The clouds are rolling away, the breeze is warming up, and the sun is no longer being a stranger. Dare I say it's beginning to look a lot like spring?
I don't know about you, but I feel like we're all a little more energized when the sun is out. No longer are we stuck in the winter doldrums, holing ourselves up inside to watch a movie and cuddle up in a blanket. Instead, we're eager to wake up, get going, and get some things accomplished! I've noticed it with the children I teach and the people around me. And, even though it makes it increasingly difficult to calm the kiddos down throughout the day, it's a great time of year!
That being said, I can't believe it's already mid-April. This school year has been zooming by and doesn't seem to be slowing down anytime soon! I'm already starting to plan for summer and am trying to think of which programs I should offer and which I should save for the fall or winter. If you're a teacher, parent, student, or just someone who would like to be heard, feel free to comment on this post or send me an email at katrina@etcResources.com. I'll be posting a list of potential workshops, activity groups, and events I'll be holding this summer in the next few days, but feel free to let your voice be heard today!
Monday, April 15, 2013
Friday, November 11, 2011
Classroom Management Strategies via Lino
I have been finding a lot of great tools for teachers through iPad apps lately. Anything that makes me a more productive learner, teacher, communicator, or facilitator of knowledge in any way is of interest to me. I recently stumbled upon Lino, an interactive bulletin board that uses virtual post-it notes to create awesome idea organizers. I made my own board on Lino this morning called "Classroom Management Strategies" and I invite anyone to post their most effective classroom management strategies. Please share your simplest strategies or your most complex. I feel that teaching and sharing information and ideas go hand in hand. So share away!
Classroom Management Strategies
Classroom Management Strategies
Tuesday, September 20, 2011
Assessing Math Skills
While I was doing a read aloud during tutoring, I came across a snippet that I thought was interesting. Although it was meant to be humorous, I can’t help but think that it’s a realistic situation in many classrooms. Teachers are quizzing students on skills that they know how to do, but they’re bored with the way it is presented.
To setup the scene, the student (Andrew) is doodling instead of completing his math problems at his desk while his teacher is watching.
In the front of the room, the tall teacher looked up from his large metal desk. “Andrew, get busy,” he called out. “Let’s start working.”
Andrew nodded. He filled in two more answers before doodling a vampire with fangs dripping blood in the upper corner.
“Stop wasting time, Andrew,” called the teacher. “If that math work isn’t completed by recess, you’ll stay inside doing it.”
Andrew counted the remaining problems. “Let’s see, I have seven minutes to do twenty more problems,” he told himself. “That’s… let’s see, seven times sixty is four hundred and twenty seconds divided by twenty. That’s only twenty-one seconds per problem. How can I ever get all this math done in time?”
Any thoughts?
I personally believe that if we presented problems in a "real life" sort of way, it would interest students a lot more. I understand that with standards to meet and Common Core Curriculum modules and units, we feel as if we have more expectations to reach and less freedom when it comes to what we do in our classrooms, but that doesn't mean every single day is dictated for us. If we want to reach our students, we need to make learning more fun and engaging for them.
Excerpt from Math Rashes and Other Classroom Tales by Douglas Evans (2000)
Friday, September 16, 2011
Life Lessons from Substitute Teaching
I feel like substitute teaching has made me take myself less seriously and roll with the punches more in life. The job has definitely opened my eyes to many aspects of education and a multitude of grade levels. I've dealt with different teaching styles, administrative styles, and curriculum designs. I've had good days and bad. I've been faced with a number of different issues that have turned me into a better problem solver. I know that my position is temporary - most of the time only a day or two - and the problems that arise each day are not going to be "the worst in the world" and they're not going to be the last problems I ever have. The next day will bring new challenges and new triumphs. Subbing has not only helped me learn more about myself as a teacher, but it has helped me learn more about my own capabilities and weaknesses as a person.
Sunday, May 15, 2011
Memories of School
As educators, we know that it's important to reflect on our own teaching styles and abilities and constantly hope to improve upon the way we teach. It's equally important to put ourselves in our students' shoes and evaluate the way we are touching their lives and affecting the way they learn. Another great thing to do is to take ourselves back to when we were students and think about our favorite things in each grade. It might be a project we completed, a field trip we took, or a particular achievement we attained... Whatever it happens to be, I think it's important to remember what we enjoyed when we're thinking about what our students might also enjoy today.
If you have a few minutes, I'd appreciate it if you would complete this survey. It's a reflection broken down by grade level where you can share your favorite memories at each level. If you can't remember something from a particular year, don't fret. Any information will be greatly appreciated. The survey is completely anonymous and I will share some of the responses on here so we can all take a look at what we enjoyed to perhaps spark some ideas about what we could recycle and use again in our classrooms.
Please feel free to pass the survey along to your friends, family, students, classmates, and fellow educators.
If you have a few minutes, I'd appreciate it if you would complete this survey. It's a reflection broken down by grade level where you can share your favorite memories at each level. If you can't remember something from a particular year, don't fret. Any information will be greatly appreciated. The survey is completely anonymous and I will share some of the responses on here so we can all take a look at what we enjoyed to perhaps spark some ideas about what we could recycle and use again in our classrooms.
Please feel free to pass the survey along to your friends, family, students, classmates, and fellow educators.
Educational Tweeting
I have just gotten back into Twitter and I must say, it's much more helpful than it was last time I used it. I don't know if it's just the fact that more people are using Twitter than the last time I was really into it, or if my interests and objectives for the social media website have been altered and I have found more useful reasons to tweet. Either way, I wanted to share the fact that I think it's really useful from an educator's standpoint so that other educators might start using it, too.
Not only are there countless educators tweeting their thoughts, feelings, and ideas, but many educational organizations and websites have joined the party as well, providing a wealth of resources for teachers in any point in their careers.
With so much uncertainty about job security in many school districts across the nation, it's nice to know that there is a teaching community online to turn to when you're looking for advice or ideas or just a place to vent about your personal thoughts.
If you are already on Twitter or if you decide to sign up at some point and join the conversation, please follow me @katrinakrull.
Tuesday, October 20, 2009
Positive Classroom Relationships
Positive teacher-student relationships are important because when you come right down to it, learning can only take place when the student has a positive relationship with the one who is implementing the lessons in the classroom. But the question is, how do you create a positive relationship with each and every individual student in your classroom?
There are a number of specific behaviors that teachers can focus on to enhance her relationship with her students. Each are important in themselves, but together they are the keys to creating a positive social and emotional environment for the students in the classroom. These behaviors include:
Teacher-student relationships are important because they influence children’s social and emotional development directly. Research has shown that children who have positive relationships with their educators, especially at the early childhood level, go on to have secure relationships with future teachers and even their peers. When a student doesn’t feel comfortable and safe in his classroom, he tends to engage in more conflicts with his teacher and his classmates as well. Children who have rocky relationships with their teachers have a tough time interacting with anyone at school because they don’t know who to rely on or turn to for support. On the flip side, however, when children feel safe and nurtured in the classroom, they are more comfortable taking risks and succeeding in new skill areas since they know they have a support system in place.
My personal opinion is that it cannot be emphasized enough how important it really is for teachers and students to have a mutual respect for one another. Throughout my experiences, I have seen some teachers who can really connect with their students and therefore reach into their minds and engage them during instruction time more than they would without that positive relationship. On the other hand, there are teachers who do not take the time to get to know each individual child and some of those children fall in-between the cracks and do not benefit as much as they possibly could.
For example, I know of a child who had many behavioral issues throughout elementary school. Many teachers did not want to take the time to nurture his individual needs. Simplistically, he needed attention that he did not receive at home. He would do anything possible in the classroom to receive attention, even if it was mainly negative. When he began fourth grade, the teacher really recognized this in him and catered to his needs. Instead of recognizing negative behavior, she praised his accomplishments and focused on his interests. This particular student completely turned around during fourth grade and became a practically different kid, really demonstrating his strengths and getting attention for those instead of for negative reasons.
All in all, I believe that it is important for teachers to evaluate their relationships with their students. Even though there is oftentimes an emphasis on standards and expectations, the bigger picture involves making a difference in individual children’s lives and building a strong community. Productive interaction within the classroom will not truly begin until positive relationships between the teacher and her students are forged. I make a point to smile, talk in a warm and friendly voice, respect the children, get to know children’s interests, and make my expectations clear when I’m in a classroom. I hope that through my behavior, I can be important in the lives of the children I work with.
There are a number of specific behaviors that teachers can focus on to enhance her relationship with her students. Each are important in themselves, but together they are the keys to creating a positive social and emotional environment for the students in the classroom. These behaviors include:
- Engaging in one-on-one interactions, being sure to use eye contact
- Using a pleasant, calm voice and age appropriate language
- Using warm, responsive physical contact
- Following the child’s interests during free play
- Helping the child understand your expectations in the classroom
- Redirecting the child when she’s engaging in challenging or inappropriate behavior
- Listening to the child and encouraging him to listen to you and others
- Acknowledging the child’s efforts and accomplishments
Teacher-student relationships are important because they influence children’s social and emotional development directly. Research has shown that children who have positive relationships with their educators, especially at the early childhood level, go on to have secure relationships with future teachers and even their peers. When a student doesn’t feel comfortable and safe in his classroom, he tends to engage in more conflicts with his teacher and his classmates as well. Children who have rocky relationships with their teachers have a tough time interacting with anyone at school because they don’t know who to rely on or turn to for support. On the flip side, however, when children feel safe and nurtured in the classroom, they are more comfortable taking risks and succeeding in new skill areas since they know they have a support system in place.
My personal opinion is that it cannot be emphasized enough how important it really is for teachers and students to have a mutual respect for one another. Throughout my experiences, I have seen some teachers who can really connect with their students and therefore reach into their minds and engage them during instruction time more than they would without that positive relationship. On the other hand, there are teachers who do not take the time to get to know each individual child and some of those children fall in-between the cracks and do not benefit as much as they possibly could.
For example, I know of a child who had many behavioral issues throughout elementary school. Many teachers did not want to take the time to nurture his individual needs. Simplistically, he needed attention that he did not receive at home. He would do anything possible in the classroom to receive attention, even if it was mainly negative. When he began fourth grade, the teacher really recognized this in him and catered to his needs. Instead of recognizing negative behavior, she praised his accomplishments and focused on his interests. This particular student completely turned around during fourth grade and became a practically different kid, really demonstrating his strengths and getting attention for those instead of for negative reasons.
All in all, I believe that it is important for teachers to evaluate their relationships with their students. Even though there is oftentimes an emphasis on standards and expectations, the bigger picture involves making a difference in individual children’s lives and building a strong community. Productive interaction within the classroom will not truly begin until positive relationships between the teacher and her students are forged. I make a point to smile, talk in a warm and friendly voice, respect the children, get to know children’s interests, and make my expectations clear when I’m in a classroom. I hope that through my behavior, I can be important in the lives of the children I work with.
Subscribe to:
Posts (Atom)