Intermission

   There will be an intermission in the "Purple French Fries for Teachers" blog due to a change in geographical location.  In other words, I'm going out of town and not sure I'll have internet service.  I'll be back on the job the week of April 8th. Hope everyone has a good holiday and is ready to finish out the school year with gusto.  (or at least some renewed energy)  

Learning the art of negotiation

   According to Webster, to negotiate means: to try to reach an agreement or compromise by discussion with others.  In our current world, this is an extremely important skill.  Unfortunately, our politicians seem to have forgotten this definition and the importance of reaching agreements.   
   It's important to practice this skill as early as possible.  The ability to use discussions to try to get what you want in a non-violent way is  invaluable.  It can be used in social, educational and vocational situations.  Example:  students take a test and some earn grades lower than they expected.  As a teacher, I have observed students dealing with this in various ways.  Here are two scenarios I've witnessed.
   One student was visibly upset and asks to speak with me about this.  He demands that his grade be changed because he knows that his answers are correct.  When we review the test, he has difficulty explaining why his answers are accurate.   As he becomes frustrated, he accuses me of never liking him.  He tells me that I was out to "get him" from the beginning of the school year.  This is not a successful negotiation!
   Another student was also visibly upset and asks to speak with me.  He has calmed himself down and appears relaxed.  As we go over the test, he explains his answers referring to his study guide.  He has done a good job of explaining why he put down certain answers.  I agree to accept some of his answers and change his grade.  He has negotiated well, compromised and earned a higher grade.  
   The important aspect of this skill is realizing that you have to compromise.  You won't get everything that you want but you'll get more than you had before.  You both win.  Practicing these types of situations and strategies with students using role play can help them navigate life's situations successfully.  Using these strategies can help students gain a sense of confidence and accomplishment.  Maybe our politicians should go back to school and practice their role playing.  Definitely!!!

Brain exercises

   There seems to be a lot of emphasis on physical exercise and I think that's great.  Only lately have we heard about exercising our brains.  As us baby boomers advance in age, we're learning that doing things that stimulate our brains keep us mentally sharp.  As a teacher, I wanted to have my students learn strategies to be observant and aware of details. Here are a couple ways I tried to expand those mental connections.
   One of the ways we would "exercise", was by using various cards with shapes on them.  I would have 10 cards with increasingly complex shapes and difficulty.  We would have a sample to make sure everyone was aquainted with the activity.  The sample would have, maybe 2 dots and 3 wavy lines.  I would display it for 5 seconds and then take it away.  The students would have to draw the figure from memory.  After 1-2 minutes, I would disply the figure and they would judge if they copied it correctly.  Almost everyone was able to copy the sample.  
   The emphasis was on learning from your mistakes and participating in the activity.  Everyone that participated received something - stickers, extra points, a homework waiver - something.  Before that actual activity started, we would discuss various strategies to use.  Many kids tried to look at the shape, draw a little and look back.  We talked about how this wasn't the best method because you lost valuable observation time.  Looking at the whole shape and making connections with prior knowledge seemed to be a good method.  For instance, part of the shape might look like an animal or a number.  Using that connection brought better results than looking up and down.  It was very interesting which students were good at this task and was fun at the same time.
   I also used word find puzzles to get students thinking.  We discussed clues that might help find the words (double consonants, unusual letters or blends).  Again, some of the students who had academic issues, did very well with this activity.  Sometimes I would have one student give clues to another in order to find the words.  It was a great way to start  the day and get those thinking juices flowing.
   Besides helping the students to be more analytical, it also helped them with certain behaviors.  We talked a lot about dealing with frustration, how people learn differently and cooperating with each other.  If we had a few minutes at the end of a lesson, we could pull out these activities instead of losing precious learning time.
   I'm sure that all of you do certain things in your classrooms to stimulated and engage your students.  Why not share your ideas with each other?  One of these activities may be the one bright spot someone remembers from their school days.  Wouldn't that be great?

Taking lessons from Finland

   America is a great country.  There's no place I would rather live. However, when it comes to our educational system, we could use a little help.  We need to be able to learn from other countries how to improve our system.  In Finland, they seem to have it working well without testing the kids so often.  Take a look.

http://www.theatlantic.com/national/archive/2011/12/what-americans-keep-ignoring-about-finlands-school-success/250564/

 It makes a lot of sense.  Spread it around!!  Maybe our "leaders" will rethink their opinions on our educational system and how to evaluating it. 

Creative talking

   For students that don't feel good about school,creative writing can be a frightening experience.  Those kids may have some great ideas and may be able to express them verbally.  But, the idea of putting the ideas down on paper with correct mechanics and organization, is scary!  They may think, "What if it's wrong and someone sees it?"  Kids could be teased and, on social media ..... brutal!!
   Here's an idea that might get your student's creative juices flowing.  I would cut out pictures from magazines that I thought were interesting.  The picture might be a child shoveling snow or an older man playing the piano.  I would have a variety of people and places and then laminate them.  It should be something that you could build a story around. 
   Before I handed out the pictures, I would model how I wanted them to make up the stories.  I covered the 5 W's (who,what,where,what,why) and add some interesting vocabulary - voice.  I gave some back round, what's happening in the picture and what might happen in the future.  
   I would give the students the pictures and about 5 minutes to form some ideas for their stories.  They would come up in front of the class, show the picture and tell the story.  While someone was telling their story, all other pictures had to be turned over.  
   Some students had trouble getting started.  For them, I would ask them questions about the picture and, often, this would help the story get started.  Then there were students who really got into storytelling.  I had to help them wrap up the story because they could go on for awhile.  
   It's always an interesting experience for students and teachers.  You could tape the presentation and play it back to show various styles.  This hits that public speaking goal.  And, for students who have difficulty with the written word, this could be an opportunity to shine!

D.A.K. - Daily Acts of Kindness

   I don't think that there's enough kindness in the world. The definition of kindness being: n. 1. the quality of being friendly, generous and considerate; 2. a kind, considerate or helpful act.  I guess I'm on my soap box but I don't think that we're teaching our children the importance of being kind and polite.  Example: I had lunch with someone today who was having a  nasty morning and he was in a grumpy mood.  As we came out of the restaurant, someone held the door for him.  He said that his mood immediately improved because of this act.  I told him that the kindness topic was what I had planned to write about in my blog today.  It was a timely example.  We underestimate the power of kindness.
   I was also reminded of an insurance commercial on TV that showed people being kind to others.  This spread because someone saw someone else being kind and they would be inclined to do kind acts as well.  Wouldn't that be great??? Adults and students being kind to each other and their peers??? Schools would be better places to work and learn.  Behaviors can be contagious - positive and not so positive.  How do you think that trends get started?  I think we should start a kindness trend!
   What would happen if everyone did, at least, did one kind or positive act everyday?  It doesn't sound like something that would take a lot of effort.  Holding a door for someone, saying please or thank you or picking up a piece of paper for someone can change their day.  Besides the "kind act receiver" feeling good, the "kind act doer" feels pretty good too.  Like my experience today, it deflates that rotten bubble and may help you feel not so bad.
   Let's get that trend started.  In school, I used to call this "Acts of Random Kindness" but I like it being daily instead.  We could have DAKs that could be rewarded.  At the end of everyday, the last teacher that students have, could start a DAK log.  Students and adults could write down in 1 or more kind acts in a notebook.  Another one that could be decorated (those intelligences again) and, even, drawn in.  The idea is to think about how your actions can influence others in a positive way.  It doesn't take much to help someone and this could change their outlook.  Even if a student lies about the act, it will eventually get to them and they will be thinking about kindness and that's the idea.  This kindness thing could even become a habit.  It could sink into people's thoughts and we could help each other.  May be there would be less killings and people won't feel so isolated.  I may be optimistic but.... why not?

A parent's perspective

   How many times have we thought how wonderful it would be to have our student's parent involved in their child's education in a supportive way?  This blogger is child centered and teacher friendly with an informed, sensible voice.  
   Please check her out and consider her perspective and advocacy for her child.   Happy reading!!


http://theplainsatisfactions.wordpress.com/2013/03/10/on-the-long-drive-i-thought-of-this/

Intelligences

   For those of you who have never heard of Harold Gardner and his work, I think it's worth looking at.  He has researched the way we learn and has some fascinating results that may influence the way you deliver your direct instruction.  It disputes that old recipe of dump 25 kids in a class, add 1 teacher, a bunch of books and mix.  You don't always come out with the perfect academic cake!  
   Since I found this on the web and it explained it pretty well, I decided not to re-invent the wheel.  So here goes:

Howard Gardner of Harvard has identified seven distinct intelligences. This theory has emerged from recent cognitive research and "documents the extent to which students possess different kinds of minds and therefore learn, remember, perform, and understand in different ways," according to Gardner (1991). According to this theory, "we are all able to know the world through language, logical-mathematical analysis, spatial representation, musical thinking, the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves. Where individuals differ is in the strength of these intelligences - the so-called profile of intelligences -and in the ways in which such intelligences are invoked and combined to carry out different tasks, solve diverse problems, and progress in various domains." Gardner says that these differences "challenge an educational system that assumes that everyone can learn the same materials in the same way and that a uniform, universal measure suffices to test student learning. Indeed, as currently constituted, our educational system is heavily biased toward linguistic modes of instruction and assessment and, to a somewhat lesser degree, toward logical-quantitative modes as well." Gardner argues that "a contrasting set of assumptions is more likely to be educationally effective. Students learn in ways that are identifiably distinctive. The broad spectrum of students - and perhaps the society as a whole - would be better served if disciplines could be presented in a numbers of ways and learning could be assessed through a variety of means." The learning styles are as follows: Visual-Spatial - think in terms of physical space, as do architects and sailors. Very aware of their environments. They like to draw, do jigsaw puzzles, read maps, daydream. They can be taught through drawings, verbal and physical imagery. Tools include models, graphics, charts, photographs, drawings, 3-D modeling, video, videoconferencing, television, multimedia, texts with pictures/charts/graphs. Bodily-kinesthetic - use the body effectively, like a dancer or a surgeon. Keen sense of body awareness. They like movement, making things, touching. They communicate well through body language and be taught through physical activity, hands-on learning, acting out, role playing. Tools include equipment and real objects. Musical - show sensitivity to rhythm and sound. They love music, but they are also sensitive to sounds in their environments. They may study better with music in the background. They can be taught by turning lessons into lyrics, speaking rhythmically, tapping out time. Tools include musical instruments, music, radio, stereo, CD-ROM, multimedia. Interpersonal - understanding, interacting with others. These students learn through interaction. They have many friends, empathy for others, street smarts. They can be taught through group activities, seminars, dialogues. Tools include the telephone, audio conferencing, time and attention from the instructor, video conferencing, writing, computer conferencing, E-mail. Intrapersonal - understanding one's own interests, goals. These learners tend to shy away from others. They're in tune with their inner feelings; they have wisdom, intuition and motivation, as well as a strong will, confidence and opinions. They can be taught through independent study and introspection. Tools include books, creative materials, diaries, privacy and time. They are the most independent of the learners. Linguistic - using words effectively. These learners have highly developed auditory skills and often think in words. They like reading, playing word games, making up poetry or stories. They can be taught by encouraging them to say and see words, read books together. Tools include computers, games, multimedia, books, tape recorders, and lecture. Logical -Mathematical - reasoning, calculating. Think conceptually, abstractly and are able to see and explore patterns and relationships. They like to experiment, solve puzzles, ask cosmic questions. They can be taught through logic games, investigations, mysteries. They need to learn and form concepts before they can deal with details. At first, it may seem impossible to teach to all learning styles. However, as we move into using a mix of media or multimedia, it becomes easier. As we understand learning styles, it becomes apparent why multimedia appeals to learners and why a mix of media is more effective. It satisfies the many types of learning preferences that one person may embody or that a class embodies. A review of the literature shows that a variety of decisions must be made when choosing media that is appropriate to learning style. Visuals: Visual media help students acquire concrete concepts, such as object identification, spatial relationship, or motor skills where words alone are inefficient. Printed words: There is disagreement about audio's superiority to print for affective objectives; several models do not recommend verbal sound if it is not part of the task to be learned. Sound: A distinction is drawn between verbal sound and non-verbal sound such as music. Sound media are necessary to present a stimulus for recall or sound recognition. Audio narration is recommended for poor readers. Motion: Models force decisions among still, limited movement, and full movement visuals. Motion is used to depict human performance so that learners can copy the movement. Several models assert that motion may be unnecessary and provides decision aid questions based upon objectives. Visual media which portray motion are best to show psychomotor or cognitive domain expectations by showing the skill as a model against which students can measure their performance. Color: Decisions on color display are required if an object's color is relevant to what is being learned. Realia: Realia are tangible, real objects which are not models and are useful to teach motor and cognitive skills involving unfamiliar objects. Realia are appropriate for use with individuals or groups and may be situation based. Realia may be used to present information realistically but it may be equally important that the presentation corresponds with the way learner's represent information internally. Instructional Setting: Design should cover whether the materials are to be used in a home or instructional setting and consider the size what is to be learned. Print instruction should be delivered in an individualized mode which allows the learner to set the learning pace. The ability to provide corrective feedback for individual learners is important but any medium can provide corrective feedback by stating the correct answer to allow comparison of the two answers. Learner Characteristics: Most models consider learner characteristics as media may be differentially effective for different learners. Although research has had limited success in identifying the media most suitable for types of learners several models are based on this method. Reading ability: Pictures facilitate learning for poor readers who benefit more from speaking than from writing because they understand spoken words; self-directed good readers can control the pace; and print allows easier review. Categories of Learning Outcomes: Categories ranged from three to eleven and most include some or all of Gagne's (1977) learning categories; intellectual skills, verbal information, motor skills, attitudes, and cognitive strategies. Several models suggest a procedure which categorizes learning outcomes, plans instructional events to teach objectives, identifies the type of stimuli to present events, and media capable of presenting the stimuli. Events of Instruction: The external events which support internal learning processes are called events of instruction. The events of instruction are planned before selecting the media to present it. Performance: Many models discuss eliciting performance where the student practices the task which sets the stage for reinforcement. Several models indicate that the elicited performance should be categorized by type; overt, covert, motor, verbal, constructed, and select. Media should be selected which is best able to elicit these responses and the response frequency. One model advocates a behavioral approach so that media is chosen to elicit responses for practice. To provide feedback about the student's response, an interactive medium might be chosen, but any medium can provide feedback. Learner characteristics such as error proneness and anxiety should influence media selection. Testing which traditionally is accomplished through print, may be handled by electronic media. Media are better able to assess learners' visual skills than are print media and can be used to assess learner performance in realistic situations. from "The Distance Learning Technology Resource Guide," by Carla Lane    This pretty much sums it up.  He makes some interesting points that could be useful.  If you knew about these intelligences, it's interesting to look at them again.

W.O.W.

   WOW!  This is a term that indicates excitement, surprise and, usually something wonderful happening.  This WOW is a little different but I think that it turns out to be something wonderful as well.

   WOW is an acronym for "Word of the Week".  I've taken a little creative license here but WOW is so much better than WOTW (not very catchy).

   This is something I did with all levels of students.  Who doesn't need a little more vocabulary development?  This was one way of having an on going discussion of vocabulary words and ending up with a tangible item when the year was done.  The levels may change but the procedure is pretty much the same.

   Our team would choose words that we deemed to be in need of developing.  It certainly could be done by one teacher  but it's interesting to see how various functioning students would deal with the words.  

   To begin with, the students would find the word in a dictionary, hard copy or online.  The class would discuss all the various meanings and the teacher would steer them towards the one that was most useful.

   Next, the students would use a form (or graphic organizer) to record the meaning, part of speech and any other useful information.  For lower levels, this would be displayed so the students could copy it.  Also on that form, would be other information about the word such as a student developed sentence, a picture showing the meaning of the sentence and anything that might help to remember the word's meaning.  It's surprising how, even older students would get into drawing (love those intelligences).

   The last step would be to put the form into a folder or binder.  The cover could be decorated in some way - might be fun. Eventually, this would become a dictionary of all the words discussed throughout the year.  The word would also be displayed some where in the class and the students would try to use it as often as often as possible.  

   For secondary classes, this is a great way to get that "pesky" SAT vocabulary into your students heads.  It could also be used in many content areas.  They might think it would be fun and isn't that the best way to learn?  Just another tool to put in your basket.  If the public only knew how creative we were!!!

   

Do unto others as you would have them do unto you.

    The Golden Rule!  I've said it countless times to my students and my children.  
   Unfortunately, we all make thoughtless comments to each other - not always on purpose.  When you're busy doing something that you don't have enough time to do - POP!  Those hurtful words come right out of our mouths.  As with your impact on students, sometimes you know what you've done right away and sometimes it hits you later.  WHAM!
   I've also seen this happen when someone is angry and they take it out on someone else - displacement.  Something may have happened before work that upset you.  Also, the pressure from the educational system itself can make you frazzled (no kidding).  
   Teachers (or adults) aren't the only ones in this "nasty club".  Kids have interacted like this for years, learning it, often, by how they were treated.  But currently, it seems to be evolving (or snowballing) into bullying and words are becoming actions.  We can not accept this from our students or ourselves.
   Throughout my years of working in schools, I developed a saying which I hoped helped my students and my own children.  "People say mean things to others when they feel sad or mad about something else".   We never said anything mean when we were feeling good. Think about it.  As you think about things that you've said (and we all have), weren't you upset about something.  Maybe you were overworked, not able to pay the bills or had an argument with someone.   It happens!   Knowing that it happens helps us to try to stop it in the future. 
   Lastly, we have to remember that we're human and our personal lives will "seep" into our professional lives.  I believe that it's important to let our students see that we're human and we all make mistakes.  So, if you make one of those thoughtless comments, apologize.  It will diffuse their anger and they will respect you for it.  And, you will respect yourself!
      FYI:  Please feel free to give me feedback.  I'd like to hear what you think.  

Never underestimate the impact you have on your students!

   With all the responsibilities that teachers have, I think that we forget how much of an impact we have on our students.  Probably, the strongest impact is having the students observing our behavior - modeling.  Our behavior (besides their home) is teaching them how to interact with others.  Have you ever seen a young child copy what the parent says or does?  Sometimes it's not exactly what we want them to say or do.
   Whether you believe it or not, your students don't miss a thing when it comes to how their teachers act.  This may be an interaction with a student, another teacher or a parent.  They have ears like elephants!  You may even hear them repeating some of the things they hear you say.  Sometimes, when a student would ask me something, I would say," Just give me 2 minutes".  They would often count the minutes and  if it was longer than 2, they would let me know.  I would say, "I meant Ms. Demong's 2 minutes!"  Soon, when I asked them to do something, they often said, "Just give me 2 minutes".  
    A possible scenario:  a student may come to class sporadically.  One of the days they're in class, the teacher may ask them a question.  They don't know the answer and the teacher says, "Well, if you came to class more often, you would know the answer!"  Think about this.  Although it's true, if you don't feel good about coming to class regularly, is this comment going to encourage you to come more often?  Will the student think, "Oh yes, I see the error of my ways!  I will go to school everyday so I know all the answers!"  Or, will the student think, "Forget you!  I knew school wasn't for me!  I don't need to feel worse about myself!!!"My money is on the second statement.
   So why do we say those things?  It's that old fact - we're human!  We may be frustrated that the student doesn't want to come to class and hear our "words of wisdom".  I think that it's important not to say those comments.  But more important is to realize that you're doing this and then you can practice fixing that mistake.
   When the student thinks of you in the future, they will be happy that they were in your class.  Students are resilient and forgiving.  If you're responsible for your behavior, that may teach them to be responsible for theirs.  You could teach them that it's ok to be human, learn from your mistakes and correct them.  It may not be only what you taught them academically that they remember but also the kindness you showed them.  And I think that's pretty great!

You can find something positive about everyone.....really!

   I know that the title of this sounds a little "sappy".  Something positive, even about people you don't like?  I know that it's not easy but sometimes it can have a lasting impact.
   One of the activities I would do with my elementary students was the making of positive posters for everyone.  Each student would get a piece of paper with everyone's name on it.  Next to the name, there was a space for each student to write something positive about that person.  This brought up lots of discussions about how to do this when you didn't like that person.  
   The students had to think about each other without any negative feelings.  This was not easy to do!  Some comments related to nice handwriting or looking neat or doing well in Math.  Anything positive would do.  Next, I would have the students edit their work so the spelling was correct.  We would cut out the strips for everyone and they would glue their comments on construction paper.  The students would get their comment posters and take them home or put them up around the room.  This was physical proof that they had positive aspects to their personality. 
    Sometime after this, I read in a magazine that a high school class had done this activity.  They didn't make strips but had all the comments on one piece of paper.  A soldier in Viet Nam kept that paper in his pocket through out his time in the field to hold on to who he was.  What a powerful thing to read when all around you is falling apart!  
   We don't get a lot of positive feedback - any of us, including teachers.  Maybe this should be done on a staff development day to promote a more positive atmosphere in schools instead of one of blame and fear!  Something to think about.....