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Showing posts with label classroom community. Show all posts
Showing posts with label classroom community. Show all posts
Sunday, June 26, 2011
An "Aha!" moment
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.
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.
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."
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.
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."
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Sunday, May 29, 2011
What will they remember?
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...
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.
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.
As I reflected on this experience, and thought about this year coming to the end in just a few days , I began to wonder:
1. What will my students remember most from the 1,080 hours that we spend together in a given year?
2. What will I remember the most about them?
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.
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.
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.
As I reflected on this experience, and thought about this year coming to the end in just a few days , I began to wonder:
1. What will my students remember most from the 1,080 hours that we spend together in a given year?
2. What will I remember the most about them?
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.
Tuesday, March 1, 2011
What I Wish I Knew...
Today, I posted a response to a question on another blog: "What do you wish you knew when you first started teaching?" 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:
A - Always take the time to reflect on your day with improvement in mind.
B - Birthday cluster - graphing the students in your classroom is truly informative.
C - Caring for others must be intentionally taught in classrooms.
D - Don't be afraid to admit you don't know it all.
E - Everyone needs to feel a sense of belonging, significance, and fun!
F - Find the best teacher in the school - then watch them in action.
G - Greeting each student every morning is a simple way to build relationships.
H - Have high expectations and help your students meet them.
I - Ignore the "Negative Nancy's" - they are always on the look out for newbies.
J- Just breathe - realize that there will always be something left undone.
K - Know and apply the developmental characteristics of children to your teaching.
L - Learning happens best when you build a sense of community.
M - Model everything you can - the time will come back four fold!
N - Never use sarcasm with students.
O - Only have students sitting 2 x's the number of minutes equal to their age. Use energizers.
P - Praise such as "Good Job" is empty - be specific when telling kids what you notice.
Q - Quiet time after lunch - it just makes sense.
R - Relationships are important. Take time to invest in the lives of students & colleagues.
S - Sometimes you will make mistakes, admit it and move on.
T - Talk less and listen more - you can learn a lot from kids.
U - Understand the needs of your students - emotionally, physically, and academically.
V - Very engaging lessons result in fewer behavior problems.
W - Words are one of the most important tools that a teacher has!
X - Xeric - 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!
Y - 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?)
Z - Zero in on the most important things - everyone is important and anything is possible!
What do you wish you knew when you first started teaching?
A - Always take the time to reflect on your day with improvement in mind.
B - Birthday cluster - graphing the students in your classroom is truly informative.
C - Caring for others must be intentionally taught in classrooms.
D - Don't be afraid to admit you don't know it all.
E - Everyone needs to feel a sense of belonging, significance, and fun!
F - Find the best teacher in the school - then watch them in action.
G - Greeting each student every morning is a simple way to build relationships.
H - Have high expectations and help your students meet them.
I - Ignore the "Negative Nancy's" - they are always on the look out for newbies.
J- Just breathe - realize that there will always be something left undone.
K - Know and apply the developmental characteristics of children to your teaching.
L - Learning happens best when you build a sense of community.
M - Model everything you can - the time will come back four fold!
N - Never use sarcasm with students.
O - Only have students sitting 2 x's the number of minutes equal to their age. Use energizers.
P - Praise such as "Good Job" is empty - be specific when telling kids what you notice.
Q - Quiet time after lunch - it just makes sense.
R - Relationships are important. Take time to invest in the lives of students & colleagues.
S - Sometimes you will make mistakes, admit it and move on.
T - Talk less and listen more - you can learn a lot from kids.
U - Understand the needs of your students - emotionally, physically, and academically.
V - Very engaging lessons result in fewer behavior problems.
W - Words are one of the most important tools that a teacher has!
X - Xeric - 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!
Y - 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?)
Z - Zero in on the most important things - everyone is important and anything is possible!
What do you wish you knew when you first started teaching?
Sunday, December 12, 2010
Intentional Traditions
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...
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.
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....
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."
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:
1. Begin or end your day with choral responses or songs that the class enjoys.
(check out the Responsive Classroom tab in this blog for ideas)
2. Read stories that students enjoy hearing over & over again.
3. Story Bits (treasures) or Reading Souvenirs - collectibles that help students remember a story
3. Use celebrations to acknowledge large or small accomplishments.
4. Cheers or songs to acknowledge birthdays.
5. Songs or chants to help ease transitions - to Morning Meeting, Lining Up, etc.
What traditions have you created in your classrooms?
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.
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....
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."
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:
1. Begin or end your day with choral responses or songs that the class enjoys.
(check out the Responsive Classroom tab in this blog for ideas)
2. Read stories that students enjoy hearing over & over again.
3. Story Bits (treasures) or Reading Souvenirs - collectibles that help students remember a story
3. Use celebrations to acknowledge large or small accomplishments.
4. Cheers or songs to acknowledge birthdays.
5. Songs or chants to help ease transitions - to Morning Meeting, Lining Up, etc.
What traditions have you created in your classrooms?
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