Behind the Blog
My Blog List
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2021 ASCD Summer Reading List4 years ago
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I'm Blogging Again11 years ago
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Philly Teacher has a new home!14 years ago
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Monday, January 31, 2011
Because I'm good at it!
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".
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.
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)!
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!"
So, what do you feel that you're "Good at?"
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.
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)!
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!"
So, what do you feel that you're "Good at?"
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Thursday, January 6, 2011
To Blog or Not to Blog....
Why do I blog? That is the question....
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!)
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).
So, here are some reasons why I choose to blog...
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!)
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).
So, here are some reasons why I choose to blog...
- 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"
- I want to share my experiences and knowledge with other educators
- It helps me to reflect
- It helps me to refine my ideas about education
- It keeps me abreast of current trends in education
- I love technology (although it doesn't always love me)
- It gives me opportunities to collaborate with other educators
- Perhaps to be a catalyst, creating dialogue or just planting seeds to rethink how we "do education"
Monday, December 27, 2010
Perspective is everything
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 after you change your perspective. Looking at something from a totally different angle...with totally different eyes.
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.
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.
I'll let you know how this goes as I endeavor to take my own advice.
What are you hoping to change as the 'New Year' begins?
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.
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.
I'll let you know how this goes as I endeavor to take my own advice.
What are you hoping to change as the 'New Year' begins?
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?
Tuesday, December 7, 2010
How Cool is This!
Today while teaching my fifth grade class, we explored the possibility of using SCRATCH to help us in our study of mysteries (we are currently writing original mysteries and then putting them into power point - we thought SCRATCH 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...
"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 (iBrain) 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?
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.
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!"
"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 (iBrain) 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?
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.
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!"
Monday, November 15, 2010
Sometimes you might have to bribe them...
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.
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.
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).
I admit it, we bribed them...but it was so worth it!
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.
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).
I admit it, we bribed them...but it was so worth it!
Friday, October 1, 2010
No time to "wait for Superman"
The recent release of the documentary film, "Waiting for Superman" 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.
The first question I have is: Do we have the time to wait? 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.
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.
I think we already have a good idea of what really works in educating children. The challenge is honestly answering this question: "Are we willing to do what it takes to put children first?" (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.
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.
The first question I have is: Do we have the time to wait? 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.
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.
I think we already have a good idea of what really works in educating children. The challenge is honestly answering this question: "Are we willing to do what it takes to put children first?" (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.
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.
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