Adult learners are qualitatively different than younger learners. You certainly can “teach an old dog new tricks” by understanding the cognitive and social characteristics of adult learners. Using the right instructional strategies to maximize the learning advantages and address the learning challenges of adult learners can make all the difference in their success.
Adult Learner Cognitive Characteristics
1. Generally speaking, most adult learners share the following characteristics:
2. Tend to be self-directed and want control over their own learning
3. Have self-imposed cognitive barriers due to years of academic failure and lack self-confidence
4. Can be resistant to new ideas or approaches–are less open-minded than youth
5. Under-estimate their ability to learn
6. Desire pragmatic and relevant instruction that they perceive as valuable
7. Are intrinsically motivated
8. Interpret new learning in the context of old learning
9. Learn at a slower pace than that of youth
10. Are very concerned about the effective use of their time
Adult Learner Social Characteristics
1. Generally speaking, most adult learners share the following characteristics:
2. Can be resistant to group work
3. See teachers as peer partners in the learning process
4. Demand teacher availability and easy access
5. Want flexibility and see learning as secondary to other pre-occupations in their lives
Adult Learner Instructional Strategies
1. Adult learners need to be actively included in their own evaluation of assessment data. Students set personal goals and use learning activities that directly address assessment deficits and demonstrate incremental progress toward their short-term and long-term goals. Reading workshops can easily be individualized to allow adult learners to work at their own pace.
2. A few talking points may be helpful to bolster the confidence of adult learners and to provide the motivation needed for success:
"Unfortunately, some of your past reading instruction was poor; it’s not your fault that you have some skills to work on.” a.k.a. “blame someone else”
“You can learn in this class. If you come to class willing to try, you will significantly improve your reading, I promise.” I will be flexible and work around your schedule.
“I know you have tried before, but this time is different.”
“You will be able to chart your own progress and see what you are learning in this class.”
“Don’t give up. Adult learners can learn. Although they sometimes learn a bit more slowly than children, they learn at a deeper and more memorable level. The pay-off will be huge for you when you complete this class.”
среда, 23 декабря 2009 г.
No Fuss ”Green” Projects
"The Catalog-Canceling Challenge is a pretty simple, free, and fun project that empowers kids and has real impact," says the project’s founder, fourth-grade teacher Ted Wells. "Teachers like it, in part because it doesn't cut into their teaching time too much. Most of the work happens at home."
Wells' "challenge" began when a secretary at The Park School in Brookline, Massachusetts, noticed that more than 50 sales catalogs arrived at the school each day -- and most of them went directly into the recycling bin. Shockingly, some were addressed to teachers who had retired ten years earlier. The staff tried to cancel the catalogs, but they couldn't keep up with the mounting mailings. It occurred to Wells and his peers that it might be an empowering project for students to cancel unwanted school and family catalogs in order to save trees, water, energy, and the climate.
"When the kids started to cancel, they blew everyone away," reported Wells. "I thought they'd cancel a few hundred during the 30-day challenge. I built a small bin with one column for each grade. They filled it in only a few days. In the end, 145 kids canceled 4,125 catalogs the first year."
Every year, at the start of this ongoing program, students attend a kick-off assembly to learn about the problem of unwanted catalogs and how to reduce that kind of mail. They view slideshows and videos about the Catalog-Canceling Challenge. Then they do their canceling at home by calling the 1-800 number on the back of each unwanted catalog or by using the free online service Catalog Choice. Next, the students bring in canceled catalogs to school and place them in bins according to their grade level, which creates a dramatic "barometer" of their progress.
"Some kids get so into it that they want to stay in for recess to cancel school catalogs," reports Wells. "We tie in some math work and writing related to the project as well. It's easy to use this for cross-curricular study."
Catalog Countdown
Want to try Ted Wells' simple catalog-cancellation project? He suggests you begin with a powerful introductory assembly.
"Get the kids pumped up to help the planet," advises Wells. "So many kids want to be helpful. They want to do useful, needed work, but rarely have the opportunity. Give it to them."
Another good tip is to construct a very visual catalog storage bin so kids can see their results grow over the 30 days of the "challenge." Wells believes that might have been the key to the success of his own first canceling-catalogs endeavor.
Wells' class also has made a video or two each year to go along with the project. This year, the three grades at The Park School did almost as well as they did during their first challenge, but the task has become more difficult. Many of the students already had canceled most of their catalogs.
The success of the canceling efforts at his school spurred Wells to take his challenge to the world via the Web. "When I saw how well the friendly competition between grades three, four, and five worked at our school, I thought we could challenge other schools," Wells explained. "There's not a prize or true winner, though. Ultimately we're all on the same team -- and planet."
As of this year, 1,507 kids in seven states have canceled 18,054 catalogs. So far, most of the work has been done by schools, but Girl Scout troops also are taking part. In addition, some schools have adopted the program, but neglected to report their results, so the overall impact of the project is likely to be even greater than it appears. The Catalog-Canceling Challenge even caught the eye of NBC news anchor Ann Curry, who interviewed Wells' class live and helped spread the word about the project.
Students canceled 4,125 catalogs in the first year. Wells calculates that the number of canceled catalogs actually represents four times that number if you consider future catalogs not needed. He translates the savings to 231 trees, more than 200,000 gallons of water, and energy savings and CO2 reduction equal to more than eight cars taken off the road. His long-term goal is to cancel 100,000 catalogs and save 1,000 trees.
This year, Wells unveiled a new twist on his project. In partnership with the company Tonic Mail Stopper, he has created a green fundraiser. Students sell to individual households memberships in Mail Stopper, which cancels 90 percent of catalogs and junk mail in 90 days at a cost of $20 -- and the participating school or club keeps half of the fee.
"This project has been done mostly in schools in grades 3-6, yet it could be powerful in high school or college as well, especially if students do the fundraising version of the project," added Wells. "It's not just for schools either. Scouts, sports teams, churches, and so on, are all welcome to try it out."
Students canceled 4,125 catalogs in the first year.
We asked Wells if students had problems being taken seriously when canceling catalogs by phone. He told us, “Yes, on occasion when using the phone, kids get questioned by operators. Some students tell me they try to have a parent handy to jump on the line in case that happens. Others say they sometimes use a deeper voice, so it doesn't happen. When kids younger than 8 or 9 take part in our project, obviously more parental involvement is needed. That family involvement in going green is great, I think.
“When kicking off the project each year, I recommended to kids that they say ‘My parents have given me permission to cancel this catalog’ at some point early in the call. Operators just aren't used to kids’ voices...yet! Maybe if the project really takes off, operators will start hearing kids’ voices regularly. My fingers are crossed."
Wells' "challenge" began when a secretary at The Park School in Brookline, Massachusetts, noticed that more than 50 sales catalogs arrived at the school each day -- and most of them went directly into the recycling bin. Shockingly, some were addressed to teachers who had retired ten years earlier. The staff tried to cancel the catalogs, but they couldn't keep up with the mounting mailings. It occurred to Wells and his peers that it might be an empowering project for students to cancel unwanted school and family catalogs in order to save trees, water, energy, and the climate.
"When the kids started to cancel, they blew everyone away," reported Wells. "I thought they'd cancel a few hundred during the 30-day challenge. I built a small bin with one column for each grade. They filled it in only a few days. In the end, 145 kids canceled 4,125 catalogs the first year."
Every year, at the start of this ongoing program, students attend a kick-off assembly to learn about the problem of unwanted catalogs and how to reduce that kind of mail. They view slideshows and videos about the Catalog-Canceling Challenge. Then they do their canceling at home by calling the 1-800 number on the back of each unwanted catalog or by using the free online service Catalog Choice. Next, the students bring in canceled catalogs to school and place them in bins according to their grade level, which creates a dramatic "barometer" of their progress.
"Some kids get so into it that they want to stay in for recess to cancel school catalogs," reports Wells. "We tie in some math work and writing related to the project as well. It's easy to use this for cross-curricular study."
Catalog Countdown
Want to try Ted Wells' simple catalog-cancellation project? He suggests you begin with a powerful introductory assembly.
"Get the kids pumped up to help the planet," advises Wells. "So many kids want to be helpful. They want to do useful, needed work, but rarely have the opportunity. Give it to them."
Another good tip is to construct a very visual catalog storage bin so kids can see their results grow over the 30 days of the "challenge." Wells believes that might have been the key to the success of his own first canceling-catalogs endeavor.
Wells' class also has made a video or two each year to go along with the project. This year, the three grades at The Park School did almost as well as they did during their first challenge, but the task has become more difficult. Many of the students already had canceled most of their catalogs.
The success of the canceling efforts at his school spurred Wells to take his challenge to the world via the Web. "When I saw how well the friendly competition between grades three, four, and five worked at our school, I thought we could challenge other schools," Wells explained. "There's not a prize or true winner, though. Ultimately we're all on the same team -- and planet."
As of this year, 1,507 kids in seven states have canceled 18,054 catalogs. So far, most of the work has been done by schools, but Girl Scout troops also are taking part. In addition, some schools have adopted the program, but neglected to report their results, so the overall impact of the project is likely to be even greater than it appears. The Catalog-Canceling Challenge even caught the eye of NBC news anchor Ann Curry, who interviewed Wells' class live and helped spread the word about the project.
Students canceled 4,125 catalogs in the first year. Wells calculates that the number of canceled catalogs actually represents four times that number if you consider future catalogs not needed. He translates the savings to 231 trees, more than 200,000 gallons of water, and energy savings and CO2 reduction equal to more than eight cars taken off the road. His long-term goal is to cancel 100,000 catalogs and save 1,000 trees.
This year, Wells unveiled a new twist on his project. In partnership with the company Tonic Mail Stopper, he has created a green fundraiser. Students sell to individual households memberships in Mail Stopper, which cancels 90 percent of catalogs and junk mail in 90 days at a cost of $20 -- and the participating school or club keeps half of the fee.
"This project has been done mostly in schools in grades 3-6, yet it could be powerful in high school or college as well, especially if students do the fundraising version of the project," added Wells. "It's not just for schools either. Scouts, sports teams, churches, and so on, are all welcome to try it out."
Students canceled 4,125 catalogs in the first year.
We asked Wells if students had problems being taken seriously when canceling catalogs by phone. He told us, “Yes, on occasion when using the phone, kids get questioned by operators. Some students tell me they try to have a parent handy to jump on the line in case that happens. Others say they sometimes use a deeper voice, so it doesn't happen. When kids younger than 8 or 9 take part in our project, obviously more parental involvement is needed. That family involvement in going green is great, I think.
“When kicking off the project each year, I recommended to kids that they say ‘My parents have given me permission to cancel this catalog’ at some point early in the call. Operators just aren't used to kids’ voices...yet! Maybe if the project really takes off, operators will start hearing kids’ voices regularly. My fingers are crossed."
Adult Education and e-Learning: Why 2009 should result in fewer prefixes and more knowledge
Adult Education and e-Learning: Why 2009 should result in fewer prefixes and more knowledge
At a time when UK university places are seeing record demand and applications submitted by older students are increasing, it seems likely that over the next few years a typical campus will be made up of an even more diverse mix of ages than it has seen in the past. Recent UCAS data highlights just how many older people are applying, with an 18 percent rise of applicants aged 25 and over - this has bumped the overall number of extra students competing to get into UK institutions by another 50,000 compared to last year.
Although this sudden influx of students is no doubt set to strain our recession-hit universities even further, as well as making the application process even tougher for those who a few years ago would haves secured a place with ease, I see this as a very good thing for education as a whole - and a good opportunity for the UK's HE institutions to adapt to the needs of a wider variety of students and developing technologies.
When we discuss e-Learning, adult education or distance courses - if we are not describing its successes we are usually talking about issues that people come across when embarking on such an endeavour. Steve Wheeler (from his blog: steve-wheeler.blogspot.com) is aware of this and decided to ask his Twitter followers what they thought the primary issues with, specifically, e-Learning were. What inspired this particular article is the response from one follower in Liverpool who argued ‘that integrating e-learning into the mainstream (and perhaps losing the 'e' that distinguishes it)' was important. A notion that got me thinking.
Surely then, 2009 and 2010 may well be the year that we really begin to see this happen. E-Learning is ear-marked for further funding in light of the 40th anniversary of the Open University, and additionally, the greater reach of online lessons where physical class space and accommodation doesn't have to be considered will no doubt become more important for institutions and students alike.
At the same time, I can't help but imagine that the notion of ‘adult education' as opposed to just ‘education' is on its way out also - and it is e-Learning technology which is having a hand in that too. Online education is changing the way in which the individual student interacts with the college in two ways, the first: by offering a flexible, individually fitted, means to accessing information and the second: by providing open content (i.e. texts created by institutions but that are available to all). Consequently, once e-Learning does become "mainstream" I envisage a learning environment that has absolutely nothing to do with the age of the student, and everything to do with that innocuous vowel - though I'm sure we will have forgotten all about it.
At a time when UK university places are seeing record demand and applications submitted by older students are increasing, it seems likely that over the next few years a typical campus will be made up of an even more diverse mix of ages than it has seen in the past. Recent UCAS data highlights just how many older people are applying, with an 18 percent rise of applicants aged 25 and over - this has bumped the overall number of extra students competing to get into UK institutions by another 50,000 compared to last year.
Although this sudden influx of students is no doubt set to strain our recession-hit universities even further, as well as making the application process even tougher for those who a few years ago would haves secured a place with ease, I see this as a very good thing for education as a whole - and a good opportunity for the UK's HE institutions to adapt to the needs of a wider variety of students and developing technologies.
When we discuss e-Learning, adult education or distance courses - if we are not describing its successes we are usually talking about issues that people come across when embarking on such an endeavour. Steve Wheeler (from his blog: steve-wheeler.blogspot.com) is aware of this and decided to ask his Twitter followers what they thought the primary issues with, specifically, e-Learning were. What inspired this particular article is the response from one follower in Liverpool who argued ‘that integrating e-learning into the mainstream (and perhaps losing the 'e' that distinguishes it)' was important. A notion that got me thinking.
Surely then, 2009 and 2010 may well be the year that we really begin to see this happen. E-Learning is ear-marked for further funding in light of the 40th anniversary of the Open University, and additionally, the greater reach of online lessons where physical class space and accommodation doesn't have to be considered will no doubt become more important for institutions and students alike.
At the same time, I can't help but imagine that the notion of ‘adult education' as opposed to just ‘education' is on its way out also - and it is e-Learning technology which is having a hand in that too. Online education is changing the way in which the individual student interacts with the college in two ways, the first: by offering a flexible, individually fitted, means to accessing information and the second: by providing open content (i.e. texts created by institutions but that are available to all). Consequently, once e-Learning does become "mainstream" I envisage a learning environment that has absolutely nothing to do with the age of the student, and everything to do with that innocuous vowel - though I'm sure we will have forgotten all about it.
вторник, 22 декабря 2009 г.
MARIA MONTESSORI vs JOHN DEWEY (The Fight of The Century)
I’m no expert on the Montessori Method. Maybe there’s details I’m not fond of. I still want to declare: I Love Maria Montessori!
Here’s why:
I’ve been studying Rudolph Flesch, the reading wars, the ed wars, John Dewey, and all points in between. Along the way I learned a lot about Montessori, and her losing, bruising battle with America's top educators. Mainly, I learned that she deserved to win.
Montessori was the first female doctor in Italy, graduating in 1896. You know she was extremely smart and determined; you know she thought for herself.
She got into education along an odd tangent. She wanted to help retarded children (at a clinic in Rome). She devised her own techniques and was soon producing miracles: these retarded children were beating the so-called normal kids! Now, that right there is an amazing and wonderful story. But it gets better.
Montessori next asked the very questions that would obsess me: what the heck were the public schools doing to Italy’s children that they lagged behind her retarded children? How could she, a medical doctor, come along and beat those schools at their own game?
Long story short: she applied her techniques to ordinary kids and, soon, she was the talk of Europe and then the world. Her ideas swept through enlightened circles in the USA. She came here to speak in 1913.
And then comes one of the most shameful moments in American education. John Heard Kilpatrick, a crony of John Dewey, wrote a piece in the New York Times (1914) that devastated Montessori. Her reputation in the USA collapsed. Montessori schools closed. Her name disappeared until the 1960s. (Both she and Dewey died in 1952.)
Now, if you want to study the differences between Dewey and Montessori, here’s a long and thorough article: “The Egg Man and the Empress,” on Looksmart.com. But I warn you, you might study the material for a semester, and still be confused. So many platitudes, abstractions, details, generalizations. Finally, it comes down to what an educator is REALLY trying to do.
Maria Montessori was trying to set kids loose, make them smart, tap into all their resources, explore (and explode) their potential. That’s what I believe in.
John Dewey and his gang were all too willing to settle for mediocrity. They were Socialists and they believed that too much learning and knowledge got in the way of producing the cooperative, interdependent children they wanted. John Dewey specifically says in “My Pedagogic Creed” (1897) that he didn’t believe in too much history, science, math, geography, literature, and so on in the early grades. That is, ages 6 to 9 when, according to Montessori and common sense, kids are on fire, eager to learn, growing every day. No, John Dewey says that he wants to emphasize social activities, including “cooking, sewing, manual training, etc.” (his words). He wants to slow kids down, to retard them. The pay-off is supposed to be that they will grow up to become good little Socialists. (Even Antonio Gramsci, a real Communist, said that if you want to help poor kids, you had better give them lots of basic academic skills.)
Here's what I've figured out: you have to look at motives. Montessori was obsessed with making slow children fast. That's a pedigree I can trust. Dewey was obsessed with making all kids Socialists. So, from day one, Dewey was not an educator in the traditional sense. He believed in conditioning. He was a social engineer, trying to build the Brave New World he saw in his head.
A century later, we are still paying for Dewey’s bad ideas. Dewey, I submit, is the Father of Dumbing Down. He and his gang specifically did not like too much literacy. That is, they were comfortable with more illiteracy. And they got it. By promoting whole word, which does not work, they made sure that this country’s literacy rate would steadily drop. This pedagogy is also, I believe, responsible for all the dyslexia and reading problems we hear about. (Want to eliminate dyslexia? My guess is that the simplest way is to eliminate sight words. Every last one. Once children start to see word-shapes, they become doomed, no longer able to perceive sounds in print.)
The problem with Dewey and Kilpatrick is that they were trying to pull off a silent coup. They wanted a Socialist America. You think they can speak candidly about their goals or strategies? Never. That’s why anything Kilpatrick, Dewey or their allies say about Montessori will be bull and balderdash. It will, more formally, be disingenuous.
Here’s why:
I’ve been studying Rudolph Flesch, the reading wars, the ed wars, John Dewey, and all points in between. Along the way I learned a lot about Montessori, and her losing, bruising battle with America's top educators. Mainly, I learned that she deserved to win.
Montessori was the first female doctor in Italy, graduating in 1896. You know she was extremely smart and determined; you know she thought for herself.
She got into education along an odd tangent. She wanted to help retarded children (at a clinic in Rome). She devised her own techniques and was soon producing miracles: these retarded children were beating the so-called normal kids! Now, that right there is an amazing and wonderful story. But it gets better.
Montessori next asked the very questions that would obsess me: what the heck were the public schools doing to Italy’s children that they lagged behind her retarded children? How could she, a medical doctor, come along and beat those schools at their own game?
Long story short: she applied her techniques to ordinary kids and, soon, she was the talk of Europe and then the world. Her ideas swept through enlightened circles in the USA. She came here to speak in 1913.
And then comes one of the most shameful moments in American education. John Heard Kilpatrick, a crony of John Dewey, wrote a piece in the New York Times (1914) that devastated Montessori. Her reputation in the USA collapsed. Montessori schools closed. Her name disappeared until the 1960s. (Both she and Dewey died in 1952.)
Now, if you want to study the differences between Dewey and Montessori, here’s a long and thorough article: “The Egg Man and the Empress,” on Looksmart.com. But I warn you, you might study the material for a semester, and still be confused. So many platitudes, abstractions, details, generalizations. Finally, it comes down to what an educator is REALLY trying to do.
Maria Montessori was trying to set kids loose, make them smart, tap into all their resources, explore (and explode) their potential. That’s what I believe in.
John Dewey and his gang were all too willing to settle for mediocrity. They were Socialists and they believed that too much learning and knowledge got in the way of producing the cooperative, interdependent children they wanted. John Dewey specifically says in “My Pedagogic Creed” (1897) that he didn’t believe in too much history, science, math, geography, literature, and so on in the early grades. That is, ages 6 to 9 when, according to Montessori and common sense, kids are on fire, eager to learn, growing every day. No, John Dewey says that he wants to emphasize social activities, including “cooking, sewing, manual training, etc.” (his words). He wants to slow kids down, to retard them. The pay-off is supposed to be that they will grow up to become good little Socialists. (Even Antonio Gramsci, a real Communist, said that if you want to help poor kids, you had better give them lots of basic academic skills.)
Here's what I've figured out: you have to look at motives. Montessori was obsessed with making slow children fast. That's a pedigree I can trust. Dewey was obsessed with making all kids Socialists. So, from day one, Dewey was not an educator in the traditional sense. He believed in conditioning. He was a social engineer, trying to build the Brave New World he saw in his head.
A century later, we are still paying for Dewey’s bad ideas. Dewey, I submit, is the Father of Dumbing Down. He and his gang specifically did not like too much literacy. That is, they were comfortable with more illiteracy. And they got it. By promoting whole word, which does not work, they made sure that this country’s literacy rate would steadily drop. This pedagogy is also, I believe, responsible for all the dyslexia and reading problems we hear about. (Want to eliminate dyslexia? My guess is that the simplest way is to eliminate sight words. Every last one. Once children start to see word-shapes, they become doomed, no longer able to perceive sounds in print.)
The problem with Dewey and Kilpatrick is that they were trying to pull off a silent coup. They wanted a Socialist America. You think they can speak candidly about their goals or strategies? Never. That’s why anything Kilpatrick, Dewey or their allies say about Montessori will be bull and balderdash. It will, more formally, be disingenuous.
The Questions I Wish IТd Asked When Interviewing For The Principalship
As you prepare to interview for your next school leadership position, Education WorldТs УPrincipal FilesФ team offers advice about questions you might ask when the interviewers invite your participation. Included: Ten principals offer the questions they wished theyТd asked.
In order to earn your current position, many of you interviewed for more than one school leadership job. As part of that interview process, you were asked dozens of questions. And during those interviews, you might even have been invited to pose questions you wanted to ask. Did you take advantage of that opportunity? Or do you wish you had?
Those are the questions we posed this month to Education WorldТs Principal Files team. Ten team members shared their thoughts.
BE PREPARED TO ASK QUESTIONS
УPosing no questions sends a message that a job candidate knows everything, has nothing to say, is bored, or just doesnТt care enough.Ф
In the past, when Principal Les Potter interviewed for school leadership positions, he always went prepared with a handful of questions to ask his interviewers. That way, when offered the opportunity to pose a question, he would have at least one question that was not covered during the interview itself.
УI never prepared questions I should know or could learn from the schoolТs Web page,Ф said Potter, who is principal at Silver Sands Middle School in Port Orange, Florida. УI might ask about how the school prepares students for state assessment tests, what particular challenges the job presents, the skills the district is looking for in the principal they hireЕ but certainly I asked nothing to do with salary or vacation days, since those questions would send wrong signals in an initial interview.Ф
Not coming prepared with questions would send a bad message to interviewers for any job, Potter added. The way he sees it, Уposing no questions sends a message that a job candidate knows everything, has nothing to say, is bored, or just doesnТt care enough.Ф
УI am amazed how many of the candidates I interview for teaching positions will just shrug their shoulders and say СI donТt have any questionsТ when theyТre given the opportunity,Ф he said.
Potter thinks thatТs a big mistake.
FOCUS ON A PRINCIPALТS SKILLS
What are you looking for in a principal?
A simple, straightforward question such as that is one that many wannabe principals might ask in an interview setting.
Carol Zent, principal at Aurora Elementary School in West Fargo, North Dakota, has asked that question before, and Уit always went over well and gave me some information I could use later.Ф
Brett Denhalter, principal at Maxwell (California) Elementary School, always goes to interviews fully prepared to ask questions too. And УWhat are you looking forЕ?Ф is one of the questions he has posed in the interview setting.
Do Your
Homework
Before an interview, Brett Denhalter makes sure he has done his homework.
УI look extensively at the schoolТs School Accountability Report Card (SARC) -- every school in California is required to have one,Ф says Denhalter.
УI also look at information about the school on the Great Schools Web site, especially the parent comments. By doing that, I am sensitive to the make-up of the student population, areas where the school needs to grow, and the parent-school relationship. I will target my answers to those points.
УI will also often phrase a question based on an area of concern so that they know I care enough about their issues to have done my homework.Ф
УAsking that question forces the interviewers to consider my answers to their previous questions as they respond. And, after they answer the question, I use the opportunity to restate my qualifications in terms of their answers.Ф
УI find that whenever I ask a question, the interview often becomes less formal and more successful,Ф added Denhalter.
Another principal, who asked for anonymity in this article, suggested asking interviewers about the leadership strengths and needs they see for the school. Do they want someone to walk in gently and keep a good thing going? Do they want someone to shake things up? Do they expect big change or status quo?
УAs I answered questions during one interview, I focused a great deal on my past successes with parents,Ф the principal told Education World. УSo, when I got the job, I assumed that was the reason I got it. That must have been what they were looking for.
УI wish I had known they saw another characteristic in me and were excited to have me for that reason. The result is that we got off on a misstep from the very start, which would have been easily cleared up if I'd only asked what skills they were looking for.Ф
УOTHER DUTIES AS ASSIGNEDФ
Teri Stokes, the principal at Weatherly Heights Elementary School in Huntsville, Alabama, would inquire about the responsibility that appears at the end of almost every job description: other duties as assigned.
Stokes would ask that question because Уevery job has Сother duties as assigned,Т and sometimes the performance of those duties weighs just as heavily as the stated job description. When it comes to the principalship, those other duties could be anything from adding warmth and personality to a school to cutting out everything except that which supports good test scores,Ф said Stokes, who would make an effort to uncover important УotherФ expectations that might not be clear.
INVESTIGATING A SCHOOLТS CHALLENGES
A schoolТs challenges, and its professional development priorities and programs, are other areas where some candidates would focus their questioning during an interview.
УСWhat do you see as the biggest challenge facing the school?Т is the one question that I always asked in interviews, and it always generated a lot of response,Ф said Joan Pinkerton, who is principal at Kent Primary School in Carmel, New York. УEach group that participates in the interview -- teachers, parents, board members -- gets a chance to answer that question, and their responses give me a good sense of what the school is all about and whether or not people see things the same way.
УAsking that question also allows each group to have input, which makes them feel heard and part of the process.
УThere was one time when that question took longer than the rest of the interview,Ф Pinkerton added. УAnd in another case, the superintendent thanked me afterward for asking the question. He said it was an eye-opening experience for him to hear the responses the question generated.Ф
УI have learned you canТt be the gardener without the seeds (children), tools and soil (staff), and laughter (rain and sunshine)ЕФ
Principal Lolli Haws would ask what the schoolТs current professional development initiatives were and what sort of learning formats -- outside speakers, study groups, Professional Learning Communities -- are typically used.
УI would also want to know the level of commitment to integrating technology into the curriculum and about the district and PTA commitments to making resources available to that end,Ф added Haws, who is principal at Oakridge Elementary School in Arlington, Virginia.
MORE QUESTIONS WORTH ASKING
Teri Stokes would inquire about the kinds of support a district offers its principals. Do you encourage or allow principals to attend conferences and workshops? Do you provide money for professional growth? Those are two of the questions she might ask.
Principal Karen Fitzimmons would ask about professional growth opportunities, too. In addition, she would ask questions to help her ascertain whether her and the districtТs philosophies mesh. And she would also try to get a feel for the people with whom, and the tools with which, she would be working.
УI have learned you canТt be the gardener without the seeds (children), tools and soil (staff), and laughter (rain and sunshine), so I would try to get a feel for those things,Ф said Fitzsimmons, who is principal at Memorial Elementary School in East Hampton, Connecticut.
Lolli Haws would ask about the staffТs commitment to elimination of achievement gaps. And she would want to know what the parentsТ short- and long-term hopes and dreams are for the school.
Principal Marcia Wright would inquire about the school-level activities that district administrators want to know about and when they want to know. УFor example, when a parent complains and the principal is unable to reach a resolution, what is the protocol for sharing that information with district supervisors?Ф
Another principal, who chooses to remain anonymous in this article, advises, УI would ask how the superintendent would assess whether or not I am successful after six months, one year, five yearsЕ If youТre an internal candidate for a job, you might know the superintendent and have a good read on that. But if youТre applying from outside, this is a good question to ask. Some superintendents want all the parents to be happy, some want achievement to rise dramatically, some want you to fire a few teachersЕФ
Principal Lee Yeager of S & S Middle School in Sadler, Texas, would ask, УWhere do you want this school to be in 5 years? And how will you communicate with me that I am or am not meeting your expectations?Ф
Finally, when given the opportunity to ask a question at the end of a job interview, Principal Teri Stokes says she would ask directly, УWhen can I start?Ф
УJust to show I am really interested and I want the job!Ф added Stokes.
In order to earn your current position, many of you interviewed for more than one school leadership job. As part of that interview process, you were asked dozens of questions. And during those interviews, you might even have been invited to pose questions you wanted to ask. Did you take advantage of that opportunity? Or do you wish you had?
Those are the questions we posed this month to Education WorldТs Principal Files team. Ten team members shared their thoughts.
BE PREPARED TO ASK QUESTIONS
УPosing no questions sends a message that a job candidate knows everything, has nothing to say, is bored, or just doesnТt care enough.Ф
In the past, when Principal Les Potter interviewed for school leadership positions, he always went prepared with a handful of questions to ask his interviewers. That way, when offered the opportunity to pose a question, he would have at least one question that was not covered during the interview itself.
УI never prepared questions I should know or could learn from the schoolТs Web page,Ф said Potter, who is principal at Silver Sands Middle School in Port Orange, Florida. УI might ask about how the school prepares students for state assessment tests, what particular challenges the job presents, the skills the district is looking for in the principal they hireЕ but certainly I asked nothing to do with salary or vacation days, since those questions would send wrong signals in an initial interview.Ф
Not coming prepared with questions would send a bad message to interviewers for any job, Potter added. The way he sees it, Уposing no questions sends a message that a job candidate knows everything, has nothing to say, is bored, or just doesnТt care enough.Ф
УI am amazed how many of the candidates I interview for teaching positions will just shrug their shoulders and say СI donТt have any questionsТ when theyТre given the opportunity,Ф he said.
Potter thinks thatТs a big mistake.
FOCUS ON A PRINCIPALТS SKILLS
What are you looking for in a principal?
A simple, straightforward question such as that is one that many wannabe principals might ask in an interview setting.
Carol Zent, principal at Aurora Elementary School in West Fargo, North Dakota, has asked that question before, and Уit always went over well and gave me some information I could use later.Ф
Brett Denhalter, principal at Maxwell (California) Elementary School, always goes to interviews fully prepared to ask questions too. And УWhat are you looking forЕ?Ф is one of the questions he has posed in the interview setting.
Do Your
Homework
Before an interview, Brett Denhalter makes sure he has done his homework.
УI look extensively at the schoolТs School Accountability Report Card (SARC) -- every school in California is required to have one,Ф says Denhalter.
УI also look at information about the school on the Great Schools Web site, especially the parent comments. By doing that, I am sensitive to the make-up of the student population, areas where the school needs to grow, and the parent-school relationship. I will target my answers to those points.
УI will also often phrase a question based on an area of concern so that they know I care enough about their issues to have done my homework.Ф
УAsking that question forces the interviewers to consider my answers to their previous questions as they respond. And, after they answer the question, I use the opportunity to restate my qualifications in terms of their answers.Ф
УI find that whenever I ask a question, the interview often becomes less formal and more successful,Ф added Denhalter.
Another principal, who asked for anonymity in this article, suggested asking interviewers about the leadership strengths and needs they see for the school. Do they want someone to walk in gently and keep a good thing going? Do they want someone to shake things up? Do they expect big change or status quo?
УAs I answered questions during one interview, I focused a great deal on my past successes with parents,Ф the principal told Education World. УSo, when I got the job, I assumed that was the reason I got it. That must have been what they were looking for.
УI wish I had known they saw another characteristic in me and were excited to have me for that reason. The result is that we got off on a misstep from the very start, which would have been easily cleared up if I'd only asked what skills they were looking for.Ф
УOTHER DUTIES AS ASSIGNEDФ
Teri Stokes, the principal at Weatherly Heights Elementary School in Huntsville, Alabama, would inquire about the responsibility that appears at the end of almost every job description: other duties as assigned.
Stokes would ask that question because Уevery job has Сother duties as assigned,Т and sometimes the performance of those duties weighs just as heavily as the stated job description. When it comes to the principalship, those other duties could be anything from adding warmth and personality to a school to cutting out everything except that which supports good test scores,Ф said Stokes, who would make an effort to uncover important УotherФ expectations that might not be clear.
INVESTIGATING A SCHOOLТS CHALLENGES
A schoolТs challenges, and its professional development priorities and programs, are other areas where some candidates would focus their questioning during an interview.
УСWhat do you see as the biggest challenge facing the school?Т is the one question that I always asked in interviews, and it always generated a lot of response,Ф said Joan Pinkerton, who is principal at Kent Primary School in Carmel, New York. УEach group that participates in the interview -- teachers, parents, board members -- gets a chance to answer that question, and their responses give me a good sense of what the school is all about and whether or not people see things the same way.
УAsking that question also allows each group to have input, which makes them feel heard and part of the process.
УThere was one time when that question took longer than the rest of the interview,Ф Pinkerton added. УAnd in another case, the superintendent thanked me afterward for asking the question. He said it was an eye-opening experience for him to hear the responses the question generated.Ф
УI have learned you canТt be the gardener without the seeds (children), tools and soil (staff), and laughter (rain and sunshine)ЕФ
Principal Lolli Haws would ask what the schoolТs current professional development initiatives were and what sort of learning formats -- outside speakers, study groups, Professional Learning Communities -- are typically used.
УI would also want to know the level of commitment to integrating technology into the curriculum and about the district and PTA commitments to making resources available to that end,Ф added Haws, who is principal at Oakridge Elementary School in Arlington, Virginia.
MORE QUESTIONS WORTH ASKING
Teri Stokes would inquire about the kinds of support a district offers its principals. Do you encourage or allow principals to attend conferences and workshops? Do you provide money for professional growth? Those are two of the questions she might ask.
Principal Karen Fitzimmons would ask about professional growth opportunities, too. In addition, she would ask questions to help her ascertain whether her and the districtТs philosophies mesh. And she would also try to get a feel for the people with whom, and the tools with which, she would be working.
УI have learned you canТt be the gardener without the seeds (children), tools and soil (staff), and laughter (rain and sunshine), so I would try to get a feel for those things,Ф said Fitzsimmons, who is principal at Memorial Elementary School in East Hampton, Connecticut.
Lolli Haws would ask about the staffТs commitment to elimination of achievement gaps. And she would want to know what the parentsТ short- and long-term hopes and dreams are for the school.
Principal Marcia Wright would inquire about the school-level activities that district administrators want to know about and when they want to know. УFor example, when a parent complains and the principal is unable to reach a resolution, what is the protocol for sharing that information with district supervisors?Ф
Another principal, who chooses to remain anonymous in this article, advises, УI would ask how the superintendent would assess whether or not I am successful after six months, one year, five yearsЕ If youТre an internal candidate for a job, you might know the superintendent and have a good read on that. But if youТre applying from outside, this is a good question to ask. Some superintendents want all the parents to be happy, some want achievement to rise dramatically, some want you to fire a few teachersЕФ
Principal Lee Yeager of S & S Middle School in Sadler, Texas, would ask, УWhere do you want this school to be in 5 years? And how will you communicate with me that I am or am not meeting your expectations?Ф
Finally, when given the opportunity to ask a question at the end of a job interview, Principal Teri Stokes says she would ask directly, УWhen can I start?Ф
УJust to show I am really interested and I want the job!Ф added Stokes.
Shop for Kids: A builder learns to work with kids.
I didn’t start building till I was 25 years old. Well that isn’t quite true. Some of my fondest childhood memories are of my sister, myself, and neighborhood friends building soap box derby cars, forts and kites. The technology was crude, wheels fell off, steering failed, but we had great times. We also had a great time building forts in the woods. When I was in middle school I remember another neighborhood project where we built a giant kite. It was made from dowels, duct tape and heavy paper and practically took a hurricane to get off the ground. But once it was up it would break 100 lb test fishing line and burn your hands trying to hold down.
I’m not sure why, perhaps because it wasn’t cool, but all through high school, college and the military and college again (didn’t finish) I didn’t built anything. It was only after my second stint in college that I rediscovered building. It was little jobs at first, helping to remodel a room, some construction, a temporary diversion to VW mechanics and then I built a canoe which got me interested in building boats. I added a room to our house and built equipment for handicapped children.
After my kids were born I spent a lot of time trying to figure out things they could do by themselves so I could have time to work on our house. I was amazed at my son Ben and his friends who spent hours (with Dad’s help) taking apart old radios and record players and making things with the parts. When Andrew was five he saw the curls come off a board I was hand planing and started to play with them. Soon he wanted to make his own. I cut a curve in a piece of cedar so he could plane it flat. Of course, he had to try every plane I had. He worked with my planes for four hours one day and two the next (all the while being very careful) making a collection of curls and wood pieces all planed and sanded. These and other experiences with my own children taught me an appreciation for the enthusiasm of children for real work they can do themselves.
When my oldest son started school I had a vague notion of helping out in his classroom. Little did I realize that this vague notion would evolve into woodworking, take things apart, designing educational equipment and writing
My younger son’s daycare center needed playground equipment so I built a small climbing dome from electrical conduit. It was like I had built the Eiffel tower. I knew then I wanted to work with kids.
Another time I offered to take some my son’s classmates to the cafeteria and have them take things apart and experiment with electricity. It turned out much better that I expected. The kids loved it. We took apart radios, worked with lights, batteries, bells and switches and they learned about tools. Many didn’t know the difference between a Phillips and a slotted screw driver, but they caught on quickly. They learned it wasn’t easy to take something apart, that you had to find that hidden screw holding the whole thing together. Most important, they had fun.
As my son grew older I kept volunteering and ended up helping with science experiments. At first it was hard even to walk down the halls because I felt like I shouldn’t be there. Old childhood fears I guess. But most teachers were grateful for any help they could get, especially with science. So I gradually felt welcome. And built more things
While doing those first science experiments I noticed kids often don’t look at details so I started designing things that would entice them to look at details yet be self-correcting. One result was a marble roll. It was made from a refrigerator door and magnet backed troughs (plastic plumbing pipe split in half) that could be placed anywhere on the door. Children enjoyed creating their own marble roll by moving the troughs around. From Lincoln Logs I got the idea for a playhouse children could take apart and put together themselves. Using notched plywood boards they could construct all sorts of creative “houses” and climb inside. Sometimes the playhouse would remain in the back of a classroom as a reading or quiet place.
Woodworking also evolved. Little tops, boxes, candle and pencil holders the yahoo stick, and do-nothing machine, kids loved to build projects. My role became to find interesting projects, break them down so kids could do them and to present them in a non-threating way. I was amazed at children’s competence. These volunteer efforts at school lead to teaching summer woodworking and science classes for the local park department and teaching “shop” for 3-6 year olds one day a week at the local Montessori school.
The reaction to all of this from both the parents and the kids was surprising. I expected them to like it, but was quite unprepared for the level of excitement and enthusiasm these activities and approach produced. For my part, I was just elaborating on those projects out in the “shop” that my father and grandfather had done with me. I went to the library, looked in the science, magic and craft books for things I thought would appeal to children, and then did them. I’d test projects and activities on my own children then in my class. I didn’t invent much, merely borrowed from the past and applied my own twist. But to the kids and their parents I was Mr. Gadget.
It struck me how separated designing and building has become from kids, schools and teachers. As builders, (electricians, carpenters, mechanics, plumbers) we may know how to repair a car, build a house, boats, or fine furniture for a “market”, but we have forgotten to build the simple, fun and magical things from our childhood and present them to our families, neighbors and schools.
I’m not sure why, perhaps because it wasn’t cool, but all through high school, college and the military and college again (didn’t finish) I didn’t built anything. It was only after my second stint in college that I rediscovered building. It was little jobs at first, helping to remodel a room, some construction, a temporary diversion to VW mechanics and then I built a canoe which got me interested in building boats. I added a room to our house and built equipment for handicapped children.
After my kids were born I spent a lot of time trying to figure out things they could do by themselves so I could have time to work on our house. I was amazed at my son Ben and his friends who spent hours (with Dad’s help) taking apart old radios and record players and making things with the parts. When Andrew was five he saw the curls come off a board I was hand planing and started to play with them. Soon he wanted to make his own. I cut a curve in a piece of cedar so he could plane it flat. Of course, he had to try every plane I had. He worked with my planes for four hours one day and two the next (all the while being very careful) making a collection of curls and wood pieces all planed and sanded. These and other experiences with my own children taught me an appreciation for the enthusiasm of children for real work they can do themselves.
When my oldest son started school I had a vague notion of helping out in his classroom. Little did I realize that this vague notion would evolve into woodworking, take things apart, designing educational equipment and writing
My younger son’s daycare center needed playground equipment so I built a small climbing dome from electrical conduit. It was like I had built the Eiffel tower. I knew then I wanted to work with kids.
Another time I offered to take some my son’s classmates to the cafeteria and have them take things apart and experiment with electricity. It turned out much better that I expected. The kids loved it. We took apart radios, worked with lights, batteries, bells and switches and they learned about tools. Many didn’t know the difference between a Phillips and a slotted screw driver, but they caught on quickly. They learned it wasn’t easy to take something apart, that you had to find that hidden screw holding the whole thing together. Most important, they had fun.
As my son grew older I kept volunteering and ended up helping with science experiments. At first it was hard even to walk down the halls because I felt like I shouldn’t be there. Old childhood fears I guess. But most teachers were grateful for any help they could get, especially with science. So I gradually felt welcome. And built more things
While doing those first science experiments I noticed kids often don’t look at details so I started designing things that would entice them to look at details yet be self-correcting. One result was a marble roll. It was made from a refrigerator door and magnet backed troughs (plastic plumbing pipe split in half) that could be placed anywhere on the door. Children enjoyed creating their own marble roll by moving the troughs around. From Lincoln Logs I got the idea for a playhouse children could take apart and put together themselves. Using notched plywood boards they could construct all sorts of creative “houses” and climb inside. Sometimes the playhouse would remain in the back of a classroom as a reading or quiet place.
Woodworking also evolved. Little tops, boxes, candle and pencil holders the yahoo stick, and do-nothing machine, kids loved to build projects. My role became to find interesting projects, break them down so kids could do them and to present them in a non-threating way. I was amazed at children’s competence. These volunteer efforts at school lead to teaching summer woodworking and science classes for the local park department and teaching “shop” for 3-6 year olds one day a week at the local Montessori school.
The reaction to all of this from both the parents and the kids was surprising. I expected them to like it, but was quite unprepared for the level of excitement and enthusiasm these activities and approach produced. For my part, I was just elaborating on those projects out in the “shop” that my father and grandfather had done with me. I went to the library, looked in the science, magic and craft books for things I thought would appeal to children, and then did them. I’d test projects and activities on my own children then in my class. I didn’t invent much, merely borrowed from the past and applied my own twist. But to the kids and their parents I was Mr. Gadget.
It struck me how separated designing and building has become from kids, schools and teachers. As builders, (electricians, carpenters, mechanics, plumbers) we may know how to repair a car, build a house, boats, or fine furniture for a “market”, but we have forgotten to build the simple, fun and magical things from our childhood and present them to our families, neighbors and schools.
понедельник, 21 декабря 2009 г.
Rejuvenate Recess
Author and PE expert Guy Bailey shares some of his favorite games to help classroom teachers make the most of recess, even when the weather doesn't cooperate.Included: Ideas to help increase physical activity for students during the school day.
The Importance
Of Recess
PE specialist Guy Bailey believes there are many educational benefits of recess and play, some of which he cites in his book Recess Success.
* Game playing at recess creates a daily opportunity for healthy physical exercise.
* A direct correlation exists between exercise and classroom performance.
* Game playing offers valuable opportunities to learn about competition.
* Game playing teaches the skill of cooperation -- how to work together and help others.
* Recess game playing can be an excellent platform for learning social skills that carry beyond the school playground.
* Through play, children can create a safe setting in which to develop friendships.
* Recess provides a safe setting for children to test their emotional and physical capabilities.
"I believe a minimum of 30 minutes a day of playground time is needed for developing an acceptable level of fitness. However, fitness development is just one of the benefits of recess and play," says Guy Bailey. "A recent study published in Pediatrics suggests a minimum daily recess of at least 15 minutes. The study by researchers at Albert Einstein College of Medicine of Yeshiva University showed that school children who receive at least 15 minutes of recess behave better and are likely to learn more." (Read more about the study at Daily School Recess Improves Classroom Behavior.)
Bailey is a full-time elementary physical education specialist in Vancouver, Washington. As the owner of Educators Press, he has written and published Recess Success and other books packed with indoor and outdoor physical education (PE) activities. His books are designed to assist PE instructors as well as teachers who seek to promote fitness among their students.
"A sound physical education program will compliment the recess program, by teaching children the skills of movement and providing a wide knowledge of play activities," Bailey told Education World.
When a school has a physical education program, much of recess can be devoted to free play. But in the absence of a PE program, a mixture of free play and organized group activities is likely to achieve the best result, Bailey advises.
"It's my belief that at least a portion of the daily recess be devoted strictly to free play," he shared. "Research has shown repeatedly that unstructured play is developmentally appropriate and a necessary outlet for reducing stress in children's lives."
MAXIMIZING PARTICIPATION
Bailey is a strong proponent of small-sized games that maximize participation, rather than traditional large-group games. He prefers partner and small-group games such as Football Doubles and Soccer Doubles and offers some simple instructions.
Football Doubles
With cones, mark off a rectangular-shaped field about 30 feet by 60 feet in size. The two ends represent the goal lines. For large groups, set up several play areas and play multiple games simultaneously. Form two teams of two players each. Each player wears a flag on each hip for pulling. Designate one team to start on offense. The other team starts on defense, and places the ball in the middle of the field for a kickoff.
The defensive team starts the game by kicking the football off a tee toward the offensive players. One of the offensive players catches or retrieves the ball and attempts to score a touchdown by running it past the opposite goal line without having a flag pulled. The other offensive player (without the ball) blocks for the runner. If the runner’s flag is taken, the ball is downed at that spot and the offensive team has one "down" (or play) to score a touchdown. To execute the play, one offensive player is the quarterback and the other is the hiker/receiver. The defensive team has one pass defender (who tries to stop the hiker/receiver from catching the pass from the quarterback) and one pass rusher. The rusher must wait five seconds to pursue the quarterback after the ball is hiked. After the play, the teams reverse roles with a new kickoff (regardless of whether the offensive team scored or not).
Soccer Doubles
The play area consists of two cones (the "goals") placed about 40 feet apart. There are no set positions. Designate one team to start with the kickoff in the middle of the play area.
Two players are on each team. The objective is to control the ball, advance it toward the opponent's cone, and hit the cone with the ball for a score. If successful, one point is scored and the ball is brought back to the middle for a kickoff by the non-scoring team. After each kickoff, defensive players may attempt to steal the ball at any time to gain possession. Because there are no boundary lines, players can shoot and kick an opponent's cone from any angle.
LINE GAMES
The partner line games described below are modifications of traditional favorites. The changes eliminate the sedentary nature of the games, says Bailey, and the result is a higher level of individual participation, movement, and fun.
The games Partner Crow and Crane, Partner Steal the Bacon, and Push-up Hockey require two players; an unlimited number of pairs can play simultaneously. The games also require a play area with two safety lines marked approximately 30 feet behind each player. The two players start in the middle facing each other.
Partner Crow and Crane
This is a modified version of Crows and Cranes, which is traditionally played with a larger number of children. In fact, this game is played exactly like the regular game except only two children play against each other. The advantages are that the game leader can better match up students according to their running ability and, because players aren't swerving in front of others, that a safer play environment is provided.
To begin, have partners stand facing each other about five feet apart in the middle of the safety lines. Designate one player as the "crow" and the other as the "crane." When the game leader calls out "Crow," that player quickly turns and runs toward his or her safety line with the Crane in pursuit. A point is given to the crow if he or she successfully makes it to the safety without being tagged. Likewise, a point is given to the crane if he or she tags the crow first. After each turn, the players return to the middle and play again.
Increase Physical Activity at School
Want to make the most of recess periods and increase physical activity during the school day? Guy Bailey offers several ideas.
* Set up a walking program, such as "Walk across the State." Provide incentives as students track the number of miles walked. Invite parents and community members to join in.
* Increase available equipment during recess.
* Reward students with additional recess/physical activity instead of candy or treats.
* Encourage students to participate in such national school events as All Children Exercise Simultaneously (ACES) Day. * Sponsor a "Family Fitness Day" or "Play Day." Invite family members to participate in fitness-enhancing games during recess.
* Have students create their own games, including name, rules, objectives, strategies, and so on. They can teach the game to their classmates.
* Create monthly fitness calendars to send home with students. Encourage students to track their physical activity during the month and return the calendars to receive a reward.
Partner Steal the Bacon
This is a modified version of Steal the Bacon, another popular large-group game. The partners stand in the middle of the safety lines facing each other, about 3 feet apart. A beanbag is placed on the floor between the players. The players begin by exchanging a handshake. The handshake also is performed after each turn to prevent players from starting too early. After the handshake, players are allowed to grab the beanbag at any time. The object of the game is to steal the beanbag and make it back to the safety line without getting tagged (earning a point). If the other player grabs the beanbag before he or she reaches the safety line, no point is scored. After each turn, the players return to the middle, place the beanbag on the ground, shake hands, and begin play again.
Push-up Hockey
This "hockey" game develops upper body strength and endurance. Partners begin by facing each other about five feet apart in a push-up position (arms fully extended). One player is given a beanbag, and he or she starts by trying to quickly slide the beanbag through the opponent's arms (the "hockey goal"). The opponent can block the beanbag with an arm or hand. Players alternate turns after each attempt. One point is awarded each time a player successfully slides the beanbag through the opponent's arms. Because the beanbag needs to slide and cannot be thrown in the air, it's best to play this game indoors on a tile or wood floor surface.
INDOOR ACTIVITIES
On days when weather conditions aren't conducive to outdoor play, teachers can organize simple classroom games that offer some physical activity. Some of Bailey's favorites include Balloon Volleyball; Hoop Pass, Knots, Limbo; and Answer Scramble.
Balloon Volleyball
Students can safely play volleyball in the classroom by modifying the rules and using balloons and string in place of the regular equipment. Arrange students into two equal teams, with players seated on the floor. A string or rope is placed on the floor (or 2-3 feet off the floor) to separate the two teams. Balloon Volleyball is best played informally without most of the rules and violations of regular volleyball. Players start by hitting a balloon back and forth over the line. A point is scored if the balloon touches the floor on the opponent's side, or if the balloon fails to travel over the string. Allow the balloon to be batted an unlimited number of times by a player or team. Players are to remain seated and cannot stand up at any time during the game. After a while, consider adding an additional balloon(s).
Hoop Pass
Arrange students in even groups of 6-10. Give each group a hula hoop. Ask students in each group to form a circle, holding hands, with the joined hands of two players through the hula hoop. On a starting signal, players attempt to pass the hula hoop around the circle as quickly as possible without breaking their hands apart. Players should pass the hoop by squatting and stepping through it. The relay ends when the hoop arrives back at its starting position.
Knots
This is a fun challenge that's appropriate for all grade levels. Form groups of 5-10 students. Have players stand close together in a circle with their arms extended. When ready, each player grasps the hands of two different players on the opposite side of the circle. When everyone's hands are linked and the group is in a "knot," players begin "unknotting" themselves. (The grips must not be released.) To accomplish that without releasing their grips, players can crawl, step around some other players, and step over others.
Limbo
The object of this popular activity is for players to walk underneath a limbo stick without touching it, and without touching the floor with their hands. Arrange the room so there’s a large open area. Although optional, the game is more fun when upbeat music, such as Chubby Checker's "Limbo Rock," is played. Choose two students to hold the limbo stick about shoulder height. The other players form a line and, one at a time, try to walk (facing upward) underneath the stick without touching it and without falling backward (causing the hands to touch the floor). A player is called out after a touch. Have the players who are called out begin a new game in another area of the classroom. After each round, select new limbo stick holders and adjust the limbo stick lower and lower. Repeat this process until only one player is left.
Answer Scramble
This fun activity for all levels is a combination of creative movement, group cooperation, and problem solving. Arrange students into groups of 5-7 players and assign each group a specific space within the room. The game leader begins by calling out a number or letter that each group must assemble itself into using all the players. (Or, instead of simply calling out a letter or number, the game leader can pose such questions as “What is the first letter in our school name?" or “5 + 5 = what?" The first group that most accurately forms the correct number or letter is awarded one point.
NIX THE "COMPETITION"
Many teachers wonder if competitive games that involve players being eliminated can positively impact the fitness of all students. Bailey suggests that, in order to maximize movement for all students, those games should be kept to a minimum both during gym class and during recess.
"Besides affecting the fitness levels of our students, elimination-type games often will result in lower self-esteem and confidence," observed Bailey. "Movement -- and play -- should be fun, and the recess setting should be an emotionally safe place for kids to take risks and express themselves."
The game No Outs Softball is an alternative to the classic elimination game.
No Outs Softball
Because there are “no outs," this unique game provides lots of healthy movement. No Outs Softball is played on a regular softball field with two equal teams of 6-10 players.
One team is at bat, and the other team takes regular fielding positions. The batter's objective is to hit a pitched ball into fair territory and run the bases, without stopping, until the catcher gains possession of the ball and yells, "Freeze." This is the signal for the base runner to stop running and to stay in that position even if he or she is not on a base. When the next batter hits the ball, the runners start running around the bases again until the next freeze signal. Each time a base runner touches home plate, his or her team is awarded one run. The base runners do not stop circling the bases when they reach home plate, however. They continue to run and score until everyone on the team has batted. In addition, base runners may pass teammates when circling the bases. Teams switch places when the last player on the batting team has hit and stopped running on the "freeze" signal.
As a safety precaution, do not allow base runners to freeze on or near home plate. Instead, position the runners to the side and back of home plate before the next batter starts swinging.
The Importance
Of Recess
PE specialist Guy Bailey believes there are many educational benefits of recess and play, some of which he cites in his book Recess Success.
* Game playing at recess creates a daily opportunity for healthy physical exercise.
* A direct correlation exists between exercise and classroom performance.
* Game playing offers valuable opportunities to learn about competition.
* Game playing teaches the skill of cooperation -- how to work together and help others.
* Recess game playing can be an excellent platform for learning social skills that carry beyond the school playground.
* Through play, children can create a safe setting in which to develop friendships.
* Recess provides a safe setting for children to test their emotional and physical capabilities.
"I believe a minimum of 30 minutes a day of playground time is needed for developing an acceptable level of fitness. However, fitness development is just one of the benefits of recess and play," says Guy Bailey. "A recent study published in Pediatrics suggests a minimum daily recess of at least 15 minutes. The study by researchers at Albert Einstein College of Medicine of Yeshiva University showed that school children who receive at least 15 minutes of recess behave better and are likely to learn more." (Read more about the study at Daily School Recess Improves Classroom Behavior.)
Bailey is a full-time elementary physical education specialist in Vancouver, Washington. As the owner of Educators Press, he has written and published Recess Success and other books packed with indoor and outdoor physical education (PE) activities. His books are designed to assist PE instructors as well as teachers who seek to promote fitness among their students.
"A sound physical education program will compliment the recess program, by teaching children the skills of movement and providing a wide knowledge of play activities," Bailey told Education World.
When a school has a physical education program, much of recess can be devoted to free play. But in the absence of a PE program, a mixture of free play and organized group activities is likely to achieve the best result, Bailey advises.
"It's my belief that at least a portion of the daily recess be devoted strictly to free play," he shared. "Research has shown repeatedly that unstructured play is developmentally appropriate and a necessary outlet for reducing stress in children's lives."
MAXIMIZING PARTICIPATION
Bailey is a strong proponent of small-sized games that maximize participation, rather than traditional large-group games. He prefers partner and small-group games such as Football Doubles and Soccer Doubles and offers some simple instructions.
Football Doubles
With cones, mark off a rectangular-shaped field about 30 feet by 60 feet in size. The two ends represent the goal lines. For large groups, set up several play areas and play multiple games simultaneously. Form two teams of two players each. Each player wears a flag on each hip for pulling. Designate one team to start on offense. The other team starts on defense, and places the ball in the middle of the field for a kickoff.
The defensive team starts the game by kicking the football off a tee toward the offensive players. One of the offensive players catches or retrieves the ball and attempts to score a touchdown by running it past the opposite goal line without having a flag pulled. The other offensive player (without the ball) blocks for the runner. If the runner’s flag is taken, the ball is downed at that spot and the offensive team has one "down" (or play) to score a touchdown. To execute the play, one offensive player is the quarterback and the other is the hiker/receiver. The defensive team has one pass defender (who tries to stop the hiker/receiver from catching the pass from the quarterback) and one pass rusher. The rusher must wait five seconds to pursue the quarterback after the ball is hiked. After the play, the teams reverse roles with a new kickoff (regardless of whether the offensive team scored or not).
Soccer Doubles
The play area consists of two cones (the "goals") placed about 40 feet apart. There are no set positions. Designate one team to start with the kickoff in the middle of the play area.
Two players are on each team. The objective is to control the ball, advance it toward the opponent's cone, and hit the cone with the ball for a score. If successful, one point is scored and the ball is brought back to the middle for a kickoff by the non-scoring team. After each kickoff, defensive players may attempt to steal the ball at any time to gain possession. Because there are no boundary lines, players can shoot and kick an opponent's cone from any angle.
LINE GAMES
The partner line games described below are modifications of traditional favorites. The changes eliminate the sedentary nature of the games, says Bailey, and the result is a higher level of individual participation, movement, and fun.
The games Partner Crow and Crane, Partner Steal the Bacon, and Push-up Hockey require two players; an unlimited number of pairs can play simultaneously. The games also require a play area with two safety lines marked approximately 30 feet behind each player. The two players start in the middle facing each other.
Partner Crow and Crane
This is a modified version of Crows and Cranes, which is traditionally played with a larger number of children. In fact, this game is played exactly like the regular game except only two children play against each other. The advantages are that the game leader can better match up students according to their running ability and, because players aren't swerving in front of others, that a safer play environment is provided.
To begin, have partners stand facing each other about five feet apart in the middle of the safety lines. Designate one player as the "crow" and the other as the "crane." When the game leader calls out "Crow," that player quickly turns and runs toward his or her safety line with the Crane in pursuit. A point is given to the crow if he or she successfully makes it to the safety without being tagged. Likewise, a point is given to the crane if he or she tags the crow first. After each turn, the players return to the middle and play again.
Increase Physical Activity at School
Want to make the most of recess periods and increase physical activity during the school day? Guy Bailey offers several ideas.
* Set up a walking program, such as "Walk across the State." Provide incentives as students track the number of miles walked. Invite parents and community members to join in.
* Increase available equipment during recess.
* Reward students with additional recess/physical activity instead of candy or treats.
* Encourage students to participate in such national school events as All Children Exercise Simultaneously (ACES) Day. * Sponsor a "Family Fitness Day" or "Play Day." Invite family members to participate in fitness-enhancing games during recess.
* Have students create their own games, including name, rules, objectives, strategies, and so on. They can teach the game to their classmates.
* Create monthly fitness calendars to send home with students. Encourage students to track their physical activity during the month and return the calendars to receive a reward.
Partner Steal the Bacon
This is a modified version of Steal the Bacon, another popular large-group game. The partners stand in the middle of the safety lines facing each other, about 3 feet apart. A beanbag is placed on the floor between the players. The players begin by exchanging a handshake. The handshake also is performed after each turn to prevent players from starting too early. After the handshake, players are allowed to grab the beanbag at any time. The object of the game is to steal the beanbag and make it back to the safety line without getting tagged (earning a point). If the other player grabs the beanbag before he or she reaches the safety line, no point is scored. After each turn, the players return to the middle, place the beanbag on the ground, shake hands, and begin play again.
Push-up Hockey
This "hockey" game develops upper body strength and endurance. Partners begin by facing each other about five feet apart in a push-up position (arms fully extended). One player is given a beanbag, and he or she starts by trying to quickly slide the beanbag through the opponent's arms (the "hockey goal"). The opponent can block the beanbag with an arm or hand. Players alternate turns after each attempt. One point is awarded each time a player successfully slides the beanbag through the opponent's arms. Because the beanbag needs to slide and cannot be thrown in the air, it's best to play this game indoors on a tile or wood floor surface.
INDOOR ACTIVITIES
On days when weather conditions aren't conducive to outdoor play, teachers can organize simple classroom games that offer some physical activity. Some of Bailey's favorites include Balloon Volleyball; Hoop Pass, Knots, Limbo; and Answer Scramble.
Balloon Volleyball
Students can safely play volleyball in the classroom by modifying the rules and using balloons and string in place of the regular equipment. Arrange students into two equal teams, with players seated on the floor. A string or rope is placed on the floor (or 2-3 feet off the floor) to separate the two teams. Balloon Volleyball is best played informally without most of the rules and violations of regular volleyball. Players start by hitting a balloon back and forth over the line. A point is scored if the balloon touches the floor on the opponent's side, or if the balloon fails to travel over the string. Allow the balloon to be batted an unlimited number of times by a player or team. Players are to remain seated and cannot stand up at any time during the game. After a while, consider adding an additional balloon(s).
Hoop Pass
Arrange students in even groups of 6-10. Give each group a hula hoop. Ask students in each group to form a circle, holding hands, with the joined hands of two players through the hula hoop. On a starting signal, players attempt to pass the hula hoop around the circle as quickly as possible without breaking their hands apart. Players should pass the hoop by squatting and stepping through it. The relay ends when the hoop arrives back at its starting position.
Knots
This is a fun challenge that's appropriate for all grade levels. Form groups of 5-10 students. Have players stand close together in a circle with their arms extended. When ready, each player grasps the hands of two different players on the opposite side of the circle. When everyone's hands are linked and the group is in a "knot," players begin "unknotting" themselves. (The grips must not be released.) To accomplish that without releasing their grips, players can crawl, step around some other players, and step over others.
Limbo
The object of this popular activity is for players to walk underneath a limbo stick without touching it, and without touching the floor with their hands. Arrange the room so there’s a large open area. Although optional, the game is more fun when upbeat music, such as Chubby Checker's "Limbo Rock," is played. Choose two students to hold the limbo stick about shoulder height. The other players form a line and, one at a time, try to walk (facing upward) underneath the stick without touching it and without falling backward (causing the hands to touch the floor). A player is called out after a touch. Have the players who are called out begin a new game in another area of the classroom. After each round, select new limbo stick holders and adjust the limbo stick lower and lower. Repeat this process until only one player is left.
Answer Scramble
This fun activity for all levels is a combination of creative movement, group cooperation, and problem solving. Arrange students into groups of 5-7 players and assign each group a specific space within the room. The game leader begins by calling out a number or letter that each group must assemble itself into using all the players. (Or, instead of simply calling out a letter or number, the game leader can pose such questions as “What is the first letter in our school name?" or “5 + 5 = what?" The first group that most accurately forms the correct number or letter is awarded one point.
NIX THE "COMPETITION"
Many teachers wonder if competitive games that involve players being eliminated can positively impact the fitness of all students. Bailey suggests that, in order to maximize movement for all students, those games should be kept to a minimum both during gym class and during recess.
"Besides affecting the fitness levels of our students, elimination-type games often will result in lower self-esteem and confidence," observed Bailey. "Movement -- and play -- should be fun, and the recess setting should be an emotionally safe place for kids to take risks and express themselves."
The game No Outs Softball is an alternative to the classic elimination game.
No Outs Softball
Because there are “no outs," this unique game provides lots of healthy movement. No Outs Softball is played on a regular softball field with two equal teams of 6-10 players.
One team is at bat, and the other team takes regular fielding positions. The batter's objective is to hit a pitched ball into fair territory and run the bases, without stopping, until the catcher gains possession of the ball and yells, "Freeze." This is the signal for the base runner to stop running and to stay in that position even if he or she is not on a base. When the next batter hits the ball, the runners start running around the bases again until the next freeze signal. Each time a base runner touches home plate, his or her team is awarded one run. The base runners do not stop circling the bases when they reach home plate, however. They continue to run and score until everyone on the team has batted. In addition, base runners may pass teammates when circling the bases. Teams switch places when the last player on the batting team has hit and stopped running on the "freeze" signal.
As a safety precaution, do not allow base runners to freeze on or near home plate. Instead, position the runners to the side and back of home plate before the next batter starts swinging.
Tools for Teaching Implements Response to Intervention (RTI)
УAfter going through the (Tools for Teaching) training, I realized that three quarters of our IEP referrals were normal classroom management issues that, rather than being resolved, had been allowed to grow.Ф
~ Lynne Raab, School Psychologist
RTI TARGETS INSTRUCTION
The Office of Special Education Programs, U.S. Department of Education, recently initiated Response to Intervention (RTI), a program designed to develop capacity for identifying, adapting and sustaining effective instructional practices in schools. The problem being addressed is an unacceptably high rate of academic failure, especially among minority students. The result is 1) a high dropout rate, and 2) an overburdening of special education as more and more students require IEPs.
RTI FOCUSES ON PREVENTION
As with the Office of Special EducationТs other major classroom initiative, PBIS, which focuses on the prevention of discipline problems, RTI focuses on the prevention of learning problems. RTI is a multi-level system of prevention designed to:
* help schools identify students at risk for poor learning outcomes.
* monitor their progress.
* provide evidence-based interventions adjusted to studentsТ responsiveness.
* identify students with learning disabilities.
Like PBIS, RTI views prevention as a 3-tiered process:
* Tier 1: Primary prevention, which focuses on upgrading teaching practices within regular classrooms.
* Tier 2: Secondary prevention, which focuses on extra help for students who are struggling.
* Tier 3: Tertiary prevention, which focuses on individualized programs for the 5 percent of students who were unresponsive to Tier 1 and Tier 2.
What might differentiate primary prevention in an RTI classroom from the normal teaching practices other classrooms?
First: The classroom would exhibit instructional practices referred to collectively as quality instruction -- research-based practices shown in the literature to be effective.
Second: An RTI classroom would exhibit a heightened level of screening and progress monitoring that would trigger remediation (secondary prevention) sooner rather than later.
Quality Instruction
УAs director of special education services in Johnson County, Indiana, I decided early on to put my efforts into training regular education teachers in СFred JonesТ so the referrals we received were truly students with special needs.Ф
~ Paul Roahrig
During the past seventy years, general education has been slow to put classroom practices on a scientific footing. Rather, effective practice has been described in methods classes through homilies and anecdotes, and innovation has consisted of an endless series of fads that blow through, only to be recycled under a different name fifteen years later.
Read More
Have you seen these Education World articles by Dr. Fred Jones?
* Tools for Teaching Implements PBIS Level 1: Primary Prevention in the Classroom
* Tools for Teaching Implements PBIS Level 2: Secondary Prevention in the Classroom
* Tools for Teaching Implements PBIS Level 3: Tertiary Prevention in the Classroom
Have you seen these Education World articles sbout Dr. Fred Jones?
* The King of Classroom Management! An Education World e-Interview with Classroom Management Expert Fred Jones
* Preferred Activity Time (PAT) Is Preferred by Kids and Teachers!
* Tips from Fred Jones's Tools for Teaching
What is quality instruction as it is currently understood? A detailed description of Уhigh-quality instructionФ can be found in chapter eight of Positive Behavioral Supports for the Classroom, by Scheurermann and Hall (Pearson Education, Inc., 2008). The authors discuss large group instruction, small group instruction, one-to-one instruction, direct teaching (coaching-modeling-behavioral rehearsal), peer tutoring, and so on. They talk about the importance of clarity, opportunity to respond, the importance of explicit instructions and frequent monitoring, and more.
In other words, they describe the common knowledge of general education. If it could produce primary prevention, it would have done so by now.
A Heightened Level of Screening
RTI has been explained as a program that focuses on improving the monitoring of learning outcomes in the classroom so help can be given in a timely fashion. Unfortunately, the previously mentioned limitations of instructional technology in general education are compounded by corresponding limitations in the methodology of monitoring student achievement. Constant monitoring is the pre-condition for early detection of learning difficulties.
Yet, anything approaching constant monitoring is rare in general-education classrooms. According to Dr. Daryl Mellard, a principle investigator for RTI
УWe shouldnТt have students waiting until the end of the semester or the end of the year before realizing that, for however many weeks, he or she hasnТt been responsive (i.e. has been falling behind.)Ф
Dr. MellardТs remarks reflect his frustration with the fact that students are typically referred to special education only after they have fallen far behind. That delay greatly complicates the process of remediation which, in turn, tends to overload special education resources with requests for IEPs.
Missing Pieces
УThe difference between knowing what should be done and being able to do it represents the quantum leap in learning.Ф
~ Madeline Hunter
The fundamental problem with Уquality instructionФ is that too many of the essential pieces for success are missing. The education literature describing Уevidence-based proceduresФ is limited in scope. Much of what a teacher needs in order to successfully manage a classroom is simply not addressed.
Those missing pieces form the core of Tools for Teaching. Below are some key elements.
Working the Crowd
When students are near the teacher, they tend to be on their best behavior. Effective teachers make an art of working the crowd -- otherwise known as Уmanagement by walking around.Ф In addition to suppressing Уgoofing off,Ф working the crowd provides an opportunity for the teacher to monitor studentsТ work.
Room Arrangement
To make working the crowd as easy as possible, teachers usually have to rearrange the furniture in their classrooms. The optimal room arrangement gives teachers broad walkways, while allowing them to get from any student to any other student in the fewest steps.
Helpless Handraisers
When teachers begin to work the crowd during independent work, they immediately confront the natural enemy of mobility -- Уhelpless handraisers.Ф Every classroom in the country has at least five or six of them -- the same students day after day.
The teacher must tutor those needy students one at a time. How long does that take? The average is four-and-a-half minutes. As the teacher helps the needy student, he or she 1) loses control of the class in 10 seconds, as students begin to chit-chat, and 2) offers massive social reinforcement for help-seeking, which soon becomes ingrained as a pattern of learned helplessness (УЕ the same students every dayФ).
Helpless handraising soon morphs into a motivational problem as those students discover that the ticket to one-on-one nurturance from the teacher is to do nothing.
Viewed up close, it would seem that a great many of the teachers discipline, instruction, and motivation problems derive from the way in which corrective feedback is given during Уindependent work.Ф That raises the question, УHow, exactly, do you help a student who is stuck?Ф
During workshops I will ask trainees if, during their methods courses, they received one minute of input concerning how to help a student who is stuck. No hands go up.
Praise, Prompt, and Leave
For starters, corrective feedback must be brief -- a simple prompt that answers the question, УWhat do I do next?Ф That focuses the studentТs attention, while avoiding cognitive overload. Next, the student must perform the prompt immediately. That avoids forgetting. Then the teacher must leave, because helpless handraisers are experts at УwallowingФ to keep you there.
The eternal enemy of brief interactions with help-seekers is teacher verbosity. Only with practice can a teacher reduce the duration of a verbal helping-interaction to its minimum -- about 30 seconds. Reducing a helping-interaction from four-and-a-half minutes to 30 seconds is good, but not good enough. Remember, the teacher loses the class in 10 seconds.
Visual Instructional Plans (VIPs)
To reduce the duration of a helping-interaction to less than 10 seconds, the teacher must exploit the visual modality. After all, a picture is worth a thousand words. Put simply, the lessonТs task analysis must be presented in a step-wise visual format, which we call a Visual Instructional Plan (VIP).
The VIP is, literally, a string of visual prompts that prepackage the lesson. The VIP is first incorporated into the teaching of the lesson and then posted where any student can see it during independent work. First of all, that increase in clarity accelerates learning. Second, that clarity reduces performance anxiety, which reduces help-seeking. Third, by prepackaging prompts visually, the duration of helping interactions can be reduced to under 10 seconds. Typically, the teacher simply refers the student to a critical feature in a step of the VIP. That efficiency all but eliminates social reinforcement for learned helplessness, while allowing the teacher to resume working the crowd.
Say, See, Do Teaching
The most direct way of preventing the need for corrective feedback during independent work is to teach the lesson properly in the first place.
There are two basic ways to package the activity of learning. The first is:
Input, Input, Input, Input -- Output
That pattern characterizes most teaching. Most new teachers fall into that pattern unknowingly because it was modeled for them -- although never labeled -- throughout their learning career. With that mode of presentation, the teacher does a lot of talking, and the students do a lot of sitting.
The second pattern is:
Input, Output, Input, Output, Input, Output
That pattern builds performance -- the ability to do something correctly. It is characteristic of coaching and skill-building in general, but it can be stretched easily to include the expression of concepts. Like Praise, Prompt, and Leave, that pattern eliminates problems of cognitive overload and forgetting, by focusing on the immediate performance of one УchunkФ of the task analysis.
Once teaching focuses on the coaching of performance, constant monitoring and feedback occur almost as a by-product.
Continuous Assessment
When a good teacher or coach sees a student make an error, he or she instinctively steps in at that moment to re-teach. Otherwise, the error would be repeated until it became a bad habit. With Say, See, Do Teaching, Уscreening and monitoringФ are here and now, not later. As any coach can tell you, УIt is always easier to build it right the first time.Ф
Structured Practice
Any good teacher or coach also knows the importance of habit strength. ItТs not enough for a trainee to do something right once. He or she must do it right until it becomes automatic. In Tools for Teachin, those additional repetitions are referred to as Structured Practice.
Structured Practice is the embodiment of the famous quote from coach Vince Lombardi -- УPractice does not make perfect. Only perfect practice makes perfect.Ф Or, as we say during training, УIf you short-change Structured Practice, all the chickens will come home to roost during Independent Practice.Ф
Real Time Work Check
With adequate Structured Practice, all but a very few students begin independent work at mastery, with the remainder needing only an occasional prompt. Consequently, during independent work, the teacher has very little to do, whereas previously he or she would have been busy servicing helpless handraisers.
Having eliminated helpless handraising, how might the teacher better spend his or her time as students work independently? The answer is quality control. Check the work as it is being done.
In effect, the teacher brings work-check from the evening, where paper-grading kills the after-school time available for lesson planning, and brings it forward in time, so it accompanies the learning process where it can do some good. Real-time work-check also opens the door to quality control and, subsequently, to the systematic management of motivation.
Criterion of Mastery
When work is being checked as it is being done, the teacher can employ a criterion of mastery as the basis for excusing students from the task. A criterion of mastery is stated in terms of consecutive correct performances.
Incentives for Diligence and Excellence
A criterion of mastery stated in terms of consecutive correct performances prevents students from doing fast and sloppy work just to get it done. With each practice exercise completed correctly, students have a greater invested interest in being careful with the next one so they wonТt have to start over.
When a student achieves the criterion of mastery, he or she can be excused to do a Уpreferred activity.Ф Preferred activities provide immediate and, therefore powerful, incentives for work-completion within the context of mastery, high standards, and enjoyment. During a Tools for Teaching workshop, trainees learn the adage, УNo joy, no work.Ф
CLASSROOM MANAGEMENT IS A SYSTEM
What separates successful teachers from their colleagues is not the curriculum. The difference is classroom management -- discipline, instruction, and motivation -- organized into a unified and efficient whole. Successful teachers must know how to make independent learners out of helpless handraisers. They must know how to teach to mastery with constant monitoring. They must know how to Уmean businessФ so discipline management is low key and non-adversarial. They must know dozens of complex skills and procedures, and they must do it all while having fun with learning.
When you watch long enough from the back of the classroom, you realize there is a game going on. It has fundamentals and plays and offense and defense. It is dynamic. It is not a static collection of УvariablesФ as described in the research literature. In this game, the teacher wants hard work from the students, but students want an entire range of other things. How will the tension be resolved? It is a fast game with a lot of players in action at any given moment. To succeed, the teacher must be automatic with a broad repertoire of complex, nuanced, and interlocking management skills.
As you can see from the brief summary presented above, classroom management is a system. Each piece builds upon those that precede it. Continuous assessment -- the kind that Dr. Mellard would love to see -- is one of the last pieces of the puzzle to fall into place. It is the icing on the cake of successful classroom management. It is not where you start. It is where you end up -- if you have the skills.
~ Lynne Raab, School Psychologist
RTI TARGETS INSTRUCTION
The Office of Special Education Programs, U.S. Department of Education, recently initiated Response to Intervention (RTI), a program designed to develop capacity for identifying, adapting and sustaining effective instructional practices in schools. The problem being addressed is an unacceptably high rate of academic failure, especially among minority students. The result is 1) a high dropout rate, and 2) an overburdening of special education as more and more students require IEPs.
RTI FOCUSES ON PREVENTION
As with the Office of Special EducationТs other major classroom initiative, PBIS, which focuses on the prevention of discipline problems, RTI focuses on the prevention of learning problems. RTI is a multi-level system of prevention designed to:
* help schools identify students at risk for poor learning outcomes.
* monitor their progress.
* provide evidence-based interventions adjusted to studentsТ responsiveness.
* identify students with learning disabilities.
Like PBIS, RTI views prevention as a 3-tiered process:
* Tier 1: Primary prevention, which focuses on upgrading teaching practices within regular classrooms.
* Tier 2: Secondary prevention, which focuses on extra help for students who are struggling.
* Tier 3: Tertiary prevention, which focuses on individualized programs for the 5 percent of students who were unresponsive to Tier 1 and Tier 2.
What might differentiate primary prevention in an RTI classroom from the normal teaching practices other classrooms?
First: The classroom would exhibit instructional practices referred to collectively as quality instruction -- research-based practices shown in the literature to be effective.
Second: An RTI classroom would exhibit a heightened level of screening and progress monitoring that would trigger remediation (secondary prevention) sooner rather than later.
Quality Instruction
УAs director of special education services in Johnson County, Indiana, I decided early on to put my efforts into training regular education teachers in СFred JonesТ so the referrals we received were truly students with special needs.Ф
~ Paul Roahrig
During the past seventy years, general education has been slow to put classroom practices on a scientific footing. Rather, effective practice has been described in methods classes through homilies and anecdotes, and innovation has consisted of an endless series of fads that blow through, only to be recycled under a different name fifteen years later.
Read More
Have you seen these Education World articles by Dr. Fred Jones?
* Tools for Teaching Implements PBIS Level 1: Primary Prevention in the Classroom
* Tools for Teaching Implements PBIS Level 2: Secondary Prevention in the Classroom
* Tools for Teaching Implements PBIS Level 3: Tertiary Prevention in the Classroom
Have you seen these Education World articles sbout Dr. Fred Jones?
* The King of Classroom Management! An Education World e-Interview with Classroom Management Expert Fred Jones
* Preferred Activity Time (PAT) Is Preferred by Kids and Teachers!
* Tips from Fred Jones's Tools for Teaching
What is quality instruction as it is currently understood? A detailed description of Уhigh-quality instructionФ can be found in chapter eight of Positive Behavioral Supports for the Classroom, by Scheurermann and Hall (Pearson Education, Inc., 2008). The authors discuss large group instruction, small group instruction, one-to-one instruction, direct teaching (coaching-modeling-behavioral rehearsal), peer tutoring, and so on. They talk about the importance of clarity, opportunity to respond, the importance of explicit instructions and frequent monitoring, and more.
In other words, they describe the common knowledge of general education. If it could produce primary prevention, it would have done so by now.
A Heightened Level of Screening
RTI has been explained as a program that focuses on improving the monitoring of learning outcomes in the classroom so help can be given in a timely fashion. Unfortunately, the previously mentioned limitations of instructional technology in general education are compounded by corresponding limitations in the methodology of monitoring student achievement. Constant monitoring is the pre-condition for early detection of learning difficulties.
Yet, anything approaching constant monitoring is rare in general-education classrooms. According to Dr. Daryl Mellard, a principle investigator for RTI
УWe shouldnТt have students waiting until the end of the semester or the end of the year before realizing that, for however many weeks, he or she hasnТt been responsive (i.e. has been falling behind.)Ф
Dr. MellardТs remarks reflect his frustration with the fact that students are typically referred to special education only after they have fallen far behind. That delay greatly complicates the process of remediation which, in turn, tends to overload special education resources with requests for IEPs.
Missing Pieces
УThe difference between knowing what should be done and being able to do it represents the quantum leap in learning.Ф
~ Madeline Hunter
The fundamental problem with Уquality instructionФ is that too many of the essential pieces for success are missing. The education literature describing Уevidence-based proceduresФ is limited in scope. Much of what a teacher needs in order to successfully manage a classroom is simply not addressed.
Those missing pieces form the core of Tools for Teaching. Below are some key elements.
Working the Crowd
When students are near the teacher, they tend to be on their best behavior. Effective teachers make an art of working the crowd -- otherwise known as Уmanagement by walking around.Ф In addition to suppressing Уgoofing off,Ф working the crowd provides an opportunity for the teacher to monitor studentsТ work.
Room Arrangement
To make working the crowd as easy as possible, teachers usually have to rearrange the furniture in their classrooms. The optimal room arrangement gives teachers broad walkways, while allowing them to get from any student to any other student in the fewest steps.
Helpless Handraisers
When teachers begin to work the crowd during independent work, they immediately confront the natural enemy of mobility -- Уhelpless handraisers.Ф Every classroom in the country has at least five or six of them -- the same students day after day.
The teacher must tutor those needy students one at a time. How long does that take? The average is four-and-a-half minutes. As the teacher helps the needy student, he or she 1) loses control of the class in 10 seconds, as students begin to chit-chat, and 2) offers massive social reinforcement for help-seeking, which soon becomes ingrained as a pattern of learned helplessness (УЕ the same students every dayФ).
Helpless handraising soon morphs into a motivational problem as those students discover that the ticket to one-on-one nurturance from the teacher is to do nothing.
Viewed up close, it would seem that a great many of the teachers discipline, instruction, and motivation problems derive from the way in which corrective feedback is given during Уindependent work.Ф That raises the question, УHow, exactly, do you help a student who is stuck?Ф
During workshops I will ask trainees if, during their methods courses, they received one minute of input concerning how to help a student who is stuck. No hands go up.
Praise, Prompt, and Leave
For starters, corrective feedback must be brief -- a simple prompt that answers the question, УWhat do I do next?Ф That focuses the studentТs attention, while avoiding cognitive overload. Next, the student must perform the prompt immediately. That avoids forgetting. Then the teacher must leave, because helpless handraisers are experts at УwallowingФ to keep you there.
The eternal enemy of brief interactions with help-seekers is teacher verbosity. Only with practice can a teacher reduce the duration of a verbal helping-interaction to its minimum -- about 30 seconds. Reducing a helping-interaction from four-and-a-half minutes to 30 seconds is good, but not good enough. Remember, the teacher loses the class in 10 seconds.
Visual Instructional Plans (VIPs)
To reduce the duration of a helping-interaction to less than 10 seconds, the teacher must exploit the visual modality. After all, a picture is worth a thousand words. Put simply, the lessonТs task analysis must be presented in a step-wise visual format, which we call a Visual Instructional Plan (VIP).
The VIP is, literally, a string of visual prompts that prepackage the lesson. The VIP is first incorporated into the teaching of the lesson and then posted where any student can see it during independent work. First of all, that increase in clarity accelerates learning. Second, that clarity reduces performance anxiety, which reduces help-seeking. Third, by prepackaging prompts visually, the duration of helping interactions can be reduced to under 10 seconds. Typically, the teacher simply refers the student to a critical feature in a step of the VIP. That efficiency all but eliminates social reinforcement for learned helplessness, while allowing the teacher to resume working the crowd.
Say, See, Do Teaching
The most direct way of preventing the need for corrective feedback during independent work is to teach the lesson properly in the first place.
There are two basic ways to package the activity of learning. The first is:
Input, Input, Input, Input -- Output
That pattern characterizes most teaching. Most new teachers fall into that pattern unknowingly because it was modeled for them -- although never labeled -- throughout their learning career. With that mode of presentation, the teacher does a lot of talking, and the students do a lot of sitting.
The second pattern is:
Input, Output, Input, Output, Input, Output
That pattern builds performance -- the ability to do something correctly. It is characteristic of coaching and skill-building in general, but it can be stretched easily to include the expression of concepts. Like Praise, Prompt, and Leave, that pattern eliminates problems of cognitive overload and forgetting, by focusing on the immediate performance of one УchunkФ of the task analysis.
Once teaching focuses on the coaching of performance, constant monitoring and feedback occur almost as a by-product.
Continuous Assessment
When a good teacher or coach sees a student make an error, he or she instinctively steps in at that moment to re-teach. Otherwise, the error would be repeated until it became a bad habit. With Say, See, Do Teaching, Уscreening and monitoringФ are here and now, not later. As any coach can tell you, УIt is always easier to build it right the first time.Ф
Structured Practice
Any good teacher or coach also knows the importance of habit strength. ItТs not enough for a trainee to do something right once. He or she must do it right until it becomes automatic. In Tools for Teachin, those additional repetitions are referred to as Structured Practice.
Structured Practice is the embodiment of the famous quote from coach Vince Lombardi -- УPractice does not make perfect. Only perfect practice makes perfect.Ф Or, as we say during training, УIf you short-change Structured Practice, all the chickens will come home to roost during Independent Practice.Ф
Real Time Work Check
With adequate Structured Practice, all but a very few students begin independent work at mastery, with the remainder needing only an occasional prompt. Consequently, during independent work, the teacher has very little to do, whereas previously he or she would have been busy servicing helpless handraisers.
Having eliminated helpless handraising, how might the teacher better spend his or her time as students work independently? The answer is quality control. Check the work as it is being done.
In effect, the teacher brings work-check from the evening, where paper-grading kills the after-school time available for lesson planning, and brings it forward in time, so it accompanies the learning process where it can do some good. Real-time work-check also opens the door to quality control and, subsequently, to the systematic management of motivation.
Criterion of Mastery
When work is being checked as it is being done, the teacher can employ a criterion of mastery as the basis for excusing students from the task. A criterion of mastery is stated in terms of consecutive correct performances.
Incentives for Diligence and Excellence
A criterion of mastery stated in terms of consecutive correct performances prevents students from doing fast and sloppy work just to get it done. With each practice exercise completed correctly, students have a greater invested interest in being careful with the next one so they wonТt have to start over.
When a student achieves the criterion of mastery, he or she can be excused to do a Уpreferred activity.Ф Preferred activities provide immediate and, therefore powerful, incentives for work-completion within the context of mastery, high standards, and enjoyment. During a Tools for Teaching workshop, trainees learn the adage, УNo joy, no work.Ф
CLASSROOM MANAGEMENT IS A SYSTEM
What separates successful teachers from their colleagues is not the curriculum. The difference is classroom management -- discipline, instruction, and motivation -- organized into a unified and efficient whole. Successful teachers must know how to make independent learners out of helpless handraisers. They must know how to teach to mastery with constant monitoring. They must know how to Уmean businessФ so discipline management is low key and non-adversarial. They must know dozens of complex skills and procedures, and they must do it all while having fun with learning.
When you watch long enough from the back of the classroom, you realize there is a game going on. It has fundamentals and plays and offense and defense. It is dynamic. It is not a static collection of УvariablesФ as described in the research literature. In this game, the teacher wants hard work from the students, but students want an entire range of other things. How will the tension be resolved? It is a fast game with a lot of players in action at any given moment. To succeed, the teacher must be automatic with a broad repertoire of complex, nuanced, and interlocking management skills.
As you can see from the brief summary presented above, classroom management is a system. Each piece builds upon those that precede it. Continuous assessment -- the kind that Dr. Mellard would love to see -- is one of the last pieces of the puzzle to fall into place. It is the icing on the cake of successful classroom management. It is not where you start. It is where you end up -- if you have the skills.
Homeschooling The ADD/ADHD Child
As homeschool parents, there are many options for teaching our children. I have found the variety out there to actually be overwhelming, but few resources actually meet my needs. My son is gifted, but has ADHD. As a clinician and a professor, I hated seeing him struggle in school. Each day he would tell me he had "Carnitors" (T-Rex's for the rest of us) in his tummy. After meeting with his teacher several times, it became clear that the school was unable/unwilling to meet his needs to my satisfaction. Kids with ADD/ADHD need a place with few distractions, short bursts of learning followed by physical activity, structure and learning materials tailored to how they learn and learning times scheduled around when they learn best.
After spending several months and several hours each day creating his lessons piece-meal, I found a couple of wonderful resources. The first is AOL at school: http://www.aolatschool.com. There is an amazing amount of information, links to complete online textbooks and more. This is where I go when he finds a topic of interest and he wants to know more. (Remember when we had to get our parents to take us to the library?) One of the benefits here is that it is FREE! The textbooks range from kindergarten all the way through high school and cover most topics.
The second resource I found serves as the foundation for our homeschooling curriculum: http://www.time4learning.com. Time4Learning provides a multimedia, interactive experience for kids covering all basic subject areas. For children with ADD/ADHD, you can break it down into snippets of 10 minute lessons. Additionally, many of the lessons combine subjects. That is, the "Language Arts" lessons are often on topics of health, science and history. This helps ease my mind considerably, because I can know he is learning educational material when he reads. (Many of the so called reading books from his public school were no more than See Spot Run). The other advantage with Time4Learning is that they set your child up at his/her grade level.
As I said, despite the ADHD, my son is gifted. He is set up to do 2nd grade work (he is in first grade), but he can progress as fast as he can and still master the material, or he can have easy/review days and do grade-level work. For parents, you can create an assignment book that links Time4Learning assignments to the skills they were supposed to learn. I use this to record his grades for the school board to review each year. I have found customer service to be very receptive to suggestions, they are regularly adding new features and their customer support is prompt and courteous.
A third resource is http://www.education-world.com/. This site has TONS of ideas, printable worksheets and activities. Since kids with ADD/ADHD have difficulty switching tasks, it is often preferable to have one "subject" per day and present it in a variety of formats (reading about it, watching a movie about it, applying it).
After spending several months and several hours each day creating his lessons piece-meal, I found a couple of wonderful resources. The first is AOL at school: http://www.aolatschool.com. There is an amazing amount of information, links to complete online textbooks and more. This is where I go when he finds a topic of interest and he wants to know more. (Remember when we had to get our parents to take us to the library?) One of the benefits here is that it is FREE! The textbooks range from kindergarten all the way through high school and cover most topics.
The second resource I found serves as the foundation for our homeschooling curriculum: http://www.time4learning.com. Time4Learning provides a multimedia, interactive experience for kids covering all basic subject areas. For children with ADD/ADHD, you can break it down into snippets of 10 minute lessons. Additionally, many of the lessons combine subjects. That is, the "Language Arts" lessons are often on topics of health, science and history. This helps ease my mind considerably, because I can know he is learning educational material when he reads. (Many of the so called reading books from his public school were no more than See Spot Run). The other advantage with Time4Learning is that they set your child up at his/her grade level.
As I said, despite the ADHD, my son is gifted. He is set up to do 2nd grade work (he is in first grade), but he can progress as fast as he can and still master the material, or he can have easy/review days and do grade-level work. For parents, you can create an assignment book that links Time4Learning assignments to the skills they were supposed to learn. I use this to record his grades for the school board to review each year. I have found customer service to be very receptive to suggestions, they are regularly adding new features and their customer support is prompt and courteous.
A third resource is http://www.education-world.com/. This site has TONS of ideas, printable worksheets and activities. Since kids with ADD/ADHD have difficulty switching tasks, it is often preferable to have one "subject" per day and present it in a variety of formats (reading about it, watching a movie about it, applying it).
среда, 2 декабря 2009 г.
I came across an article in the CEC SmartBrief that came from the Newton Daily News in Jasper County, Iowa, titled “Teacher writes book to raise awareness,” written by Jessica Lowe. It is about Jennifer Springer, a special education teacher at Delaware Elementary School, who was concerned about the teasing and bullying she had seen her students endure at the hands of fellow students. She was quoted in the article saying: “One of the more unfortunate things I have seen in my experience as a special education teacher are instances where my students are made fun of and rejected by peers. I feel that the issue for most kids is not that they are just cruel children, but that they are not educated and do not understand whey children with special needs do the things they do.”
As a tutor of those with learning disabilities I do not often see the actual bullying, but I have stories recounted to me by my students about their experiences of being teased and bullied. On a more personal level, my son, who is dyslexic, has shared with me his painful struggle with these types of encounters. The one that he remembers most and brings up occasionally is being called “dumbo” by a class mate after he received a low score on a spelling test. Others have made fun of his handwriting, which looks very juvenile with floating letters of different sizes and incorrect spacing due to his dysgraphia. I agree with Springer that these kids are not just cruel children but really do not understand the issues associated with dyslexia and so to them, it does appear as it will to most that these students are simply unintelligent.
I wanted to do something, and so did my son. In the fifth grade he had a wonderful teacher who helped him in many ways—usually stretching him and requiring more than I even thought possible from my son, but with extra work and accommodating options he accomplished a great deal. My son, along with the other students, was required to read a book a month and write a literary response. Most books were student choice but often a certain genre was outlined, and there were numerous options for literary responses. The options were great and allowed my son the freedom to play to his strengths instead of struggle with his weaknesses. One particular month we read the book Niagara Falls, or Does It? from the Hank Zipzer series written by Henry Winkler (a.k.a. the Fonz from the television show Happy Days). The Hank Zipzer series “follows the everyday adventures of a bright boy with learning challenges” (taken from http://www.professays.com/) and is based on the experiences of Henry Winkler, who is dyslexic. As we read, my son Tyler and I laughed and cried together as we identified with Hank and his struggles. Tyler kept saying, “This is me, Mom.”
Tyler decided that for his literary response he wanted a guest speaker, me, to come and share with the class what it is like for dyslexics, why they struggle and what they see. We put together what he wanted addressed, and he chose his favorite quotes from the book that he most identified with to explain to his class what it is like for him. On the day of the presentation, Tyler shared the quotes, and then I used the overhead projector to show pictures of the brain—taken from Sally Shaywitz’s study conducted at Yale—to describe to Tyler’s classmates how some people’s brains are wired differently and that it has nothing to do with their intelligence. I showed them a few overheads of what the page can look like for dyslexics and explained why they struggle with reading and writing. I also talked about their gifts and how with the right kind of intervention, particularly reading intervention involving systematic phonics instruction, they can excel in many areas. Following the presentation, I could see that Tyler was pleased, and that was all that mattered to me. But what came after I didn’t really expect. I had a couple of mothers contact me later that week to tell me their kids had come home so excited by that presentation and what they had learned. One kid told his mom, “I will never make fun of kids again who struggle with reading.” Another kid, whose brother is dyslexic, said, “I get it now, Mom. I want to help Chad (his brother) in any way I can.” In these moments, I knew the power of what we had just done. The presentation took a total of 10 minutes, but it was life-changing for Tyler and his classroom experience for the rest of the year. My job is to make teachers aware and to train them in this Orton-Gillingham based program to help their students, but I had no idea how important it could be to educate the students on these issues.
Jennifer Springer knew the importance of raising awareness in students and, as a result, she wrote a children’s book titled My Friend Jade, about a nine year-old girl with special needs who is often misunderstood. At the end of the article, Springer said: “It was important for me to write this book because I feel like the most important aspect of my job is to be an advocate for my students. They mean the world to me and I want others to be able to see their wonderful qualities the way I do. I feel like this book is a step in that direction.”
I echo her feelings and urge all educators to take the gravity of this issue to heart. Spending a few minutes explaining to your class the struggles and gifts of those with learning disabilities, like dyslexia, can save those living with it from harmful, unnecessary teasing and bullying. It could be one of the most important teaching moments of your career.
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