tag:blogger.com,1999:blog-32375094709054073412024-03-13T15:38:23.662-07:00Daring to teach...while never ceasing to learn.Cindy Krusehttp://www.blogger.com/profile/12663690784401137358noreply@blogger.comBlogger27125tag:blogger.com,1999:blog-3237509470905407341.post-57825707068052096392012-08-01T03:54:00.000-07:002012-08-01T05:13:00.086-07:00Imagine that!<span style="font-size: large;">My mother was the most creative person I know. She once confessed to me that she felt her need to create something was just like the need to breathe...she just had to do it in order to feel alive. Often she would get up at 4:30 in the morning because she was so excited to work on a project she had just begun (making a purse out of a suit jacket, figuring out a pattern for a hat crocheted from plastic grocery bags, or creating a watch band from antique buttons). When she was creating, she was "in the zone" - oblivious to time, the need to eat, and of course the mess surrounding her space - which she always explained, was absolutely necessary in order for her to create.</span><br />
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<span style="font-size: large;">You may be wondering where I've been for the past months as I have taken a brief hiatus from this blog. My mom was diagnosed with Pancreatic Cancer last June. I was fortunate enough to have nine months after her diagnosis to spend precious time with her. We sewed, knitted, quilted, and crafted our way through chemo and radiation. We were entrapped in a creative frenzy of our own making. Last November, my mom was featured at the Cancer Center in her own "Artist Exhibit". Although she had completed her last radiation treatment that very day, she was exuberant, excited about sharing her creations with others.</span><br />
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<b>Mom and I at her "Art Exhibit"</b> <br />
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<b>Notice the "Mitten Tree" in the background...they were created from old sweaters! </b><br />
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<span style="font-size: large;">During the past year, I've learned how important creativity is to our "human selves". The ability to create something new - whether it is an original idea, new invention, work of art, ....or even a watch band made out of buttons, is what makes the human race so special. This ability is what sets us apart from the rest of creation.</span><br />
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<span style="font-size: large;">Creativity, or more specifically the lack of it, is a hot topic in education as well as in the business world. With the speed at which our world is evolving, we need creative individuals....those that can imagine a new way....adapt, to create a better version....envision something we never thought possible. This is why the business world has teamed up with educators to promote the <a href="http://www.p21.org/overview">21st Century Skills</a>. It comes as no surprise that creativity is an essential part of this framework. </span><br />
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<span style="font-size: large;">However, in the classrooms our rush to cover the topics deemed as "essential" prohibits us from allowing children the time to explore and really create something new. The funny thing about creativity...you just can't rush it. Creativity takes time. Time to imagine, reflect, rework, and even "play around". If you study the <a href="http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm">Revised Bloom's Taxonomy</a> or <a href="http://dese.mo.gov/divimprove/sia/msip/DOK_Chart.pdf">Webb's Depth of Knowledge</a> you'll see "create" at the top of the hierarchy....this is what educators should strive for in the classroom. Yet ask any classroom teacher and they'll tell it like it is - who has the time for that?</span><br />
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<span style="font-size: large;">My mom taught me an important lesson for my personal life as well as in the classroom...creativity must be nurtured in order to bloom. While all of us possess this innate ability to create, not many choose to take the time to pursue it or build an environment to encourage it .....we simply don't allow ourselves that precious "time". How often have you heard an adult state sadly, "I'm just not that creative"? </span><br />
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<span style="font-size: large;">Young children (who admittedly seem to have all the time in the world) begin their lives full of creative potential. I recently heard a story that illustrates my point.... <i><b>A little girl was drawing a picture in school. The teacher asked, "What are you drawing?" The little girl replied, "I'm drawing a picture of God!" The teacher quickly responded, "But nobody knows what God looks like." The little girl confidently retorted, "Well, they will in a minute."</b></i> </span><br />
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<span style="font-size: large;">According to Ken Robinson in his book <a href="http://www.amazon.com/Out-Our-Minds-Learning-Creative/dp/1841121258">Out of our Minds: Learning to be Creative</a>, "Everyone has huge creative capacities. The challenge is to develop them. A culture of creativity has to involve everybody, not just a select few." What steps will you take to allow your creativity to flourish? Better yet, what will you do as an educator in the coming year to nurture creativity in your classroom? Stay tuned as I continue to discuss creativity in the coming weeks with ideas you can implement in the new school year. In the meantime.... just imagine what it might look like! </span><br />
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<br />Cindy Krusehttp://www.blogger.com/profile/12663690784401137358noreply@blogger.com0tag:blogger.com,1999:blog-3237509470905407341.post-53058069756154929482012-04-26T21:01:00.000-07:002012-04-28T13:36:21.133-07:00Designed to play!<span style="font-size: large;">During the "Sharing" portion of our daily "Morning Meeting" today I challenged my students to reflect on their weekend and then fill in the blank with a verb. "This weekend I ______ed." While it was a bit challenging for my 4th and 5th graders to stick to one verb (they all wanted to add more details), we managed to gather some fascinating data which fueled an interesting discussion. More than 90% of my students responded with, "This weekend I played!" We had fun asking specific questions to reveal more interesting details of our weekend adventures, however the discussions that followed were the most interesting...Is it important to play? Can we learn from playing? If so, what can we learn? Most importantly, how can we incorporate play in our instructional settings? </span><br />
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<span style="font-size: large;">If indeed we can learn from playing, then...why isn't there time to play in school? I had a hard time suppressing a smile because that very question was the topic in the teacher's lounge among the kindergarten teachers during lunch earlier. However, I need to be honest...I was contemplating "the importance of play" this weekend myself, so I confess to "setting up" the conversations. I was eager to hear what the kids and teachers had to say on this topic. I wasn't surprised by any of their discussions. </span><br />
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<span style="font-size: large;">I began to investigate my thoughts on this topic after I watched this <a href="http://cainesarcade.com/">video</a> of a little boy named Caine that turned "play" into quite an exciting learning experience. After watching the video, I'm sure that you too will recognize the importance of play. </span><br />
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<span style="font-size: large;">This subject has been the discussion of many psychologists and education gurus. <a href="http://www.psychologytoday.com/articles/199907/the-power-play">Research</a> points to these facts: humans are designed to play (those that don't play have serious mental issues), however the amount of time we spend playing has decreased since 1970. A revealing study of gifted children (the <a href="http://www.psychologytoday.com/articles/199907/the-power-play">Terman</a> Study) concluded that those who play actually live longer. It is believed that "play" is credited with building those all important <a href="http://www.npr.org/templates/story/story.php?storyId=19212514">executive function skills</a>. Executive function includes the ability to organize, plan, pay attention and remember details, and the ability to self-regulate (use self-control). </span><br />
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<span style="font-size: large;">So what are we waiting for? Parents, teachers, and all those that wish for joyful learning experiences in the classroom and home...let the play begin! </span><br />
<br />Cindy Krusehttp://www.blogger.com/profile/12663690784401137358noreply@blogger.com1tag:blogger.com,1999:blog-3237509470905407341.post-34173258095821585352011-11-21T19:30:00.000-08:002011-11-29T19:14:44.536-08:00The power of encouragement<span style="font-size:130%;">Last week I traveled to Philly on the train with my family to cheer on my daughter and son-in-law as they ran the Philadelphia marathon. I had been there two years ago as Cait ran the half-marathon, but this time she was running with her husband Jeff - and they we're running the full marathon, all 26.2 miles. I felt a weird combination of pride, mixed with anticipation and fear. Cait and Jeff had been training for the past year, often running when they didn't even feel like it in order to prepare for this day. In the process, Cait had developed some physical problems - Raynaud's (a very painful and debilitating condition with her toes) and a strained knee. Yet, they were committed to finishing this race. I'm not sure why I was fearful - maybe I was afraid that she would get hurt or sick, but I think I was really afraid she would be so disappointed if she wasn't able to finish.<br /><br />The day of the marathon was incredible. With close to 30,000 runners and almost twice as many spectators, Philly was alive and jumping. Bands were playing music, cow bells ringing, and supportive fans carrying creative signs designed to encourage their favorite runners, such as - "Who needs toenails anyway?" If you've never been to watch a marathon I can tell you that my description so far is just not doing the experience justice. You really have to experience it to understand it. Fans line up along the street cheering on the runners. You can hear them call out the names of the runners as they pass by - "Good job Joe! Keep it up Laura!" (I have to admit to anyone who is reading this post that initially I did not know that they were actually reading the names of the runners that are posted on the front of their chest along with their race numbers - I was actually thinking, "Wow, these people certainly know a lot of these runners" for about 5 minutes the first time I watched the marathon.<br /><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiw4ST-7hmKrL2pIS8t0v9nPGShs-VO7qQ73D-rbTGe23Rj0JQx3Be_ebBmnYMa6jAOdVFJdtszWgDeD9hKGewU_ZT43oid9UaFV_YJK8Ywa4ojccbN4OE8ET0cR0FsCkR7eZOjL4h7eHY/s1600/marathon+1.jpg"><img style="display: block; margin: 0px auto 10px; text-align: center; cursor: pointer; width: 400px; height: 225px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiw4ST-7hmKrL2pIS8t0v9nPGShs-VO7qQ73D-rbTGe23Rj0JQx3Be_ebBmnYMa6jAOdVFJdtszWgDeD9hKGewU_ZT43oid9UaFV_YJK8Ywa4ojccbN4OE8ET0cR0FsCkR7eZOjL4h7eHY/s400/marathon+1.jpg" alt="" id="BLOGGER_PHOTO_ID_5679839399918629554" border="0" /></a></span><span style="font-size:130%;"><br />We positioned ourselves strategically along the route to supply much needed encouragement and "Gu" - high energy gummi chews. About 15 minutes before we thought they would be coming we began jockeying for a good position, straining to catch a glimpse of Cait & Jeff. Their faces lit up as they spied us - their personal fans and they continued to run by, clearly focusing on the goal of finishing the race! The most exciting and nerve wracking part was waiting for them as they neared the finish line. My other daughter, Lauren had driven down with her husband and 7 week old baby to surprise her sister at the finish line. When we finally spotted Cait and Jeff coming down the home stretch, Lauren jumped over the fence and ran the last 1/8th mile along with her sister. The smiles on their faces tell it all....<br /><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEggj0-sRWC64gvL3L_XTIsoz_9HE9iGfo7uM5-PaOOL9MQnPK3UGQ6l-HIuH9yoc2o6sh0brpLFxM4DvqtLX-s7E-AAgxZZURsYtdWgg579VRfuDnEX_SMeSTZ3Q4m-fv-r25brAWng0MA/s1600/marathon+4.jpg"><img style="display: block; margin: 0px auto 10px; text-align: center; cursor: pointer; width: 320px; height: 209px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEggj0-sRWC64gvL3L_XTIsoz_9HE9iGfo7uM5-PaOOL9MQnPK3UGQ6l-HIuH9yoc2o6sh0brpLFxM4DvqtLX-s7E-AAgxZZURsYtdWgg579VRfuDnEX_SMeSTZ3Q4m-fv-r25brAWng0MA/s320/marathon+4.jpg" alt="" id="BLOGGER_PHOTO_ID_5679828163025252930" border="0" /></a></span><span style="font-size:130%;"><br />I had tears in my eyes as I saw Cait & Jeff come into the home stretch, knowing that they had achieved a great accomplishment - one they had sacrificed much for over the past year. After the race I asked Cait which section of the race was the most difficult to run. She replied without hesitation, "Kelly Drive - the section along Boat House Row". Those familiar with Philadelphia know that this is an incredibly beautiful part of the course - mostly flat and picture card perfect. I was incredulous...why was this part so hard I asked? Cait answered, "There were absolutely no fans to cheer us on during this stretch, they wouldn't have been able to make it back in time to see anyone finish at the finish line."<br /><br />Later that day, it dawned on me...the power of encouragement. What a lesson for all of us. Of course being an educator, I can't help but apply this to the classroom (however it can applied to all parts of our lives as well). Imagine what we can accomplish if we (teachers) would adopt this attitude in the classroom - commit to being our student's biggest fans, notice how hard they are working - even when they aren't our own students, cheer them when the going gets tough, even running alongside with them to bring them into the finish line. Just imagine what could be accomplished!<br /><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgJqAZfpzQPaxQl1GSmHWYIfCIs6llEwClkY7j3qgYBJUB8RV-mPGkyv2890MHO8LMujqNtrh-QgfYnhtFNo0C8ePQGxL-PNG9vOmfMhY3iuceGmWgFc9yrq23S0ml9IDv_03mYdByeoGc/s1600/marathon+5.jpg"><img style="display: block; margin: 0px auto 10px; text-align: center; cursor: pointer; width: 320px; height: 268px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgJqAZfpzQPaxQl1GSmHWYIfCIs6llEwClkY7j3qgYBJUB8RV-mPGkyv2890MHO8LMujqNtrh-QgfYnhtFNo0C8ePQGxL-PNG9vOmfMhY3iuceGmWgFc9yrq23S0ml9IDv_03mYdByeoGc/s320/marathon+5.jpg" alt="" id="BLOGGER_PHOTO_ID_5679829129356741394" border="0" /></a></span><span style="font-size:130%;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjfKs_i_DTkVX7cERIhSs308Sj9yHk_sWMR1cOc5AXlPBoY0pbahzUi1nijiy7-AB-wlScqbtBxQHi2Oc2PfBWIQWFn_Z_J8NfrFhUPE-aPU7SZGRsckvTHNK_WLfuNR3CvbACQSm6yts8/s1600/marathon+2.jpg"><img style="display: block; margin: 0px auto 10px; text-align: center; cursor: pointer; width: 320px; height: 168px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjfKs_i_DTkVX7cERIhSs308Sj9yHk_sWMR1cOc5AXlPBoY0pbahzUi1nijiy7-AB-wlScqbtBxQHi2Oc2PfBWIQWFn_Z_J8NfrFhUPE-aPU7SZGRsckvTHNK_WLfuNR3CvbACQSm6yts8/s320/marathon+2.jpg" alt="" id="BLOGGER_PHOTO_ID_5679828603797951250" border="0" /></a></span>Cindy Krusehttp://www.blogger.com/profile/12663690784401137358noreply@blogger.com1tag:blogger.com,1999:blog-3237509470905407341.post-86831512638986374732011-08-22T17:22:00.000-07:002011-09-22T18:50:14.056-07:00A Call for "Out of the Box" Thinking ...<span style="font-size:130%;">When technology is used effectively in education it can engage, inspire, connect, and empower students. However, the real power of technology lies in how you use it. Technology's role in the educational setting should be to support and organize student learning. There is a tendency when creating a technology plan to focus on the "boxes and wires", rather than the people that the plan is intended to impact. A successful technology plan focuses on people rather than technology.<br /><br />There is no doubt that school districts across the nation recognize the importance of integrating technology into instruction - much time and energy has been committed to writing and implementing technology plans in every district. Recently, the federal government rolled out the <a href="http://www.ed.gov/technology/netp-2010">National Technology Plan for Education</a>. This plan focuses on five key areas: learning, assessment, teaching, infrastructure, and productivity. Dr. </span><span class="blsp-spelling-error" id="SPELLING_ERROR_0" style="font-size:130%;">Fishman</span><span style="font-size:130%;">, part of the team that authored the plan, made this important point at the University of Massachusetts Virtual Conference, "Knowing how to use technology and knowing how to use it for teaching are two extremely different skills." This statement serves to reiterate the cry among educators today that technology alone will not fix the predicament we currently find ourselves in as a nation. <br /><br />While it is imperative that we establish a technology plan in each of our schools, that plan must include considerations as a result of discussions about what we teach, how we teach, where and how students learn, as well as how we assess student learning. We must have a plan in place if our schools are going to leverage the power of technology in order to move us towards providing instruction that meets the needs of each individual learner in lieu of the one-size-fits-all approach that is currently in place in too many schools.<br /><br />A technology plan that is effective focuses on people - the students, parents, educators, and community to ensure that the instruction and learning environments that we create for our students include the following competencies: critical thinking, problem solving, collaboration, global communication, and authenticity through real world applications resulting in assessments that provide credible evidence of learning and transforming thinking in the education process.</span>Cindy Krusehttp://www.blogger.com/profile/12663690784401137358noreply@blogger.com0tag:blogger.com,1999:blog-3237509470905407341.post-49068932052029371962011-06-26T13:58:00.000-07:002011-06-26T18:44:57.118-07:00An "Aha!" moment<span style="font-size:130%;">I'm sitting here relaxing and unwinding, reflecting after presenting at an exhilarating week long workshop for Responsive Classroom in Oakland, CA. It is truly amazing to watch a group of 27 educators hailing from from Zimbabwe to California, coming together to form a community of learners. It is akin to watching the students at the end of the school year reminiscing about their first few weeks of the school year.<br /><br />Every afternoon during the workshop, we gathered in a closing circle to reflect on the learning that occurred that day. On Thursday, this group of educators synthesized their newly acquired RC knowledge by reading and responding to scenarios that paralleled their experiences in their own classrooms. These were not easy. In fact, as I checked in at each table group I heard them state repeatedly, "This is hard." However, their hard work paid off as they began to grasp the strategies and put them into action.<br /><br />During the closing circle, I asked them to reflect on their day. They looked tired, spent - very evidently exhausted. One of the participants shared, "One of the things I recognized today was that even though this was hard work, I stuck with it because I am so invested in really learning and applying Responsive Classroom strategies in my classroom. This was an "Aha moment" as I think about how that applies to our students. We must make learning meaningful for them so that will continue to stick with a task, even when it is difficult."</span>Cindy Krusehttp://www.blogger.com/profile/12663690784401137358noreply@blogger.com0tag:blogger.com,1999:blog-3237509470905407341.post-26854581297388383132011-05-29T17:33:00.000-07:002011-05-29T19:40:03.172-07:00What will they remember?<span style="font-size:130%;">On Friday, I shadowed an administrator at a middle school as part of my internship for my principal's certification. It was an eye opening experience at all levels, however I learned something that I had not expected to learn...<br /><br />Having taught elementary students for the past eight years in the same district, I was hoping that I would see some familiar faces throughout the day. I really wasn't prepared to see how much my former students had changed. Students can change a lot in just one year.<br /><br />I honestly did not even recognize many of them as they excitedly asked, "Mrs. Kruse - remember me?" I was amazed at how much students can change in 4 or 5 years. During the afternoon, we moved into the lunchroom to supervise students. One by one, my former students gathered around me voicing the same question each time, "Mrs. Kruse - remember me?" Students asked me, "Hey, do you remember when ....?" or "I remember...." Suddenly I had a rather large group of eighth graders circling up and reminiscing about their third grade class five years ago. We smiled and laughed as we recalled events from that year.<br /><br />As I reflected on this experience, and thought about this year coming to the end in just a few days , I began to wonder:<br /><br />1. What will my students remember most from the 1,080 hours that we spend together in a given year?<br /><br />2. What will I remember the most about them?<br /><br />I found that what these students remembered the most were the every day experiences we had together - the field trips we took, favorite games and activities we played during Morning Meetings each day, our class pet - 'Willis' the hamster, etc. - the things that made our class a true community. A sense of community is something that I work hard to create with each and every class every year and that is what students truly remember.</span>Cindy Krusehttp://www.blogger.com/profile/12663690784401137358noreply@blogger.com0tag:blogger.com,1999:blog-3237509470905407341.post-38776845628191420472011-05-01T20:18:00.000-07:002011-05-29T19:54:09.309-07:00Differentiated Professional Development<!--[if gte mso 9]><xml> <w:worddocument> <w:view>Normal</w:View> <w:zoom>0</w:Zoom> <w:trackmoves/> <w:trackformatting/> <w:punctuationkerning/> <w:validateagainstschemas/> <w:saveifxmlinvalid>false</w:SaveIfXMLInvalid> <w:ignoremixedcontent>false</w:IgnoreMixedContent> <w:alwaysshowplaceholdertext>false</w:AlwaysShowPlaceholderText> <w:donotpromoteqf/> <w:lidthemeother>EN-US</w:LidThemeOther> <w:lidthemeasian>X-NONE</w:LidThemeAsian> <w:lidthemecomplexscript>X-NONE</w:LidThemeComplexScript> <w:compatibility> <w:breakwrappedtables/> <w:snaptogridincell/> <w:wraptextwithpunct/> 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Grid Accent 6"> <w:lsdexception locked="false" priority="19" semihidden="false" unhidewhenused="false" qformat="true" name="Subtle Emphasis"> <w:lsdexception locked="false" priority="21" semihidden="false" unhidewhenused="false" qformat="true" name="Intense Emphasis"> <w:lsdexception locked="false" priority="31" semihidden="false" unhidewhenused="false" qformat="true" name="Subtle Reference"> <w:lsdexception locked="false" priority="32" semihidden="false" unhidewhenused="false" qformat="true" name="Intense Reference"> <w:lsdexception locked="false" priority="33" semihidden="false" unhidewhenused="false" qformat="true" name="Book Title"> <w:lsdexception locked="false" priority="37" name="Bibliography"> <w:lsdexception locked="false" priority="39" qformat="true" name="TOC Heading"> </w:lsdexception> </w:lsdexception><!--[endif]--><!--> <style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin-top:0in; mso-para-margin-right:0in; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0in; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;} </style> <!--[endif]--> <p class="MsoNormal" style="text-indent: 0.5in;"><span style="font-size:130%;"><span style="line-height: 115%;font-family:";font-size:12pt;" >How can the supervision process be used to help successful and experienced teachers get better at what they do?<span style=""> </span>Way too often I hear teachers at conferences and in-services complain, “I already do that.<span style=""> </span>That won’t work, you don’t know my students.<span style=""> </span>I could’ve written the book on this.”<span style=""> </span>Many honestly believe that after teaching for a certain number of years that they have little new left to learn.<span style=""> </span>I believe that this is a dangerous way of thinking.<span style=""> </span>As Collins asserts, the minute you think you have arrived is the moment you begin to slide backwards.<span style=""> </span></span></span></p> <p class="MsoNormal" style="text-indent: 0.5in;"><span style="font-size:130%;"><span style="line-height: 115%;font-family:";font-size:12pt;" >Unfortunately, professional development for teachers has been a “one-size- fits- all” mentality for a number of years.<span style=""> </span>Just as we realize the importance of differentiating for students in order for successful learning to occur, we need to transfer this understanding to professional development and learning for teachers.<span style=""> </span>We must meet the needs of all teachers so that all teachers can continually improve their instruction.<span style=""> </span>When you are improving instruction, you are impacting student achievement and learning.</span></span></p>Cindy Krusehttp://www.blogger.com/profile/12663690784401137358noreply@blogger.com0tag:blogger.com,1999:blog-3237509470905407341.post-48947206225781366922011-04-11T18:09:00.000-07:002011-04-11T19:14:20.866-07:00"You speak our langauge!"<span style="font-size:130%;">Today I was teaching a group of tech savvy fifth graders. I had given them some time to investigate <a href="http://www.mangahigh.com/en_us/">Mangahigh</a>, a new interactive math website that I had just discovered the night before. I told them they were my "beta-testers" and would have 15 minutes to try out some games before recess, and then we would be gathering on the rug after recess to share what they discovered and give their recommendations.<br /><br />The students were so engaged while using the website that they didn't want to go outside for recess (and today was a beautiful 80 degrees outside - so outside they did go)! When we gathered on the rug to share, all of the students said that they absolutely loved the site and wanted the url and password so that they could access it from home. I asked them what they liked about it, explaining that I needed to hear more details - specifically, what did they like about it? They loved the graphics - manga is creative and colorful, couldn't get enough of the way the games interacted, they were surprised by some of the games - "not your usual math games where you figure it out and get bored after playing it twice."<br /><br />After a few minutes of sharing I explained that they would be finishing their mystery stories by continuing to create <a href="http://scratch.mit.edu/">SCRATCH</a> projects to animate them. At this point one of my students raised their hand and said with a huge smile, "Mrs. Kruse, you speak our language." I honestly wasn't sure what she was referring to and didn't have the opportunity to respond before all of them began to chime in with their thoughts.<br /><br />Their language is digital. I have to admit, I don't speak digital nearly as well as they do...but I do try. The sad part is that most of their day they sit in classrooms where they are not speaking their native language. When put in this perspective, it seems so sad. Imagine trying to learn, really desiring to learn, but not being able to learn in your native language. This is no fault of their teacher, it is the result of lack of resources, time, and training. Interestingly enough I have found that the best way to teach these "digital speakers" is just let them go. Given time to investigate independently with a focus they are able to do amazing things and teach me a thing or two in the process.</span>Cindy Krusehttp://www.blogger.com/profile/12663690784401137358noreply@blogger.com0tag:blogger.com,1999:blog-3237509470905407341.post-80140408112268636762011-04-01T18:47:00.000-07:002011-04-10T10:05:32.642-07:00Having a "Growth Mindset"<span style="font-size:130%;"><span style="font-family:georgia;">I'm</span> enjoying some time this weekend at the <a href="http://www.responsiveclassroom.org/">Northeast Foundation for Children</a>; catching up with the most amazing group of educators - Consulting Teachers for <a href="http://www.responsiveclassroom.org/">Responsive Classroom</a>, and learning about having a "Growth Mindset". Does our belief about ourselves determine our ability to succeed?<br /><br /><a href="http://www.ascd.org/publications/educational-leadership/sept10/vol68/num01/Even-Geniuses-Work-Hard.aspx">Carol Dweck</a> has completed some intriguing research which answers this question with a resounding, "Yes!" She has coined the phrase "Growth Mindset", which she explains can be developed in both children and adult learners. When people have this mindset, they believe that they can develop their brain, abilities, and talents. People that have a "Growth Mindset" care more about stretching themselves and challenging their learning. They are OK with not knowing everything. 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mso-para-margin-left:0in; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;} </style> <![endif]--> <p class="MsoNormal"><span style="font-size: 12pt; line-height: 115%; font-family: "Comic Sans MS";">This research has profound implications for teachers. Dweck offers some concrete suggestions to help teachers create learning environments and meaningful learning tasks that will encourage students towards developing a "growth mindset": creating a classroom culture that supports risk-taking, providing specific feedback when giving students praise or encouragement, emphasizing deep learning rather than fast learning, directly teaching students how the brain works, personal goal setting, and evaluating student work with "growth mindset" criteria. While I don't believe that having a "growth mindset" will cure all academic ills, I can envision benefits for both adult and student learners; such as increased motivation and effort as they are nurtured in an environment that values "becoming" rather than "being".<br />Some of the questions that I'm left with to ponder:<br /><br /><b><i>Am I creating a risk taking environment for my students?</i></b><br /><b><i>What does this look like as I work with adult learners?</i></b><br /><b><i>How am I cultivating a "Growth Mindset" for myself?</i></b><br /><b><i><br /></i></b></span><span style="font-size: 12pt; line-height: 115%;"><br /></span><span style="font-size: 12pt; line-height: 115%; font-family: "Comic Sans MS";">Interested in finding out more about Dweck's research? 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Krusehttp://www.blogger.com/profile/12663690784401137358noreply@blogger.com0tag:blogger.com,1999:blog-3237509470905407341.post-49758347228548820242011-03-08T18:37:00.001-08:002011-03-08T20:10:24.529-08:00A Shift in Attitude<span style="font-size:130%;">With today's current negative climate regarding the teaching profession, I'd be remiss if I didn't take the time to write about what is happening. However, I had to sit for a moment and contemplate - just what are the real issues? Unfortunately, just like any profession, there are those that have chosen this noble profession that just aren't teaching with integrity. However, for every teacher that fits in this category, there are three more that are doing their best to reach all of their students. This is probably true of most professions, so why the current attack against teachers?<br /><br />Several years ago I had the opportunity to travel to China in order to participate in a cultural exchange which included teaching English in a University in Guilin. After traveling almost 30 hours, the last thing I wanted was to have my picture taken. However, that is just what happened. To make it worse, our pictures were blown up to poster size and displayed on the university square with our occupations listed underneath.<br /><br />I was totally unprepared for what I experienced next. Students sought me out 24/7. They waited outside my hotel room, accompanied me to dinner, walked me to class, and helped me to navigate the bartering system as I struggled to purchase a simple bottle of water. Why? They wanted to practice "English". Who better than a teacher to teach them, they reasoned. The Chinese people hold teachers in high regard. They realize that the only way to better themselves is through education. They are hungry, even desperate for the chance to better themselves.<br /><br />Sometimes I wonder what it will take for this kind of hunger for education to happen in the US. We have a great country, no doubt about it, but many Americans (both young and old) operate from a platform of <a href="http://www.openeducation.net/2009/08/19/drop-outs-a-sign-of-the-entitlement-times/">entitlement</a>, believing that they are deserving of things that they have not worked for. What will this attitude of entitlement do to the culture of our country? I think we are currently experiencing the effects of such an attitude.<br /><br />I believe we need to work together as a nation to solve the conundrum that we are currently faced with. It will not be solved by pointing fingers and blaming others. It is time to recognize that teachers are indeed the <a href="http://www.reinventedsolutions.com/als-blog/2011/2/3/the-state-of-public-education-reform-in-2011.html">very heart of the solution</a>. Yes, there is a need for reform - even teachers agree with this statement. However, isolating the very people we need to accomplish this task works against our struggle for change. We need a shift in attitude - to one of gratitude for teachers. Change will not happen overnight, but here's an idea for a place to begin: I encourage you to take <a href="http://yardsticks4-14.com/2011/03/07/teachers-worry/">Chip Wood's recent suggestion</a> to send an e-mail or note thanking a teacher, recognizing the impact they have had in the life of a student.</span>Cindy Krusehttp://www.blogger.com/profile/12663690784401137358noreply@blogger.com0tag:blogger.com,1999:blog-3237509470905407341.post-24245085047781868882011-03-01T18:33:00.000-08:002011-03-05T18:23:06.324-08:00What I Wish I Knew...<span style="font-size:130%;">Today, I posted a response to a question on another blog: </span><span style="font-weight: bold; font-style: italic;font-size:130%;" >"What do you wish you knew when you first started teaching?"</span><span style="font-size:130%;"> I quickly wrote a few lines, then as usual, I began to really contemplate this question. I thought it would be fun to answer alphabetically:<br /><br /></span><span style="font-weight: bold;font-size:130%;" >A -</span><span style="font-size:130%;"> Always take the time to reflect on your day with improvement in mind.<br /></span><span style="font-weight: bold;font-size:130%;" >B - </span><span style="font-size:130%;"><a href="http://yardsticks4-14.com/2007/09/11/the-birthday-cluster/">Birthday cluster</a> - graphing the students in your classroom is truly informative.<br /></span><span style="font-weight: bold;font-size:130%;" >C - </span><span style="font-size:130%;">Caring for others must be intentionally taught</span><span style="font-weight: bold;font-size:130%;" > </span><span style="font-size:130%;">in classrooms.</span><span style="font-weight: bold;font-size:130%;" ><br />D - </span><span style="font-size:130%;">Don't be afraid to admit you don't know it all.<br /></span><span style="font-weight: bold;font-size:130%;" >E - </span><span style="font-size:130%;">Everyone needs to feel a sense of belonging, significance, and fun!<br /></span><span style="font-weight: bold;font-size:130%;" >F - </span><span style="font-size:130%;">Find the best teacher in the school - then watch them in action.<br /></span><span style="font-weight: bold;font-size:130%;" >G - </span><span style="font-size:130%;">Greeting each student every morning is a simple way to build relationships.<br /></span><span style="font-weight: bold;font-size:130%;" >H - </span><span style="font-size:130%;">Have high expectations and help your students meet them.<br /></span><span style="font-weight: bold;font-size:130%;" >I - </span><span style="font-size:130%;">Ignore the "Negative Nancy's" - they are always on the look out for newbies.<br /></span><span style="font-weight: bold;font-size:130%;" >J-</span><span style="font-size:130%;"> Just breathe - realize that there will always be something left undone.<br /></span><span style="font-weight: bold;font-size:130%;" >K - </span><span style="font-size:130%;">Know and apply the <a href="http://yardsticks4-14.com/category/developmental-education/">developmental characteristics</a> of children to your teaching.<br /></span><span style="font-weight: bold;font-size:130%;" >L - </span><span style="font-size:130%;">Learning happens best when you build a sense of community.<br /></span><span style="font-weight: bold;font-size:130%;" >M - </span><span style="font-size:130%;">Model everything you can - the time will come back four fold!<br /></span><span style="font-weight: bold;font-size:130%;" >N - </span><span style="font-size:130%;">Never use sarcasm with students.<br /></span><span style="font-weight: bold;font-size:130%;" >O - </span><span style="font-size:130%;">Only have students sitting 2 x's the number of minutes equal to their age. Use <a href="http://www.responsiveclassroom.org/blog/energizers-tips-using-energizers">energizers</a>.<br /></span><span style="font-weight: bold;font-size:130%;" >P - </span><span style="font-size:130%;">Praise such as "Good Job" is empty - be specific when telling kids what you notice.<br /></span><span style="font-weight: bold;font-size:130%;" >Q - </span><span style="font-size:130%;"><a href="http://www.originsonline.org/product_info.php?products_id=420&s=rc&ss=articles">Quiet time</a> after lunch - it just makes sense.<br /></span><span style="font-weight: bold;font-size:130%;" >R - </span><span style="font-size:130%;">Relationships are important. Take time to invest in the lives of students & colleagues.<br /></span><span style="font-weight: bold;font-size:130%;" >S - </span><span style="font-size:130%;">Sometimes you will make mistakes, admit it and move on.<br /></span><span style="font-weight: bold;font-size:130%;" >T -</span><span style="font-size:130%;"> Talk less and listen more - you can learn a lot from kids.<br /></span><span style="font-weight: bold;font-size:130%;" >U - </span><span style="font-size:130%;">Understand the needs of your students - emotionally, physically, and academically.<br /></span><span style="font-weight: bold;font-size:130%;" >V - </span><span style="font-size:130%;">Very engaging lessons result in fewer behavior problems.<br /></span><span style="font-weight: bold;font-size:130%;" >W </span><span style="font-size:130%;">- <a href="http://www.responsiveclassroom.org/article/powerful-words">Words</a> are one of the most important tools that a teacher has!<br /></span><span style="font-weight: bold;font-size:130%;" >X - </span><span style="font-size:130%;"><a href="http://www.thefreedictionary.com/xeric">Xeric</a> - characteristic of too many learning environments, water your classroom with engaging activities that allow students to collaborate, opportunities for student choices and relevant, authentic learning!<br /></span><span style="font-weight: bold;font-size:130%;" >Y -</span><span style="font-size:130%;"> You can make a difference in the life of every child that you teach (emphasize a different word each time you say this sentence - amazing isn't it?)<br /></span><span style="font-weight: bold;font-size:130%;" >Z - </span><span><span style="font-size:130%;">Zero in on the most important things - everyone is important and anything is possible!<br /><br /></span><span style="font-weight: bold;font-size:130%;" >What do you wish you knew when you first started teaching?</span><br /></span>Cindy Krusehttp://www.blogger.com/profile/12663690784401137358noreply@blogger.com0tag:blogger.com,1999:blog-3237509470905407341.post-45882803137522483482011-02-18T17:20:00.000-08:002011-03-05T18:24:04.262-08:00Take the time to ask "Why?"<span style="font-size:130%;">There are some bastions of education that are considered "holy ground". These practices in the classroom have been around for so long that we don't even question why we do them, we just make sure they get done. The issues of homework and grading fall into this category. They are currently topics of controversy among educators willing to place their practices under the microscope for closer inspection. The main reason for the debate is that we have failed to stop and ask ourselves, “What is our purpose for assigning a grade or assigning homework to a student?” Many believe that grades are not reliable or valid because they are so subjective. (An "A" in Mr. Smith's class can easily translate into a "B" in Mr. Fields's class next door.) According to <a href="http://www.alfiekohn.org/index.php">Alfie Kohn</a>, the issue is not how we should grade, but rather why do we grade? Why are we so concerned with evaluating how well students are doing? Researchers have found three consistent effects of using letter or number grades: reduced interest in the learning itself, reduced student preference for challenging tasks, and reduced quality of student thinking. Yikes! So, why are we doing this?<br /><br />I believe that these are both topics that should be approached cautiously with open dialogue. Teachers, parents and administrators need to be encouraged to rethink how we grade and ultimately why we grade. Some major points that need to be considered are: late work, opportunities for retaking a test or assignment, cheating, and homework. It is my belief that students should be encouraged to complete their work. Teachers should not have a policy that prohibits work from being turned in late. Students are not motivated by assigning a zero or even 50% to late work. Allowing students to turn in work late, with a smaller consequence will provide incentive to complete the work in many cases. Assigning a zero to a student that is caught cheating does not accurately portray what a student knows or is able to do. The teacher and student need to discuss the reasons why the student resorted to cheating and allow for restitution with logical consequences.<br /><br />We need to focus on measuring and giving meaningful feedback that accurately reflects what a student understands and is able to do. While establishing a new policy for grading may seem daunting, I believe we should </span><span style="font-style: italic;font-size:130%;" >at least</span><span style="font-size:130%;"> adhere to following stipulations: refrain from assigning a letter or number grade for each assignment – instead give specific, constructive feedback in oral or written form; never grade on a curve – this destroys the sense of community and collaboration as learners; don’t give a separate grade for effort – a low grade for effort can be translated to mean, “You’re a failure for even trying”.<br /><br />In some schools homework is graded, in others students receive points just for completion. Research does not support the common belief that homework (assigned as practice) increases student achievement in the elementary grades. So, why do we continue to frustrate both students and parents with work that is not beneficial? I believe there are more negative effects than there are positive in regards to homework. Teachers and administrators should rethink why homework is assigned. Both quantity and quality must be addressed. Teachers should be given time to reflect and dialogue about the outcomes that they are trying to achieve by giving an assignment. They need to investigate what types of assignments may be better than others, based on research and best practices. I believe there are ways to create choices for students to continue to extend their learning at home that can result in joyful learning experiences for both students and their families. Taking the time to reflect and ask why we give homework and grades is the first step.</span>Cindy Krusehttp://www.blogger.com/profile/12663690784401137358noreply@blogger.com0tag:blogger.com,1999:blog-3237509470905407341.post-50715359496425580442011-01-31T21:30:00.000-08:002011-03-05T18:24:16.631-08:00Because I'm good at it!<span style="font-size:130%;">Teaching gifted students, I often spend a few minutes interviewing students in a one on one setting. I usually ask some generic questions just to get to get acquainted. One of the questions I frequently ask is , "What is your favorite subject in school?" Regardless of their answer, I follow up this question with "Why?" It interesting to hear their answers to both questions, but especially the "why".<br /><br />Yesterday, I was meeting with a new student who said that his favorite subject was math. When I asked him why, he said "Because I'm good at it." Wanting to engage him in more conversation, I asked him, "How do you know you're good at math?" He looked at me incredulously and answered, "Because I like it." Now, you may be thinking that this is a prime example of circular reasoning. However, as I gave this more thought and chatted some more with this student I realized he felt comfortable with math. He enjoyed math. Therefore, he felt "good at it". He didn't offer his test grades or his report card as evidence that he excelled in this area. <br /><br />It is interesting to see how young minds work. I began thinking of this in the larger context of school/education. Do our students feel comfortable at school? Is school fun? I know some educators that would flat out state - school doesn't have to be fun. In their minds, the learning needs to occur and we just don't have time for "fun". I disagree. There are so many ways to make learning engaging and enjoyable (check out some ideas for activities on the tab "Responsive Classroom" in my blog)!<br /><br />As educators (both teachers and administrators), we need to keep this in mind. Don't we all yearn to hear our students say, "I love school!" and when asked why, hear them answer, "Because I'm good at it!"<br /><br /></span><span style="font-weight: bold;font-size:130%;" >So, what do you feel that you're "Good at?"</span>Cindy Krusehttp://www.blogger.com/profile/12663690784401137358noreply@blogger.com2tag:blogger.com,1999:blog-3237509470905407341.post-8377208913111320262011-01-06T16:56:00.000-08:002011-03-05T18:24:31.008-08:00To Blog or Not to Blog....<span style="font-weight: bold;font-size:130%;" >Why do I blog? That is the question....</span><span style="font-size:130%;"><br /><br />My husband definitely doesn't get it. Some of my colleagues still wonder what blogging really is. A few of my friends and colleagues actually read my blog. My daughters love it! (BTW, they both have blogs too!)<br /><br />I'm a pretty busy person - teaching, taking grad courses, completing an internship for my principal certification, and taking care of my hubby and my puppies (not necessarily in that order, but OK, I have to be honest ...sometimes it is).<br /><br /></span><span style="font-weight: bold;font-size:130%;" >So, here are some reasons why I choose to blog...</span><span style="font-size:130%;"><br /></span><ul><li><span style="font-size:130%;">I began blogging because I planned to teach my students to blog, so I thought I'd check it out first and use mine as a sort of "mentor text"<br /></span></li></ul><ul><li><span style="font-size:130%;">I want to share my experiences and knowledge with other educators</span></li></ul><ul><li><span style="font-size:130%;">It helps me to reflect</span></li></ul><ul><li><span style="font-size:130%;">It helps me to refine my ideas about education</span></li></ul><ul><li><span style="font-size:130%;">It keeps me abreast of current trends in education</span></li></ul><ul><li><span style="font-size:130%;">I love technology (although it doesn't always love me)</span></li></ul><ul><li><span style="font-size:130%;">It gives me opportunities to collaborate with other educators</span></li></ul><ul><li><span style="font-size:130%;">Perhaps to be a catalyst, creating dialogue or just planting seeds to rethink how we "do education"<br /></span></li></ul><span style="font-weight: bold;font-size:130%;" >So, why do you blog? OR better yet, </span><span style="font-weight: bold;font-size:130%;" >why do you choose to read blogs</span><span style="font-size:130%;">?</span>Cindy Krusehttp://www.blogger.com/profile/12663690784401137358noreply@blogger.com1tag:blogger.com,1999:blog-3237509470905407341.post-24514955463036796742010-12-27T14:22:00.000-08:002011-03-05T18:24:45.306-08:00Perspective is everything<span style="font-size:130%;">As I take time to reflect on this year, and get ready to head back into the classroom to begin a 'New Year', I am resolving to change my perspective about a few things that just can't be changed. I have come to realize - There are just some things I can't change. I can't physically change some situations, but there is something I can change....my perspective. Perspective is everything .....how we view our circumstances in life - is your glass half empty or half full? Some people would say 'change your attitude', but that really occurs </span><span style="font-style: italic;font-size:130%;" >after</span><span style="font-size:130%;"> you change your perspective. Looking at something from a totally different angle...with totally different eyes.<br /><br />I remember reading somewhere that changing your perspective is particularly useful when problem solving and aids in creativity. For example, try to imagine three very distinctly different personalities (the more details you use in describing each personality, the better - a young adventurer with no time constraints, a wise but gossipy old woman, and a savvy business man) and try to brainstorm possible solutions to the problem from each imaginary person's unique perspective. This type of brainstorming technique allows each of us to view things differently and may offer more than one viable solution to a problem.<br /><br />I once met a teacher that was very gifted in classroom management, as a result she was typically given the children with the most challenging behavior problems (teachers, does this sound familiar?). However, she never referred to the students in a negative light, instead she would explain matter-of-factly,"I am lucky enough to have the students with the most potential for growth". She refused to see her glass as half empty.<br /><br />I'll let you know how this goes as I endeavor to take my own advice. </span><span style="font-weight: bold;font-size:130%;" ><br />What are you hoping to change as the 'New Year' begins?</span>Cindy Krusehttp://www.blogger.com/profile/12663690784401137358noreply@blogger.com0tag:blogger.com,1999:blog-3237509470905407341.post-71209412829539584092010-12-12T17:12:00.000-08:002011-03-05T18:24:57.039-08:00Intentional Traditions<span style="font-size:130%;">As I sit here writing this, the stockings are hung over the fireplace with care, the Christmas tree is twinkling across the room, Christmas cards are addressed and waiting to be mailed tomorrow morning, and "Butt Ugly" - the snow woman is seated in her place of honor on the kitchen windowsill. This addition to our family's Christmas traditions was totally unintentional and really quite a funny story...<br /><br />One Christmas, my loving and thoughtful husband wanted to buy me a snowman to add to my extensive snowman collection. Proud of his purchase, he beckoned my daughters upstairs to secretly share his find with them on Christmas Eve. When they saw the snow woman they both roared with laughter exclaiming, "That is Butt Ugly!" I was given the present Christmas morning as my husband sought to gauge my enthusiasm with the newest addition to the collection. He wasn't convinced of my sincere appreciation - mostly due to the snickers from my daughters. Although I assured him of my affection for the carved snow woman, proudly cradling her basket of fruit, he stated that we'd see what I really thought of the gift next year (certain that the snow woman would simply "melt away"). Next year, I made sure that "Butt Ugly" (nicknamed by my daughters) assumed her rightful place of honor over the kitchen sink. This became a tradition in our home as my husband bought a uniquely carved snow woman for each daughter for their own homes as their first married Christmas gift. (These are all referred to as "Butt Uglies") In true Kruse tradition, one has not decorated the house for Christmas until their own "Butt Ugly" is proudly displayed.<br /><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhT9CnViKVT6NHRvCEc_wBtL5rRHVyB1wDX1oYn_XsVF55RH70KrKHX_T0fmPEMknCOUUD969vcTz5uYgATB6WMO3O9GO4fN3sdu23PE5nhEad5Pf_DVHhlK6c3srWnR4w7T3UCfAHImmY/s1600/IMG_1963.jpg"><img style="display: block; margin: 0px auto 10px; text-align: center; cursor: pointer; width: 214px; height: 320px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhT9CnViKVT6NHRvCEc_wBtL5rRHVyB1wDX1oYn_XsVF55RH70KrKHX_T0fmPEMknCOUUD969vcTz5uYgATB6WMO3O9GO4fN3sdu23PE5nhEad5Pf_DVHhlK6c3srWnR4w7T3UCfAHImmY/s320/IMG_1963.jpg" alt="" id="BLOGGER_PHOTO_ID_5557378002762267410" border="0" /></a></span><span style="font-size:130%;"><br />Our traditions this time of year are many...these traditions are what defines the season. They make us smile and laugh as we form a special bond strengthened by shared memories. Many of these traditions are formed unintentionally. Now that we are at the half way point in the year, it is the perfect time to think about the traditions we have formed with our classroom families....<br /><br />Kids are such creatures of habit. I am certain that we have all formed traditions or routines unintentionally in the classroom. Many of these traditions are not realized until they don't happen - such as the day a "guest teacher" is called in to teach the classroom and the students complain, "But Mrs. ___ doesn't do it that way."<br /><br />However, research shows that rituals or traditions serve to create a sense of community within our classrooms, making them a safe and joyful environment for children to learn. Here are some ideas for traditions that you can intentionally begin to establish with your classroom:<br /><br />1. Begin or end your day with choral responses or songs that the class enjoys. </span><span style="font-style: italic;font-size:130%;" ><br />(check out the Responsive Classroom tab in this blog for ideas)</span><span style="font-size:130%;"><br />2. Read stories that students enjoy hearing over & over again.<br />3. <a href="http://www.mrsmcdowell.com/Book%20Treasures/book_treasures.htm">Story Bits (treasures)</a> or Reading Souvenirs - collectibles that help students remember a story<br />3. Use celebrations to acknowledge large or small accomplishments.<br />4. Cheers or songs to acknowledge birthdays.<br />5. Songs or chants to help ease transitions - to Morning Meeting, Lining Up, etc.<br /><br /><br /></span><span style="font-weight: bold;font-size:130%;" >What traditions have you created in your classrooms?</span>Cindy Krusehttp://www.blogger.com/profile/12663690784401137358noreply@blogger.com1tag:blogger.com,1999:blog-3237509470905407341.post-50204805051206218192010-12-07T23:35:00.000-08:002011-03-05T18:25:06.742-08:00How Cool is This!<span style="font-size:130%;">Today while teaching my fifth grade class, we explored the possibility of using <a href="http://scratch.mit.edu/">SCRATCH</a> to help us in our study of mysteries (we are currently writing original mysteries and then putting them into power point - we thought <a href="http://scratch.mit.edu/">SCRATCH</a> might allow us to create animation, making the mysteries come alive). I will never forget the words of one ecstatic student as he threw his fists in the air, "I have waited my whole life to be able to do this in school! How cool is this!" As I strive to integrate technology in meaningful ways in my classroom, I realize there is much to consider when using web based technology. Here's what I'm thinking...<br /><br />"For every hour we spend on our computers, traditional face to face interaction time with other people drops by nearly thirty minutes." When I read this statement recently <a href="http://www.amazon.com/iBrain-Surviving-Technological-Alteration-Modern/dp/0061340332">(iBrain) </a>I had to stop to allow this information to really sink in. I began to ponder these questions: What implications does this have for our children? Will they be less effective at reading the social cues we take for granted? If so, how might that affect their ability to communicate with others?<br /><br />No one will argue the fact that technology is changing our society at a rate that is unfathomable. So much of this change is exciting - even exhilarating! The ability to make learning relevant and global in nature is (or should be) changing the way we "do" education. However, this change needs to be examined more closely.<br /><br />We need to proactively teach the social skills students will need in order to be successful. We also need to be careful to integrate technology that will actually help our students to learn and share their learning in authentic ways. When we take these steps, I know we'll all echo the sentiment of my ecstatic student, "How cool is this!"</span>Cindy Krusehttp://www.blogger.com/profile/12663690784401137358noreply@blogger.com2tag:blogger.com,1999:blog-3237509470905407341.post-15094941830898783752010-11-15T20:14:00.000-08:002011-03-05T18:25:18.339-08:00Sometimes you might have to bribe them...<span style="font-size:130%;">RtII...what is it? Why is everyone talking about it? Last week we invited parents to come back to school on a Friday night to hear about RtII and Responsive Classroom. I was amazed by the turn out! Over 175 children and parents came to hear more about current educational programs and school wide implementations.<br /><br />Oh, I forgot to mention that we also held a "Family Movie Night". So, did we bribe them? Uh, sorta...but was it ever fun! It was also informative - lots of great questions were raised about both RtII and Responsive Classroom. Parents and their students attended two half hour highly interactive sessions, then we gathered in the large group room/cafeteria for the movie.<br /><br />I can still picture the kids in their PJ's with pillows and sleeping bags sprawled all over the large group room floor watching a movie together on the BIG screen. What a cozy scene, but even more...we strengthened the parent-school connection, built our sense of school community, and made some great memories. Oh, and yes we did serve free popcorn and lemonade. I mean, you really can't watch a movie without those two staples (not in my house anyway).<br /><br />I admit it, we bribed them...but it was so worth it!</span>Cindy Krusehttp://www.blogger.com/profile/12663690784401137358noreply@blogger.com0tag:blogger.com,1999:blog-3237509470905407341.post-81716618249616056012010-10-01T17:19:00.000-07:002011-03-05T18:25:31.201-08:00No time to "wait for Superman"<span style="font-size:130%;">The recent release of the documentary film, "<a href="http://www.waitingforsuperman.com/">Waiting for Superman</a>" has fanned the flames of the controversial debate about educational reform. (I haven't had the opportunity to see the movie yet, but plan on doing so as soon as it comes to a theatre near me.) The reviews range from "moving" and "on target" to "biased" and "oversimplified". Regardless of which camp you're pitching your tent in, everyone must agree that this conversation needs to happen. We can't hide from the data that indicates the American educational system is in need of a great overhaul.<br /><br />The first question I have is: Do we have the time to </span><span style="font-weight: bold;font-size:130%;" >wait</span><span style="font-size:130%;">? I don't think so. Something needs to be done now. We can't wait - the future lives of our children are at stake, and every minute matters. I'm not advocating that we jump in too quickly and begin to dismantle everything, but we can begin to make small changes.<br /><br />The second question is really a rhetorical one: Is there a Superman? Of course we know there is not, however, if you look closely enough you may begin to identify a superman or superwoman (or quite possibly more than one) at every school. These teachers and administrators consistently put the interests of kids first. They are implementing best practices (based on research) that are best for kids. They have an unwavering belief that every child can learn. They go way beyond the minimum.<br /><br />I think we already have a good idea of what really works in educating children. The challenge is honestly answering this question: <a href="http://www.nytimes.com/2010/08/25/opinion/25friedman.html?_r=1"> "Are we willing to do what it takes to put children first?"</a> (NY Times columnist Ton Friedman asks this same question) I'm excited that the movement has begun, I'm just hoping it can be sustained without becoming mired in political agendas.<br /><br />Borrowing the words of Mahatma Gandhi, we can "Be the change we want to see". We need great teachers, willing to not only speak the truth, but live it as well by instituting the small changes that we know we can accomplish. We need great teachers in order to build great schools.</span>Cindy Krusehttp://www.blogger.com/profile/12663690784401137358noreply@blogger.com1tag:blogger.com,1999:blog-3237509470905407341.post-5249277793208261432010-09-04T09:36:00.000-07:002011-03-05T18:25:45.960-08:00Through the eyes of a child...<span style="font-size:130%;">The first week of school is almost over. During the first week I must have overheard at least twenty teachers commenting how thankful they were that it was a four day week. It's hard to get back into the routine of it all, even for adults.<br /><br />Yesterday, a colleague of mine shared with me that her granddaughter had just started kindergarten this year. She picked her up from her first day of school and asked, "How was your day?" Like most small children, very little details of the day were divulged. They had to return to her granddaughter's house to let out her new puppy. As her granddaughter walked the puppy outside, she could hear her through the open kitchen window conversing with 'Buddy', the puppy. 'Buddy', her ever faithful confidant was getting an earful. "Buddy, school is hard... It's awful scary there....There are a lot of people there and so much I got to remember".<br /><br />It's easy to forget how overwhelming the new school year can be for our little people. Taking a minute to view the whole school experience through their eyes is powerful. There are so many new things....new friends, new teachers, new learning environments. What can we do as educators to help ease this transition? The most important thing is to create a "safe" learning community. Taking the time to hear the hopes and dreams of our students for the coming year, inviting their participation in creating guidelines (also known as rules) for our learning together, and just taking the time to get to know each other is so important.<br /><br />Unfortunately the tyranny of the urgent competes for our time in the first few weeks of school. There is so much information to cover, routines to establish, forms to fill out....and the list just doesn't end. No wonder we're all exhausted!<br /><br />I wish that every child had a 'Buddy' to confide in when they are overwhelmed and scared. I hope that all of us...educators and parents can take some time to breathe, relax, and take a peek at the world through their eyes.</span>Cindy Krusehttp://www.blogger.com/profile/12663690784401137358noreply@blogger.com0tag:blogger.com,1999:blog-3237509470905407341.post-76172519376399275452010-08-28T05:46:00.000-07:002011-03-05T18:25:59.169-08:00Reflecting on reflection<span style="font-size:130%;">Yesterday I had the privilege of teaching a workshop for teachers in preparation for the upcoming school year. We shared ideas, learned new strategies, and played games together. During one of our interactive games, I asked them to each share a goal that they have for this year as it pertains to their classroom. While preparing for this workshop, I took the time to consider this question in light of my own teaching. I thought, "What is my goal for this year? What specific skill do I wish to "hone in on" as a teacher this year? What goal do I have for my students? As I pondered this question a long list of possibilities coursed through my brain. Then it came to me....Reflection!<br /><br />I have to confess, I've had this as a goal before. Teachers recognize that reflection is good thing to do. Research even backs this up. To demonstrate my earlier commitment to this skill there is even a space on my lesson plans designated to this endeavor. Knowing how much we cram onto those two pages, carving out space for reflection illustrates how important this is to me as a teacher, right? However, as I look back on my lesson plans for the past three years I can see that I was well intentioned. I started out well (OK - in reality maybe 6 entries over the course of the first month). Then no reflections, not even a scribble for several months, then finally, a few sporadic, hurried comments wedged into the last month of school.<br /><br />I took the time to reflect on my reflections. I know that this is key to implementing change and a powerful piece in the learning cycle for students. Why is this so difficult for me? I came to the conclusion that I need a plan ...what would help me to accomplish this (other than adding an extra hour onto my day)? Check out this blog<a href="http://www.choiceliteracy.com/public/316.cfm"> http://www.choiceliteracy.com/public/316.cfm</a> for some wonderful ideas to help put this into practice.<br /><br />I am excited about what I will learn about the art/science of teaching and how my student's learning will be impacted as we commit to this discipline during the coming year!</span>Cindy Krusehttp://www.blogger.com/profile/12663690784401137358noreply@blogger.com0tag:blogger.com,1999:blog-3237509470905407341.post-40044686514460860452010-07-31T13:16:00.001-07:002011-03-06T16:04:28.702-08:00The Art of Observation<span style="font-size:130%;">Like many teachers in the month of August, I'm already thinking about the first few days of school. These first few days are so important. Our primary job is to create a safe environment for our students: physically, emotionally, and socially. We are also working to build a sense of community within our classrooms. In order to make this happen, we must take the time to simply observe.<br /><br />We watch...we listen...we learn...<br /><br />The information we gather will guide our instruction. Not just academic instruction, but our social curriculum as well. As we watch and notice, we'll discover which students are struggling with reading and which students enjoy math. We'll learn social skills they are adept at and which need further refining.<br /><br />There is a constant pull for our attention. So many forms to fill out, plans to write, assessments to give. It is difficult to remember our foremost task at hand and practice the art of observation.</span>Cindy Krusehttp://www.blogger.com/profile/12663690784401137358noreply@blogger.com0tag:blogger.com,1999:blog-3237509470905407341.post-49720958064785931932010-07-24T05:23:00.000-07:002011-03-05T18:26:18.351-08:00Would you rather?<span style="font-size:130%;">Recently, while embarking on a rather long car ride, several colleagues and I played a game to pass the time away, "Would you rather?" This hilarious game placed us in imaginary situations forcing us to choose between the lesser of two evils. Ex:"Would you rather have eyebrows that make a complete circle around your face -</span><span style="font-weight: bold;font-size:130%;" >OR</span><span style="font-size:130%;">- flat eyelashes that stick out 10 inches and cannot be trimmed?<br /><br />Soon the game morphed into our own personally designed scenarios, one of which was directed towards me for my consideration: "Would you rather be forced to be 'that teacher' (known for doing the exact opposite of Responsive Classroom principles- ie: using sarcasm with children, belittling them, not taking in consideration the individual student or creating connections with them) -</span><span style="font-weight: bold;font-size:130%;" >OR</span><span style="font-size:130%;">- Have your daughter teach in a grade level that she hates for 12 years?<br /><br />Obviously these colleagues knew me well - my belief system (aligned with Responsive Classroom principles) </span><span style="font-weight: bold;font-size:130%;" >vs.</span><span style="font-size:130%;"> the extreme love for my child. I had a difficult time choosing and it really began to stress me out. For some reason that conundrum just wouldn't leave my brain long after the game was over and I was back at home. I kept mulling it over, realizing that what they were really asking me was "Would you give up being true to yourself to ensure the happiness of your child?" I would just rather not choose between the two. However, after thinking about this for about a week I suddenly realized, I don't have to choose. Then I had an epiphany...nobody has to choose, we all have the opportunity to teach in a way that recognizes the difference in our young learners and seek to bring out the best in them. It is our choice to strive to create joyful learning environments where children thrive.</span>Cindy Krusehttp://www.blogger.com/profile/12663690784401137358noreply@blogger.com1tag:blogger.com,1999:blog-3237509470905407341.post-82079021921398678872010-07-21T17:50:00.000-07:002011-03-05T18:26:57.002-08:00Who holds their story?<span style="font-size:130%;">What does it take to really know a child? Some say that children are "an open book". The problem is that few adults are willing to take the time to sit down, turn the pages, and read that book. I recently heard a speaker declare that we are in an "epidemic of praise". He asserts that the reason we praise our children is because we're too busy to take the time to really know them. Praise is used as a substitute. Most often this type of praise is generic in nature. We've all heard it (and probably even had these very words escape our lips as parents or teachers): "Good job", "That was awesome!", "Way to go!" These are all said with the best intentions. Our underlying belief is that the more we praise, the more we fill a child's tank. Recent research actually points to the opposite. <a href="http://www.pobronson.com/blog/"><span style="font-style: italic;">Nurture Shock</span></a> a book by Po Bronson and Ashley Merryman points to the inverse power of praise.<br /><br />The questions we must consider as educators and parents: Who holds the story of a child? What will it take for us to know their story?</span>Cindy Krusehttp://www.blogger.com/profile/12663690784401137358noreply@blogger.com0tag:blogger.com,1999:blog-3237509470905407341.post-60594406979944849802010-07-18T18:30:00.000-07:002011-03-05T18:27:19.938-08:00Happiness vs. Kindness?<span style="font-size:130%;">I recently had the opportunity to attend the Responsive Classroom School-Wide Conference in Amherst, MA. While the entire 3 day conference was thought provoking, one of the speakers in particular left his ideas bouncing around in my head.<br /><br />Richard Weissbourd, writer of <a href="http://www.gse.harvard.edu/blog/news_features_releases/2009/03/the-parents-we-mean-to-be.html">"The Parents We Mean to Be"</a>, challenged my thinking about morality by asking, "How do we make values central to a child's moral development?" He explained that the emphasis parents have placed on a child's happiness has had a negative effect on a child's inclination towards goodness. Furthermore, he contends that kindness (or goodness) should be </span><span style="font-style: italic;font-size:130%;" >more</span><span style="font-size:130%;"> important than happiness. When this occurs, we will find ourselves "being good" towards others.<br /><br />Being others focused simply doesn't come naturally (especially in today's society). We are egocentric in nature. Therefore, this shift will entail a concerted effort on the part of both parents and adults with vested interest in the lives of the children we love. We need to be models of "goodness" for our children, our students, our families. The modeling that I am referring to is not to be translated as "perfect". We must engage in real conversations with children about morality, such as acknowledging how hard it can be to be honest sometimes. Often adults will encourage children to be kind towards others because, "Goodness (or kindness) leads to happiness." Weissbourd believes we should promote kindness because "it is vital to our own collective good". What does this look like in the real world? Having children give credit to others for their achievements, requiring them to return phone calls, and helping children to tune into the emotional feelings of others.<br /><br />As I sat in the audience listening and reflecting, I have to confess that all of this talk about morality seemed overwhelming to me at first. If I'm honest with myself (and since I'm writing about morality I feel the need to make a sincere attempt to be so), I realize my shortcomings in the morality department. I have to admit that I was relieved when Richard concluded his talk by saying that it is possible for as adults to work on our own moral development, that our capacity is not fixed. We shouldn't measure ourselves against others, but rather strive to be "superior to our former selves."</span>Cindy Krusehttp://www.blogger.com/profile/12663690784401137358noreply@blogger.com1