Friday, 18 August 2017

6 Activities I Use To Build Connections With Students At The Beginning Of The Year

The post 6 Activities I Use To Build Connections With Students At The Beginning Of The Year appeared first on TeachThought.

5 Ways to Help At Risk Children Succeed

Episode 130 with Basil Marin on the 10-Minute Teacher Podcast

From the Cool Cat Teacher Blog by Vicki Davis

Follow @coolcatteacher on Twitter

Today Basil Marin @basil_marin takes us on a journey to help at risk children with these five steps. From the inspiring books to the essential mindsets, Basil will help us reach at risk kids because he speaks from experience.

 Owl Eyes: The Must-Get FREE Web-App for Classical Literature Teachers [Today’s Sponsor]

Owl Eyes has hundreds of free ebooks — the Canterbury Tales, The Odyssey, and all of Shakespeare’s work. But Owl Eyes isn’t just an ebook reader. You can have a private ebook classroom and interact with your students inside their ebooks as they highlight, annotate, ask questions, and talk about the books they are reading inside their ebooks! Right now through August 31, 2017, they’re giving away 10 free 60-minute lesson plans for lit teachers – go to owleyes.org/teachers to sign up free and get your lesson plans now. Owl Eyes is a must-get for classical literature teachers.

Listen Now

Listen on iTunes

Below is a transcript modified for your reading pleasure. For information on the guests and items mentioned in this show, scroll down to the bottom of this post.

****

Transcript for Episode 130 

5 Ways to Help At Risk Children Succeed

Shownotes: www.coolcatteacher.com/e130
Transcribed by Kymberli Mulford
Friday, August 18, 2017

Download the PDF Transcript

1 – Believe in them

Vicki: Today we’re talking with Basil Marin @basil_marin about five ways to help at risk children succeed. What an important topic, Basil, and how do we start?

Basil: Right, so, thank you for having me here today. I think when we look at the five ways to help at risk kids – again, we must think about, “What is the best way to reach these kids?” These children grew up in different ways from you as a teacher, and they just need to know that you care. I love the quote, “Students don’t care how much you know until they know how much you care.” So, for me the five topics that I would like to cover today… first starting off with Belief. You know you have to believe in yourself, and also understand that other people are going to believe in you as well, and that will push you towards your destiny.

Vicki: We have a saying in our family, “You gotta believe to receive.” If you look at Hattie’s research, teacher expectations are right up there at the top of the list. Isn’t it hard, sometimes, though, to look at kids and adjust our belief about what we believe they can do? What are some things we should believe about them that can help us adjust that attitude?

Basil: Yes, absolutely. So, one of the first things is you have to understand that student’s interests. So sitting down and having a conversation with them about, you know, “What do you want to be when you grow up? What are some of your challenges? What are some of your areas that you’re really good at?” and just kind of learning the student first. You have to know where they are before you can take them to where they need to be. And so, just that belief, “I was also a struggling learner as well, we can work together.” That’s what really helped me in the classroom as a teacher, kind of bringing myself down from this pedestal, and saying, “Hey, I’m on the same level as you, and I just want to help you get to where you need to be successful.” So just having that belief and powerful, positive conversation.

2 – Build relationships

Vicki: What’s our second?

Basil: Alright. So the second is Relationships. Relationships are key, and again I think every educator should listen to the TED Talk by Rita Pierson. Relationships help form everything in the school, and then positive school culture and moving things forward.

Vicki: I say this all the time on the podcast, so all the listeners are probably tired of hearing it, but “You gotta relate before you can educate” don’t you?

Basil: There it is. That’s the main ingredient.

3 – Have a vision and set realistic goals

Vicki: OK, what’s our third?

Basil: Alright. So, the third is you must have a vision and set realistic goals. I think for me, you know, at a very young age I was always goal-oriented, and I knew where I wanted to go, and that just help me to propel through my career as an educator. We must then model that for our students and help them understand, “OK we want to get out of high school and then we want to graduate, and then are we going to go to a trade school or are we going to a college? What are your next steps?” But they also, the most important part is they have to be realistic.

Vicki: So, Basil, you know I’ve heard some educators say, “Well, THAT child, it’s not realistic for THAT child to go to college.” Now, is that what you mean by realistic, or what do you mean?”

Basil: When I say realistic, there’s kind of a different layer to it. We know if you’re a great teacher you will know your kids. So, for some kids we do understand that OK, them going to college might not be for them, so then that’s when you have to implore other ideas in terms of trade school, you know for our females they’re going to go to cosmetology school. You still have to give them a craft to be good at. And then some kids are your struggling learners like myself, to talk a little bit about my experience. I struggled in school, but I still had someone that believed in me. My goal was to go to college, I was a little hesitant, but they believed in me, and they helped me to get that extra cushion to get to college. So, you still have to go back to that first initial things I talked about, belief, and you have to believe in the kid and tell them, “You can do it, with the supports that are here, we can get you what you need.” So, it can go both ways, it can go both ways.

4- Grow as an educator through professional development

Vicki: OK, what’s our fourth?

Basil: The fourth one is professional development. I think it is very key to always be in a position of growth, always wanting to better yourself. You can do that by reading books, and I have three good books that I have read: From Good to Great from Jim Collins, Start With Why from Simon Sinek, and Mindset by Dr. Carol Dweck. Those books will help you as an educator to take yourself to the next level. Also going back to school, earning a higher degree, or listening to podcasts like this. This helps you to understand and to formulate your sense of what it takes to be a good educator.

Vicki: Yes, and you know, all professional development is personal. My strategy is innovate like a turtle. Two to three times a week I take 15 minutes and learn something new, and a lot of times it is through podcasting because I’m really, really busy. But we have to decide we’re going to do that. We can’t wait for somebody to schedule our PD for us.

Basil: (agrees)

5 – Find a solid mentor

Vicki: So, what’s the fifth?

Basil: The fifth one is find a solid mentor. I think this another one of those key things that really helped me to achieve my success at such a young age. You want to find someone that is where you want to be and just glean and take from them as much as you can. Just be around them, go to conferences with them, sit down and have personal conversation – either informal or formal – and just kind of pick their brain about how did they get to where they were. If they a great mentor, they want to teach you everything they can to help you to get to where you need to be.

Vicki: The old saying goes, “Don’t wait for somebody to take you under their wing. Find somebody amazing and climb up under it yourself,” (laughs)

Basil: There it is. (laughs) There it is.

Vicki: So, all of these things, you know, are about helping at risk kids, but what about the challenges emotionally on a teacher? Because you know, at risk kids – hurting people hurt people – and sometimes it can be emotionally challenging for a teacher to work with kids who are at risk.

Basil: So, again part of that goes back to that personal development, so listening to podcasts like this would give you certain strategies to help these at risk students. Again, I think it all comes back to — you have to start with your “Why” as an educator. Why did you get into education in the first place? And the things i, for our student achievement, student development. So, those students who are in the rougher places and have more turmoil or emotional things they have to go through, that just means you have to develop a stronger relationship with that student and get to know the deep crevices of who they are so that you can bring them up out of those situations to help them to reach the general curriculum and to be successful academically.

Sometimes it just means that you have to hear that student out and practice active listening when they come in the door. They might tell you about what happened at home or what happened over the weekend. You just being a listening ear and building that relationship will help you be successful as a teacher.

Understanding the kids, I believe is the first step. I think the second step is that you have to model for those kids what it means to be a good person. You might be the first positive person they’ve seen and they want to be like and they want to emulate, but you have to show them how to do that. And then I think again, that going back to that belief and saying, “This is where you started from, this is where your mom and dad have come from, but you can pull yourself out of that and change your trajectory, change your future.”

But as we talked about earlier in the podcast, (saying) “That’s up to you, and you have to want to be that agent of change for yourself. But I’m here to help you as your teacher and as an educator in this room.”

Vicki: OK Basil, as we finish up, you say something in your work, “Failure is not a dead end.” Give us a 30-second pep talk as teachers about how failure can’t be a dead end for us or our students.

Basil: Yeah, so I think failure is just an opportunity to look at the situation again and do it again more brilliantly. And so as educators we have to understand that it is our job to reach all of our students in the classroom. So if a student is not getting what you’re teaching, again, you need to think about a different way to reteach that lesson, a different way to get it to the student. I want you all to understand that I am a product of a great teacher understanding that I needed some extra support and help, and they were able to help me to understand that, you know, “We’ll get this a different way. You’re not slow. You’re not dumb. I just need to teach to where you are.” So I want all educators to understand that all students are reachable. It takes time, patience, and relationships. If you’re able to do that, you’ll be able to reach those at risk kids, and one day the at risk kid will come back to you and say, “Mr. So-and-so, or Ms. So-and-so, thank you so much for what you did for me. Now I am, you know, the vice president of this company, I’m in college, I’m doing certain things.” And I had the pleasure to do that with my teacher in ninth grade. I was able to call her up the last week and say, “I’m a new assistant principal.” That was a product of what she did for me way back in ninth grade.

Vicki: I love it that you went back and you thanked her. That is remarkable. I think we as teachers need to go back and thank our previous teachers. I was actually just mentioned in a Georgia Tech magazine talking about my favorite professor, who’s now in his nineties, and you know just having that relationship and going back and saying, “Thank you for what you did!” That’s the kind of currency that we need to pay each other as teachers, because we are transformed when we have amazing teachers. And we transform kids every day!

Basil: (Agrees.) And that’s what we do again. That should be our mission and vision. Again, students are going to come to you and say, “I can’t do this.” As an educator, it is your job to say, “Hey, let’s remove that apostrophe, let’s remove that “t”. Let’s make it “I can.” That’s what you do as an educator. You help the student see it in a different way and have belief in them and let them know that anything’s possible through hard work and determination.

Full Bio As Submitted


Basil MarinBasil Marin

Basil Marin earned his Bachelor of Science (B.S.) in Business Administration from Eastern Mennonite University and Master of Arts in Teaching (M.A.T.) in Special Education from Liberty University. He recently completed the Education Specialist (Ed.S.) degree in Educational Leadership from Old Dominion University before joining the Ph.D. Educational Leadership Cohort 3. He is pleased to announce that he will be transitioning into a high school assistant principal role within Portsmouth Public Schools for the 2017-2018 academic year.

Basil is a humble and down to earth individual who is passionate about creating opportunities for all students to succeed educationally. He has a strong desire to work with at-risk youth. He firmly believes these students are our future and he is willing to provide the necessary support to see all students succeed. These students are regular human beings just like anyone else; however, these students have lower academic skill sets or untamed frustrations that often disrupt their learning process. He feels that God has given him the passion to work with at-risk youth and to show them that through education anything is possible.

Disclosure of Material Connection: This is a “sponsored podcast episode.” The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising.)

The post 5 Ways to Help At Risk Children Succeed appeared first on Cool Cat Teacher Blog by Vicki Davis @coolcatteacher helping educators be excellent every day. Meow!

Thursday, 17 August 2017

You Can Now License TeachThought Content

The post You Can Now License TeachThought Content appeared first on TeachThought.

TeachThought Podcast Ep. 82 Navigating The Ever-Changing Landscape Of #Edtech

The post TeachThought Podcast Ep. 82 Navigating The Ever-Changing Landscape Of #Edtech appeared first on TeachThought.

5 Ways to Reach Even Resistant Writers with Writer’s Workshop

Episode 129 with Angela Stockman on the 10-minute Teacher Podcast

From the Cool Cat Teacher Blog by Vicki Davis

Follow @coolcatteacher on Twitter

Today Angela Stockman @AngelaStockman gives our writing workshop a makeover. The author of Make Writing, Angela is passionate about creating writing workshop experiences that are relevant to today’s learners and accessible to even the most resistant writers.

angela stockman resistant writers

 Owl Eyes: The Must-Get FREE Web-App for Classical Literature Teachers

Owl Eyes has hundreds of free ebooks — the Canterbury Tales, The Odyssey, and all of Shakespeare’s work. But Owl Eyes isn’t just an ebook reader. You can have a private ebook classroom and interact with your students inside their ebooks as they highlight, annotate, ask questions, and talk about the books they are reading inside their ebooks! Right now through August 31, 2017, they’re giving away 10 free 60-minute lesson plans for lit teachers – go to owleyes.org/teachers to sign up free and get your lesson plans now. Owl Eyes is a must-get for classical literature teachers.

Listen Now

Listen on iTunes

Below is a transcript modified for your reading pleasure. For information on the guests and items mentioned in this show, scroll down to the bottom of this post.

Enter the Giveaway Contest for This Episode

Make Writing by Angela Stockman giveaway contest

****

Transcript for Episode 129 

5 Ways to Reach Even Resistant Writers with Writer’s Workshop

Shownotes:www.coolcatteacher.com/e129
Download the transcript:
Thursday, August 17, 2017

Transcribed by Kymberli Mulford

@AngelaStockman

Idea #1: Expand Your Definition of Writing

Vicki: Oh, teachers are getting so excited and geared up, and today with us we have Angela Stockman, and we’re going to talk about five ideas to amp up writing for the new year. Now we’re also going to do a giveaway of her book, Make Writing: Five Teaching Strategies That Turn Writer’s Workshop Into a Maker Space, where she has five more ideas. Angela, what is your first idea for amping up writing for this new school year?

Angela: I think one of the things we can do to get kids excited about writing, you know, especially to engage kids who resist it, is to start redefining what we mean by writing. I believe very strongly that words are way too important to be confined by print, and that if we can get kids involved in building and in using modalities other than print to communicate stories and to share their opinions and to even construct poems, you’re going to be able to engage quite a number of kids in the process who tend to tell us that they hate it. It also helps kids who love writing conceptualize the things that they’re writing about in a very different way, and it leads to better details.

Vicki: Do you mean they can voice dictate, or do you mean that they can do audio as writing?

Angela: I mean that they can build things and call that writing. So instead of dictating or audio recording a description of a character, I would like them to build their character using loose parts and materials. I’d like them to “make” that character. Once they make it, they’re often able to use their words to describe it either orally or in print. Sometimes kids will label different parts of the objects that they built and their creations, and it helps them come up with better words. But if I’m walking around the room as a writing teacher, and I want to know if kids are able to create a really complex character, sometimes putting building materials in their hands and loose parts enables them to conceptualize and create that character far better than beginning with words or beginning with print. The fact is that we often see things in images and in dimension before we are able to conceptualize the words that we want to use. So I like to go there first.

Vicki: And our bodily kinesthetic learners and a lot of our ADD kids are really going to thrive with that approach.

Angela: They’re out of their seat!

Idea #2: Coach students to treat text like “loose parts”

Vicki: OK, what’s the second?

Angela: I think it’s really cool to coach kids once they start using words to treat text like loose parts. I believe in writing bit by bit, and so if we’re starting from the ground up with a text that they’re creating on their own, if you understand what the components of a story are. If we’re writing a story where somebody wants something but there’s a problem, so they try to intervene and correct that problem, and then there’s a solution, that’s five parts to a story. If kids can write those parts on index cards instead of on a single draft of paper or on the screen, they can start to mix, remix, and brainstorm different possibilities for each part, one small bit at a time. So when we treat text itself like it’s movable and mixable, that’s really engaging for kids. It’s also more manageable when we try to give feedback and have kids revise, because they’re not looking at redoing the entire piece, they’re able to revise just around the small bit that we’re giving them the feedback around. When we have students cut them apart, physically, so that we can isolate the pieces that we want to look at, it drops the noise around the text as a whole. We’re only zeroing in on that small piece. We also can mix and remix mentor text. It makes working with writing a far more experimental and creative process, but it also – when we shrink things down to their smallest bits – we’re able to engage with kids who struggle the most in a way that is least overwhelming for them. So I like treating text like loose parts, too.

Vicki: I love that because, you know, so often when I teach kids, I’ll give them some revisions for a paragraph, and because I teach in a computer lab, I can watch them edit. I can’t tell you how many kids will just erase the whole paragraph. And I’m like, “Nooooo, just move this one here and move this one there.” So many of them don’t realize that once they’ve drafted, they can move things around to really make it a better piece.

Angela: Yeah, I think that if we can make that a very physical experience, at least for some kids, they really make the connection even when they return to the screen. And I think it’s important to say these ideas aren’t things that we have to impose on kids, they’re just ideas that you might want to try with kids who prefer not to sit, or not to write on paper or a screen. Some kids thrive there, and I think you should leave them there, if that’s where they do best.

#3: Find evidence of learning while on our feet

Vicki: Great! What’s number three?

Angela: Number three is to stop relying our gradebooks so much and to start scooping up evidence of learning, on our feet while we’re teaching kids. There are so many opportunities with our cellphones in hand to take pictures, to audio record, to apps like Seesaw, to be able to use different kinds of evidence of learning to determine how close kids are getting to the targets that we’re helping them to reach. So instead of seeing data as numbers and something that we calculate off of things like tests or even final drafts of writing. Instead they have a target in mind. I want to know if my students are able to write a really forceful claim. Audio record them when you’re conferencing with them. Take photographs over their shoulders of their drafts in progress. Let them share their brainstorming with you, and capture images of that. Use that to determine how close you’re getting to your target. It saves a ton of time. People are not hauling tons of papers home and consuming their whole weekends with full drafts. If you assess along the way, in this way, on your feet, by the time kids turn in those final copies, the quality is that much better because you provided bits of feedback along the way.

#4: Make sure students are writing in a way that makes a difference

Vicki: I love that. Assess on your feet, not at midnight on your weekend. OK, what’s number four?

Angela: Making sure that kids are writing in real ways that make a real difference. This is especially true for primary teachers who often struggle to kind of conceptualize how kids who are that young might actually find real audiences. Thinking about the ways that a kindergartener or a first grader might actually make a contribution to a real audience, as well as our middle school and high school students. These are really important things. One of the most inspired things that I saw once was… we had first graders in a classroom that I coached in. Heather Becka in Lockport, New York, worked with her friend Molly Kelly, who’s a first grade teacher. Heather was bringing in chicks and they were going to be hatching. And she had the first graders from the previous year skype into the classroom and share informational pieces with the kindergarten students about what they could expect and how to take care of those chicks, based on their experiences the previous year. There are lots of opportunities for kindergarteners to write to local leaders and make recommendations about the state of their playground in the community, or to be able to make requests to the principal about the speakers that should be brought into the school. If you’re going to have a visiting author, it’s a great way to do persuasive writing with kindergarteners around the authors that they would like to see that PTAs bring into school, too. Be really creative but genuine about authentic writing for kids. I think is huge.

#5: Move from Celebration to Exhibition

Vicki: And we know authentic audience improves writing. What’s our fifth?

Angela: The fifth is to think a little bit about exhibition instead of just celebrating writing. We do a lot of this, particularly in elementary schools, where we have kids celebrate the writing that they’ve accomplished. I think it’s also really important on an almost daily basis, inside of writing workshops especially, to pay attention to what kids are doing that we didn’t expect them to do that is really cool. Then illuminating that for the rest of the class. So, if we’re in a sixth grade classroom or a fifth grade classroom or even in a high school classroom, and kids are starting to use dialogue in a way that’s pretty different from how other kids might use it. They’re doing something sophisticated or even trying, in kindergarten, I think it makes sense, at the end of the class period, not just to celebrate the effort of writing or what was produced but to put that kid up in the front of the room and say, “Teach the rest of the class what you were doing today so that we can learn from you.” Exhibition is a little bit different from celebration in that it showcases the learning, the strategy, so that other kids cans scoop it up and use it in their own writing. I think that’s incredibly important.

Vicki: Teachers, we have so many remarkable ideas to really take writing to the next level. I challenge you. How is your writing workshop going to be different? How are you going to engage all of your learners? How are you going to have them write on their feet and you assess on your feet? Angela’s given us so many great challenges.

Check out the show notes for the book giveaway, Make Writing: Five Teaching Strategies That Turn Writer’s Workshop Into a Maker Space.

So many great ideas! Thank you, Angela!

Full Bio As Submitted


Angela Stockman

Angela Stockman facilitates professional learning experiences for K-12 literacy teachers within and beyond her home state of New York. The author of Make Writing, Angela is passionate about creating writing workshop experiences that are relevant to today’s learners and accessible to even the most resistant writers.

The post 5 Ways to Reach Even Resistant Writers with Writer’s Workshop appeared first on Cool Cat Teacher Blog by Vicki Davis @coolcatteacher helping educators be excellent every day. Meow!