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.
Monday, February 21, 2011
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.
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!
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.
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 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.
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.
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.
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