Questions for each chapter
Please answer these questions for EACH chapter (based on the number of chapters depending on your grade level book):
1. Based on the information in this chapter, what should we doing differently in our classrooms and schools? In what ways might your suggest we start making the changes needed if we are to meet the needs of all students?
2. In what ways might your translate the principles presented in the chapter into practical, everyday useful methods?
3. If you were to plan your next steps for making your curriculum more brain compatible what would I be seeing you do differently in your classes?
Question 1: Our ability to learn is influenced by relationships and being part of a social group. As teachers, we are the student's human connection to the learning environment. It is important to be friendly, encourage students, and demonstrate knowledge and respect as it is this impression that can influence how the students engage, learn, and behavior in the classroom. In order to gain full trust and respect from students, teacher must convey that students can count of them for clear directions about expectations and for learning and that the teach cares that each student succeed. In addition to our key role in developing personal relationships, we also need to teach our students prosocial behaviors such as respect for others, interdependence, cooperation, and conservation to create a community of learners. It is important that we teach all students to make connections with others, develop communication skills and problem solving strategies, how to make decisions, manage conflict, make compromises, organize, plan, and have shared leadership as part of a group.
ReplyDeleteQuestion 2: To encourage connection with you, address students by their name, say please and thank you, smile, make eye contact with students, shake hands, or place your hand on their shoulder. Ideas for conveying the idea of clear directions and success include: getting to know your students, set up a welcoming routine, be consistent with your rules, keep your own frustrations and emotions under control, and give high-fives, pats on the back, eye contact, and other physical behaviors that communicate encouragement or concern. To build a community of learners, it is important that you provide regular opportunities for students to build relationships and feel like they belong. One way to do this ask simple questions to build conversation such as "What is your favorite animal?" or "Where do you like to go for vacation?" To help students develop cooperation, leadership, and other cooperative learning skills give students opportunities to solve difficult issues in the classroom or the community. You can also group students differently to help create connections either year long teams, project or unit teams, grouping them by interests, or grouping them by ability level. It is important to get a good balance in each group of leaders, problem-solvers, boys, girls, energy levels, diversity, academics, and creativity. To help students learn to resolve conflict and solve problems, teach the student's how to using urging statements (e.g., I urge you to come play outside with us today.), making sure your rules and procedures are clear and understood, and have a no-put down rule as well as give them strategies to deal with put-downs. One suggestion I really liked was the put-down paper doll. At the beginning of the year, have the students make a generic paper person. Then, each time one of the students uses a put down, tear a piece of the doll off. It gives a visual to the students on how put-downs can break a person. You can also develop class agreements or have class meetings to prevent conflict as well. It is equally important to keep classroom agreements by monitoring behavior and using a statement such as "We agreed that ___________ was not a respectful behavior in this class." when it occurs. It is also important to teach students when it is worth just letting a problem go by brainstorming different situations as a class.
Question 3: I think one thing I will be doing differently in my therapy groups is do give my students little group activities to start the therapy session not only to work on speech and language skills, but also to develop their social skills as they begin to work together as a group. I also want to make sure that rather than giving the standard "good job" reinforcement, I give more high-fives and pats on the back.
TESTER - Maryann Witberler Hegemann
ReplyDelete1. There is a lot in this chapter that is very detailed. I think it comes down to some basic overall themes that schools need to continue to develop to create an atmosphere that is conducive to student learning. 1. Develop strong teacher-to-student relationships. This is key to every student and school. By having teachers know their kids, this allows them to understand their learning style and home background so basic needs can be met. 2. Create a strong social and collaborative culture within the classroom. Students need to feel safe with their interactions with their peers. This is important for social and academic growth. The classroom needs to become a safe learning community where kids can take risks. 3. Set up a classroom strategy to manage conflict and solve problems. Students need to know how to go about solving a problem or an issue they are having. They need to know that their teacher is going to look out for their needs and is going to follow through on any consequences or strategies that have been agreed upon when issues arise.
ReplyDelete2. Practical points from the above mentioned key components to the chapter: 1. Find ways/activities to get to know your students personally. Set clear expectations so kids know what is expected. Be consistent with your expectations. 2. Create systems for kids to work with everyone. Also, find ways for kids to learn more about their peers (pg 99 has questions.). Set group norms on how groups will run (pg 102-103). 3. Create procedures for kids to know what to do when conflict arises. Also, create preventive strategies (standards of expectations, no put-downs, social contracts, class gatherings/meetings, and create avenues to allow kids to let things go and resolve the conflict and move on!
3. I think next year I am going to work on really creating group norms when students work together. I do a lot of collaborative work, but really have never taken the time to outline what their expectations are as a group member. I think by setting norms and enforcing/addressing when students break norms, will allow for kids to take risks and try new things. With speaking Spanish, it can be a big risk for almost all kids knowing that what comes out of their mouth may sound completely wrong or funny, so they have to be able to learn in an environment in which it is safe so they can take the chance knowing what they are about to do is wrong. I also am going to try assigning roles when groups get together. This will hopefully keep them on track and give them specific purposes when working together.
Secrets of the Teenage Brain: Chapter 5
ReplyDeleteChapter 5 discussed the emergence of body image, depression and the importance of sleep. A thought that came to my mind when body image was discussed was PE classes. PE classes can be torturous for some students; especially during puberty. I know some schools have separate PE classes for boys and girls during puberty. It would be important to view the pros and cons of doing this. Another change that could be made in schools (if the start time can’t be pushed back) is students getting exposed to more natural light. Personally, exposure to natural light is very important. In the new addition we built at Wilmot, the commons area has sky lighting. Seventy five percent of students gather here in the morning and all students eat lunch here. Our school day begins at 7:30am and ends at 2:45pm. Delaying the start time would be difficult because of the elementary schools in the area that use the same busing system. Would it be better for elementary aged students to start earlier and high school students start later? I have heard this as a suggestion.
Mental illnesses may begin to surface more during the teen years. Because the brain is changing so rapidly it is important for educators to keep an eye on students for major changes in behavior. Working as a special education case manager for students, I have had to help parents and students find resources for support that the school may not have. We have an excellent school physiologist who works very well with teachers. Chapter 5 discussed depression. An environment of physical and mental abuse during childhood has been associated with depression. It seems common that students are “fine” until they hit their teen years. During this time students may be realizing the unhealthy environment they were raised in or recall a very traumatic event. When teachers have students view movie clips, read certain books, or discuss certain topics (violent, sexual, death, etc), they good if teachers tell the counseling staff or psychologist if they feel students may have a difficult time during an activity. Also, teachers should preface material that may be difficult and tell them of resources.
Nutrition is another important component for an overall healthy body. Sometimes I really get frustrated with all the caffeinated beverages (Amp, Jolt, Volt, ect.) It is very typical to see students drinking one of these beverages before school to wake themselves up. I occasionally see students who have ADHD slugging down a caffeine drink. There appears to be a correlation between the consumption of caffeine drinks and behavior instances. So, a solution would be to not allow students to have caffeine energy drinks. Our school only has juice and water in the vending machines. Besides monitoring, educating students in health classes or PE about the dangers of high energy drinks would be important.