19 Matching Annotations
  1. Feb 2018
    1. y. Not only did Jennifer struggle with keeping students in her class and out of in-school suspension, but she also had to deal with constant interruptions. By December, the students' instructional time had

      I can't imagine being a teacher and trying to create a community in such a broken classroom. I think this would also be hard on the students who were not removed from the original class.

    2. found that these students really struggled with maintaining a positive discursive environment. For example, many of their language practices dom inated discussion groups, such as giving orders, using insults, and disagreeing.

      I think it is so hard for these students to act any differently because even though they are in school during the day, once they leave school they are in rough neighborhoods where they can't escape the bad ways to act. These kids have also grown up around this violence and meanness towards one another. Outside of school many of them may not have examples of how to treat other people fairly.

    3. s part of a writing activity for fifth graders, I asked the stu dents to write a description of their community. Dale responded, "It is a dirty neighborhood, there was a shooting in my backyard. There is a store on the cor ner that got robbed two times." Kelly echoed, "It's dirty with too much drugs. There are bad kids, aban doned buildings; it stinks like fish, people getting killed and stray cats."

      As a teacher who teaches in a community like this it is important to be there for your students. If they are living in such a place like this, creating a safe welcoming environment in the class room is something that can really help change their attitudes about school.

    4. d the re search that collaboration and group work can lead to positive conseque

      Although children can get silly when working in groups i think group work is a great idea. This allows them to take a break from sitting at their desk and working independently, while creating a learning environment. Using guided reading sheets might be the best thing to help children stay on task. Also if a class gets too silly with group work the teacher should warn them that if they cannot work nicely together they will go back to independent work. This may help the children to work better.

    1. ncour age using written conversations to talk about books of interest. This format provides for regular feedback to students and establishes an audit trail for student progress.

      I think its important for children to have a trail of their progress in school. Although not everything can be done on paper, by having some different pieces of school work the student, teacher and parent can all look back and reflect on everything that was learned and how the child grew as a student.

    2. tudents should take responsibility for filling in the blanks in the state-of-the-class chart. From this practice, children develop a sense that responsibility comes along with op portunity. This simple record keeping process provides teachers with a daily audit trail of student activity and requires minimal te

      The idea of students having to fill in their own charts is a great idea. Not only does it instill responsibility like the paragraph suggests, but it also teaches students that they are the ones who determine the outcome of their work. If they were to not fill out the chart they would have nothing to show the teacher and the teacher would have nothing to grade for them.

    3. ni-lessons allow teachers to ful fill local curriculum mandates regarding stu dent performance objectives a

      By teachers using mini lessons the students learning strategies can be much broader than doing a standardized lesson or test. Teachers can incorporate outside things to engage the students more, they can also change the level depending on their students. This will provide a comfortable working and learning space for all students.

  2. Feb 2016
    1. iterature response logs are regular records, usually daily, that children keep as running diaries of their read ing. Third, they may update their reading re cords.

      This is a lesson in responsibility as the students update their reading logs after each SSR and of course adds the writing component to independent reading. Students can be proud of their reading logs and it will help them during sharing time as well. Also this instills a sense of ownership for students as it is their reading log about the books they chose which differs from their classmates.

    2. o offset this state of emotional neutrality in classrooms, teachers must thoughtfully re consider how reading instruction may be reor ganized to rekindle a sense of joy and ownershi

      Yes! This sense of joy and ownership connected to literature is intended to create interest in literature that will last. Students would hopefully be proud of the book they read and as they grow up, be proud of books they own and can recommend to others. I know this is true for me.

    3. he only problem associated with this second block of sharing time is stopping. Sticking to the 10-minute time limit is often very difficult because children sincerely enjoy this time for sharing their ideas, work, and discoverie

      The fact that kids are enjoying the sharing time and what they have to share, is incredible! It shows that allowing students to choose their literature can create an extremely engaged population of students.

    4. r. Sheets also notes that mini-lessons force him to be concise in his demonstrations of skills in real reading situations.

      When Mr. Sheets is forced to be concise it can be very beneficial for the students. Since he has to be short and to the point the children are given the information right away and not given too much all at once to take in.

    5. ome teachers like to act in the role of "recorder" for the group or "wait in silence."

      I like the idea of the teacher as the "recorder" for the group. This allows for the kids to all stay engaged in what everyone is talking, while you get to write down what everyone is saying so you can reflect on it later.

    6. elf-selected reading. During SSR stu dents may become involved in one or more ac tivities (see Figure 1). To begin the workshop, students and teachers spend 10 minutes en gaged in free reading of a book they have cho sen for recreational reading or they may be reading goal pages established in their litera ture response group.

      I like that kids are able to read books of their choice so that they are more engaged. It will help keep them more interested in reading and help with their reading skills.

    1. turn on a CD of classical background music.

      Yes! Classical music has been proven to increase brain activity in children and adults. It also will help children focus in on their individual papers and keep interrupting behaviors to a minimum

    2. hen the timer bell sounds, the chil dren begin to write their entries on the lines provided below the spaces where they drew their illustrations. A

      Timed writing is an important skill to teach even in younger grades because in a few years students will be taking timed standardized tests.

    3. riting complete sentences writing sentences that ask a question

      These are two very important skills that kids should learn at a young age. I think it is great that the kids learn these things so they can better develop their writing from an early age. Complete sentences will also help them in oral language as well.

    4. Each child draws an illustration about the new or ongoing topic he or she has selected to write about. Children may talk with peers or with me about their topics or drawings.

      Being able to illustrate and visually represent an idea is very important for all students. This skill touches on fine motor skills, visual processing and conceptual thought. Very important part of the lesson and an effective check for understanding.

    5. any op portunities for connecting reading de coding skills with writing occur during these sessions.

      decoding skills for children are so important especially at a young age. If they can "learn to read" earlier then later on they will be "reading to learn" a lot more.

    6. ost of my direct writing instruc tion takes place during these brief ses sions, which may last up to 15 minutes.

      Personally I learn better from direct instructions rather than a big long lesson where some information may be lost. This is a good idea to have these mini lessons, as they are very beneficial to the kids.