 12, 2011

Connected

I'm reading a fantastic book titled Connected, by Nicholas A. Christakis and James H. Fowler.

Basically, it's about how we are connected through social networks, digital or otherwise.

Interesting points to consider:

Number one...

The story goes that we have 3 degrees of influence. That is, we can influence our friends, our friends' friends, and our friends' friends' friends. Imagine, you have twenty close contacts (friends and family members). And those twenty contacts have twenty close contacts each, as well. And those twenty close contacts each have twenty close contacts. That is 8,000 people! So, we essentially have influence and are influenced by 8,000 closely connected individuals. We can influence weight gain, happiness, politic views, and much more.

Number two...

To a large degree, the peanut allergy scare in schools is caused by irrational "emotional stampede" spread through social contacts. The authors are not saying that peanut allergies are not a serious concern...but what they are saying is that only 150 people die each year from allergic reactions. Compare this to the 100 that die each year from lightning strikes. Even more alarming is the ten thousand students who are sent to the hospital due to traumatic brain injuries occurring during sport activities. Schools are declaring themselves entirely nut free, but are they declaring themselves entirely sports free? After all, sports injuries seem to be of greater statistical concern than allergic reactions to peanuts. (obviously playing devil's advocate here).

Number three...

A person is 15% more likely to be happy if a "directly connected" person is happy. If a person is connected to a happy person within two degrees that drops to a 10% increase in the likelihood of being happy. It drops to 6% with three degrees of separation. So, if you want to be happy, hang with happy people! Or, at least, hang with people who hang with happy people. Or, at the very least, hang with people who hang with people who hang with happy people!

Number four...

We are likely to be partnered with someone who is within three degrees of separation from ourselves. Oh, and friends are more likely to hook us up with short term partners. Family members are more likely to hook us up with long term ones (maybe duh...)!

Number five...

We respond to others' emotional reactions as if they are our own. Most believe this has biological roots, which makes sense. Think about this: If you see someone in your group open his eyes wide and flair his nostrils- both of which will help with stimulus intake, and are both physical reactions toward feeling "terrified"- then you will innately follow suit. This will help you deal with the possible impending threat. Another interesting fact is that when we are disgusted we tend to squint and narrow our nostrils. This helps us minimize the disgusting stimulus. We also imitate this if we observe it in others to avoid exposure.

Friday, April 8, 2011

District Team Leader Meeting

Amy Nichols, Coordinator of Elementar Special Education, approached me a few weeks ago about presenting a video I created to other team leaders at our district TL meeting. The video was a series of interviews I had with the five individuals who attended the Inclusion Works Conference. The questions were simple: "What were your 'aha' moments?", "What are we doing correctly?", "What could we improve on?", and "What is your long term vision of inclusion here?". I wanted to get these interviews on video so that we could watch them during our upcoming "inclusion meeting" in April, and so that we will be able to review those learning moments during BOY training for next year.

After we watched the video, we engaged in small group discussions while completing a plus-delta. Our table engaged in truly meaningful discussions...some based on the video and some based on the unique experiences of each person at the table.

I was glad my video could be the springboard for meaningful discussions among special education teacher-leaders in our district.

For some reason, I really get a kick out of professional development! ;)

Friday, March 11, 2011

mixed emotions

So, it is 3:08 on the Friday before spring break. The children were dismissed 23 minutes ago. And I am not sure how I feel.

I am looking forward to this break. I have already started reflected back on the chunk of the year that has passed. I believe I have seen a lot of success and growth in my students. I have developed some great relationships with parents, students, and staff. Did I do things perfectly? Of course not. But, I know I can learn from my mistakes. I can shoot for more than what I got last time. This break will give me the time to really reflect on how I can improve my performance and continue to move forward.

The mindset I embrace tells me that I am flexible, that my abilities are never fixed, and that I should constantly grow, learn, and try new things...even if those things aren't so easy at first.

The growth mindset allows people to try things that are difficult for them. The growth mindset values effort of any kind of fixed ability or intelligence. People who are growth mindset oriented are those who come out stronger in the face of adversity. They see a fall as an opportunity to rise back up.

"I have not failed. I've just found 10,000 ways that won't work."- Thomas Edison.

That is a growth mindset mentality.

Fixed mindset people often give up quickly when they fail or something is difficult. They believe that ability and intelligence is fixed. They believe in talent over effort, practice, dedication, and hard work.

In my growth mindset I know that I am continually learning, growing, and changing.

And this is part of what I will reflect on over this glorious and much needed break.

Monday, March 7, 2011

Twenty Minute Impromptu Lesson

I've been meaning to post this experience from a couple weeks ago. I really enjoyed this opportunity.

So, I went to observe one of my SCSS students in a first grade class. I saw a life-size (meaning it was maybe 12 ft long by 8 ft wide) 100s chart placed on the floor. The students were using it independently while the teacher was preparing for her next step. I began to tell her how excited I was that she had that in her classroom. She informed me she got the idea from my workshop from Feb. Conference. (Okay, this life-size 100s chart was NOT my idea, but I did share it with folks at our conference). I also told her about all the wonderful things she could do with it. She asked if I wanted to work with the kids using it. I said, "Sure, why not!?"

So begins my 20 minute impromptu lesson with the life-size 100s chart.

First, we found a magic number wand (which happened to be the teacher's pointer she used during circle time). Then, we picked magicians (the students) to pick magical numbers. Then, we did magical things with the number. I told them this was magic that was all made possible by the powerful tool that is the 100s chart.

The magical things we did with the number? Well, we started with adding small one-digit numbers. Then, we added by tens. I taught them how to move the wand according to the number we were adding to the original number. I differentiated based on ability. Some kids ended up doing two to three-step addition and subtraction problems! All because of the magic 100s chart and wand! Not only were they engaged, they were entertained!

As I write this, I am remembering what Rich Allen (author of Green Light Classroom) has said: It is true, our job as educators is not necessarily to entertain. However, our job IS to engage students. Sometimes, we can get students engaged BY entertaining them!

Had I more time, I would have transferred this learning to pencil paper through a series of addition or subtraction problems they were to solve using a paper-sized 100s charts at their desks.

The applications of this life-sized 100s chart are literally too many to enumerate here. This would be a tool that I would use throughout the year, both in life-size and paper form.

Great times!

classroom observations

Today I went to observe two different SCSS (Social Communication Support and Services) teachers work with students on the spectrum. And I walked away with some new knowledge, things to consider, and activities to do with my SCSS. But, the most important thing I learned is that these kids sure do have personalities!

So, you met one kid with autism. You know what that means? It doesn't mean that you can say you know what autism universally "looks like". It doesn't mean that you are now qualified to go around picking out the kids with autism vs. the kids without autism. It just means you met one kid with autism. This is one of the hardest things for educators to wrap their heads around in this day of labeling and categorizing. Remember, let the kid tell you who they are, not the label.

The label:
1. Impaired social interactions. Students on the spectrum sometimes struggle with nonverbal interactions (e.g., eye-contact). They also do not typically seek out relationships or play with other children.

2. Delayed communication. This could range from the inability to speak to the ability to maintain a conversation.

3. Repetitive and stereotyped patterns of behavior. This could mean a unique attachment or interest in something (e.g., trains, computers, whales, insects, Star Wars, etc.). This could also mean a near inability to deviate from structure or routines. This could also mean some type of movement that is repetitive (e.g., hand flapping).

So, a child with autism will exhibit some of the above descriptions. However, that is only a small piece of who that child is. And furthermore, these descriptions do not classify or categorize or mandate a child's personality. They are merely behaviors. Each child with autism has a personality that is separate from the aforementioned criterion.


And what I realized today was that I am blessed to work with some of the most amazing personalities at my elementary school!

Saturday, March 5, 2011

Job Performance and Employee Satisfaction

I was talking with a 2nd grade teacher at my school about children who chronically perform below average in school. These children, often at a very young age, become disgruntled and bitter about education, school, and learning altogether. They often become the students who give up quickly or who quite trying because of constant failure. After all, why try it if there's a really good chance you won't be good at it?

We were talking about how awful it must feel to go to school for seven hours a day, five days a week and be constantly bombarded with things that you are just average or below average at. That must be tiring!

Think about that in our lives as teachers. What if we tried being a teacher for an entire year. Throughout the year we were told we were below average or we were struggling. How would we feel even after ONE year of not being that good at something? Then, we had to go and do it another year. And that year, we weren't so hot, either. But we still had to go back for a third year. And guess what? That year we were even worse than the first two years. How long would we last? Two years, maybe? Three years max.

So, think about the student who struggles year after year after year. They have a right to be disgruntled and feel a sense of disenchantment toward school, toward learning, and maybe even toward teachers.

So, here are some tips to get those kids excited about learning again:

1. Start with what the student is good at or likes to do. Working with students' strengths and interests is the best way to make them feel successful.

2. Start with what the student DOES know, and go from there.

3. Give specific and sincere praise. Go beyond, "Good job!"

4. Praise effort and not "smarts". For example, instead of saying, "Wow, look how you solved that math problem. You're so smart." Say, "Wow, look how your hard work and effort paid off! You figured out the answer!"

5. Get excited when students learn or you see "aha" moments!

It's important to empathize (avoid sympathy) with struggling students. It's important to remember the struggles they have been through to get to you!

Tuesday, March 1, 2011

Barnyard Style Painting

I was painting the door to our shed this weekend. In the beginning, I was quite thorough around the corners and in between cracks. I was making sure that I didn't get any of the bright red paint on the white trim outlining the door.

I was painstakingly perfect for the first thirty minutes. Then, I started to get bored of the whole process. So, I sped it up a bit. I dipped my paintbrush deeper into the can to slop a good amount of paint onto the surface of the door. The more paint I could get on the brush, the fewer times I had to dip it in the can. A thicker first coat meant I would have to spend less time on a second or third coat. I decided to call this style of painting "Barnyard Style". And I called it this because I concluded that barnyards, though bright red, were probably painted rather sloppily with little attention to detail. I imagined this because, really, the only living creatures that would see the barn up close would be the farmer, the farm animals, and the feral cats that hopefully keep the rats away.

(I later learned that barns were painted primarily to preserve the wood. So, the precision of which the painter painted was secondary, if not irrelevant, to the preservation of the wood.)

And as I began to paint in my new style I realized, by simply putting a label with my painting, I had justified a sloppy painting process. And I'm not the only one who has ever said, "I meant to do a sloppy job". You can find art these days that appears to be paint thrown against a canvas.

Sometimes I think we do this in education. Once we give a kid a label, we have suddenly justified performance that is less than standard. We say a kid has autism and suddenly he or she can't perform like the others. We say a kid has a learning disability, so we don't expect growth like we would in other students.

So, I argue that we should not allow labels to tell us what a student cannot do. Rather, we should allow students to tell us what they CAN do. Let's not promote barn-yard style education for our students.

Instead of, "They can't and so we won't" we should think, "Let's go until we can't".

Some background information on barns and the color red:
"Ever wonder why old barns are usually red in color? Red is (or, perhaps, was) a popular color for barns due not to its color shade but for its usefulness.

Many years ago, choices for paints, sealers and other building materials did not exist. Farmers had to be resourceful in finding or making a paint that would protect and seal the wood on their barns. Hundreds of years ago, many farmers would seal their barns with linseed oil, which is an orange-colored oil derived from the seeds of the flax plant. To this oil, they would add a variety of things, most often milk and lime, but also ferrous oxide, or rust. Rust was plentiful on farms and because it killed fungi and mosses that might grow on barns, was very effective as a sealant. It turned the mixture red in color.

When paint became more available, many people chose red paint for their barns in honor of tradition."

Farmers’ Almanac Trivia – Why are barns painted red?
by Sandi Duncan | Tuesday, September 16th, 2008 | From: Farmers' Almanac Blog

Monday, February 21, 2011

teaching...the mentality and the career

Mentality: "A habitual way of thinking or interpreting events peculiar to a person or type of person"- Encarta World English Dictionary

So, our instructional coach posted points to ponder in our bathrooms at school. We were able to read these points and add notes, thoughts, or comments as we saw fit. One of the points to ponder was, "How do I keep a healthy balance between my personal and professional life?"

Several teachers commented on this point.

On this point to ponder, many teachers wrote things like, "Make happy hour a regular occurrence" or "Don't bring work home." But in every bathroom someone wrote something along these lines: "Personal life...what's that?" or "Teaching is a way of life."

And I am here to untangle two very distinct concepts- teaching as a career and teaching as a mentality, or overall philosophy of thinking.

Okay, so I agree that teaching IS a way of life, but it is the mentality of teaching that is a way of life, NOT the career of teaching. And this is a very important distinction.

It seems like nowadays, districts are making teachers feel they are working 15 hour-a-day jobs within a contracted time of 8 hours a day, and given little money to show for it. So, we obviously feel the pressures to get things done. And, we are being asked to get more and more things done as we march along. Once we prove we can handle new requirements and expectations, instead of getting a pat on the back or a job well done, we are given even more expectations and requirements. So, the question of having a healthy balance between work and home is important. And, it's important that we do strike that balance.

It is important to remember that we are teachers at heart, and it is a mentality or way of life. We think like teachers. We are constantly learning, adapting, and exploring. We get a kick out of discovery. We get a kick out of leading others to discovery. We enjoy watching others explore their worlds and uncover hidden truths. This is something we cannot separate from ourselves. In that sense, teaching is a way of life.

Separate this from teaching as a career. We go to school 5 days a week, 9+ hours a day. We teach a group of select children skill sets, some of which are identical to those of our teaching neighbors (e.g., study skills, social skills, organization skills, etc.) and some of which are specific to our subject area. Our careers are as educators.

And so I conclude, on some level we are always teachers. But this distinction will allow us to better separate our careers from our personal lives. And as I mentioned before, this is something that is becoming more and more critical as more and more demands are placed on us in our schools.

Sunday, February 20, 2011

the case of the "really cool" tree

So, according to some of the children in our neighborhood, we have a "really cool" tree in our backyard. It is a tree that hangs over the fence. The two branches hanging over the fence, both about 6 inches in diameter, are perfectly eye-level to your average 4th grader. If you push down on the branch and lift your body up, you can get yourself onto the branch. The children find that each branch seats 3 comfortably, for a total of 6 kids on the branches at once. At that point, the once eye-level-to-your-average-4th-grader branch sinks until it's about 2 feet off the ground. Obviously, this can put a unique amount of stress on this "really cool" tree.

Approach number 1:

Yell at the kids and tell them to get off. This worked when we were there and we saw they were on the tree. We could argue that approach number one was mildly ineffective. I'm not going to spend too much on the efficacy of this approach, because it honestly didn't work. The kids were on the tree moments after we told them to get off. The kids were still sitting in the tree (all six of them), with the oldest one swaying his body like you would on a swing to get back-and-forth action. It looked like the tree was in the middle of a tornado.

Approach number 2:

I approached the kids and said, "I want you to be able to play on the tree."

The littlest one immediately demands, "Yeah, it's a really cool tree!"

I supported him, "Yes, it is definitely a cool tree." I went on, "And I want you to be able to enjoy the tree. But I am concerned that if you play with the tree like you are currently, it will become weak and the 'really cool' tree will break. That wouldn't be good because then you couldn't play with the tree." I added, "Also, I don't want to have to keep coming out here and telling you guys to not be so rough with the tree. So, we have to come up with a plan."

All eyes were on me.

I told them I thought we should come up with some "guidelines" for the tree. We would establish agreed upon guidelines and hold each other to them. The guidelines are as follows:

1.) 2 kids per branch (total of 4 kids)
2.) No rocking

Everyone agreed.

I also told them I would build supports that would go underneath the two branches. One of the children proclaimed, "Like a tree house!"

We would start with basic supports, and go from there. Long term, I told them, we might connect the two supports with a bench that would allow for extra seating.

I built them a ladder on the same day I built the supports.

I left, feeling quite excited about our new adventure. Upon my return to the gym, I noticed that the ladder was missing. I'll admit it, my initial reaction was anger. I was angered that these kids would steal the thing I made them that was designed to help them enjoy their tree.

Not so fast. I went over to the tree and noticed the ladder was lodged between some branches.

The children later informed me they had to do that to keep the ladder safe. As one stated, "If we kept the ladder where it was, everyone would be able to see it. Someone would probably take it."

My conclusions:

1.) Demanding the children stay off the tree is ineffective, short lived at best. Me telling the children that climbing and bouncing on the tree would hurt it would do no good. Why would the children care about hurting the tree? They don't care how old it is, how healthy it is, how sick it is, or that we want the tree to hang over the fence because we think it looks cool. They care about the state of the tree to the extent that it directly affects them. I promoted ownership of the tree among the children by telling the children that how long the tree will be around is directly related to how they treat it. Bam! The kids now own the tree (which is a good thing when I am trying to get them to treat it nicely)!

2.) The children were more likely to follow mutually agreed upon tree rules because they felt a since of ownership of the tree.

3.) Children in this area know the value of objects and keep them close at all times. They also make sure that these objects are out of sight from those individuals who might want to take those items. These kids at school are going to be very possessive of their items. They might even hide items (much like these kids did the ladder).

Well, this isn't as comprehensive as I would've liked, but it's a start. The implications of "the case of the really cool tree" are too many to outline in this blog. And, so I won't.

Peace.

Thursday, February 17, 2011

this week

I think it was Wednesday I went to observe one of my first graders with autism. Once again, it was confirmed that I am going to LOVE being in administration. I love going into classrooms and seeing students highly engaged in meaningful and FUN learning!

In this first grade class there were 5 math stations. My student was measuring, using nonstandard units (cubes), different objects that were placed in a basket. There was an accompanying sheet that he was filling out as he was measuring each item. He measured the pencil. "1, 2, 3, 4...17! The pencil is 17!" He then measured the crayon. "1, 2...6! The crayon is 6!" Each measurement was like a discovery. This was coming from a student who isn't necessarily intrinsically motivated to work this hard. But, it must not have seemed like work for him. He was on a journey of discovery.

I looked around the room and realized that every student was engaged in this journey. And the teacher was not at the front of the class. She was monitoring the learning. Wow!

Seven minutes later the timer went off and the students switched. They could choose which station they wanted to go to based on a check sheet each student kept that told them where they had already been.

Walking down the hall, after the observation, I noticed an ABC chart on the wall with a list of spelling words to the left. The students were using their bodies to spell their words for the week. I can imagine how excited these students are to work on their spelling words...their SPELLING WORDS! Sure, they have the students work on their words through other traditional, paper-pencil methods. But, we prefer to learn through experiential means. So, the kinesthetic component of learning spelling words really helps the students with storing the spelling words into long term memory. So, it is an essential piece to the overall puzzle that is learning.

So, what happens around third grade? It's almost like we think that third grade students require more desk-and-chair learning. I guess we think some unique transition occured for students during the summer before their third grade year? Maybe they spent the summer practicing with mom and dad how to sit and behave in a chair. They've practiced sitting long enough over the summer and now they are ready for lectures, paper/pencils, and worksheets! This is farthest from the truth.

Think about recent professional development you've attended. Which ones do you remember? Which ones captured your attention (and brain)?

-The ones that were interesting to you? (Students need to feel the information is meaningful and interesting)
-The ones in which the presenters were entertaining? (Novelty and joy are two major components of learning)
-The ones that required you to manipulate materials or actively engage in something? (Students/we remember 95% of what we experience, and 10% of what we hear)

Obviously, our 8 year olds are the same way...if not more so.

Remember the next time you try and teach a lesson through 45 minutes of lecture how bored you were when someone did that to you at your last professional development. Think about how much you would remember from a sit-and-get, and then divide that by 10! That's how much your student will get from this type of lesson.


This was a good week!

Thursday, February 10, 2011

What happens when...

Your belief in a student's abilities surpasses the parent's?

If there is one thing I've learned about students with autism it's, "Yes they can!"

You have to recognize ability and demand performance.

Wednesday, February 9, 2011

avid reader with memory issues

So, I am reading this book by Malcolm Gladwell, What The Dog Saw. Not a bad read, so far (I'm only on page 165). Though I have been slightly disappointed with the fictional feel of this generally nonfiction book. It's not quite as nonfictional as, say, Blink or The Tipping Point (two of his other writings). But, it is a manageable read, and I am actually learning a few tidbits of random information that I will hopefully, in the not-so-distant-future, be able to share with unsuspecting victims...I mean friends...as the opportunity arrises in lively discussion.

I am upset with myself because I did not start blogging at the beginning of this book. So, some of my recollection of the details in this book might be a bit foggy (not to say they are inaccurate)!

I read about the inventor of the Chop-O-Matic and how is unyielding belief in his product and ability to convince people of their absolute need for his product led to his great success.

I've read about how the creator of the original birth control pill- a devout Catholic- felt that his creation was exactly what the Catholic church was looking for to help with unwanted pregancies. His pill worked naturally with the female body to inhibit pregnancy. As we know, that didn't work out so well for him!

I read about Cesar Millan and his ability to whisper to dogs. Imagine this, two dog owners are walking their dogs and cross paths. The owners become worried that their doggies will lash out or become aggressive toward each other. (Dogs have an uncanny ability to read our body language.) They READ those feelings of anxiety and worry. Because of these feelings, they become anxious themselves and, as a result, fulfill the prophecies of their two respective owners. Something to think about the next time you are walking your dog.

Set two cups upside down (one has food and one does not) and tap on the one that has food. Point to the one that has food. Stare at the one that has food. A monkey will still guess as to the one that has food. Your clues mean nothing to the monkey. And this makes sense, because we are competitors, not compadres. A dog will go to the one you stared at, pointed at, and tapped. Because dogs depend on us for direction, safety, and understanding. This is why they will fight for you if they feel that you are threatened or scared by the dog and owner approaching you!

I've been doing a lot of thinking...

So, my principal and assistant principal just completed the reference forms for Austin ISD, thus completing my assistant principal application for the district. I have been upfront with them regarding my long term goals and I have let them know that applying for assistant principal jobs, whether in Leander, Manner, or Austin, will be a regular and annual occurrence for me until I land that job!

I've been doing a lot of thinking. Why do I want to head in this direction? What makes me feel so compelled to go there?

Well, I think the roots are found in my young adulthood. I've known since I thought to "know" these things (maybe the age of 16) that I wanted to be a leader and be at the top of whatever industry I chose.

Yesterday I presented to a group of adults at our professional development conference. It was an awesome experience. I've also had a great time with the sped team lead position I was put into this year.

I thoroughly enjoy working with and educating adults. I really enjoy it. I love the subject matter. Education is exciting. It's changing. It's difficult. And it's about being passionate.

I also love my bottom line...kids. I've worked for money and that definitely didn't motivate me. I've worked for mentally ill adults and that didn't fully motivate me. But, working for students fully motivates me.

So basically, I want to head toward administration because I know I can make a greater impact on my bottom line. And I top that off with the simple fact that I actually enjoy working with adults.

I read recently, "Education makes every other occupation possible." So true.

Tuesday, February 8, 2011

Kinesthetic Connection

Today I had the wonderful opportunity of presenting "The Kinesthetic Connection: Spicing Up Your Instructional Recipes Through Movement" with Megan Pancone! I must say, we make quite a great team! This was our second time to present together at our district's February Conference. I loved this year so much more than last year. I was more confident, less nervous, and even more excited! Someone from Block House Creek brought me a Starbucks coffee in preperation for the presentation. This definitely boosted my confidence! Fans are always appreciated! ;)

We had a packed house! More than eighty people attended our presentation in the "wrassling" room at Vista Ridge High School. And everyone that came participated in the activities and seemed to really enjoy themselves. Koreen, our videography (and Megan's stepdaughter), verified this by letting us know that, "Everyone looked like they were having a lot of fun!"

I hope that the hour went by as quickly for our participants as it did for us!

I loved Megan's energy. She's got a spark that really grabs people's attention. And kuddos to Megan for taking time to put this together and knock it out of the park...even with FOUR beautiful children at home!

Getting the material together for the presentation was slightly more difficult than last year. This year Megan and I are working on two different campuses. So, a quick meeting after school was never really an option. We put the whole thing together in only three meetings. And I think we did quite a nice job.

Basically, we presented on the brain-body connection, movement in the classroom through brain breaks, movement through instruction, and movement through exercise. We provided participants with meaningful research that backs up the assumption that the brain and body are connected in an inseperable way.

We gave the example of a jelyfish that, once it has connected to a coral reef and is no longer moving, eats its own nervous system (brain). WITHOUT MOVEMENT our brains are NOT needed. Humans, in a not so distant past, used to be hunter-gatherers. Moving and thinking were done simultaneously. We did not learn how to hunt or find food or build houses sitting in a classroom at a desk. We learned by doing. We learned implicitely. So, many of our classroom practices go against what we are naturally inclined to do!

And do I believe this stuff? Most definitely! And I believe that we can effectively combine movement into our classrooms in such a way that promotes student learning and growth AND in such a way that promotes student success as indiciated through paper-pencil assessments and other "traditional" classroom practices.