Classroom Management

To me, Classroom Management is different than Discipline.  Classroom management is good management  by the way of procedures and routines that are established first thing in the year by the teacher, and consistently used throughout the year.  I feel that if you have good classroom management then you will have less behavioral issues...notice I didn't say no behavior issues but less.

Model and Practice are biggies for me!  I spend the first few weeks teaching/modeling the procedures and having the students practice them over and over.  This way it becomes routine, and everyone knows what is expected of them.  I also spend a lot of time on community building, through books and activities.  This sets the tone for the year. 

Here are a few books that I use.  I haven't used Lester's new book, Three Hens and a Peacock, but plan to this coming year!   

Our school has a high rate of transient students.  So, I choose two or three {I recommend 3} to "welcome" new students to our school, and help them with procedures and routines.  I choose responsible students that have been most successful at modeling our procedures.  This year since I'm doing a cowboy/western theme, I'm calling them "The Welcome Wagon".  I will work extra with these students to prepare them to help new students that come to our classroom.  They love doing this and are successful at it...but I've always taught 3rd grade.  I will be teaching 2nd graders next year, so we'll have to see if they can handle this!

Ok, so you all know what a proponent of WHOLE BRAIN TEACHING I am!  I feel that this is a biggy in my classroom management.  Students are so interactive in the lessons, that they are on task, doing what they should!  They especially love the "Class-Yes", "Teach-Ok" and "Practice-I Got This".  I walk around during the time they are teaching their partner, so I can see who might need a little extra help, someone that might state what I did in more "kid-friendly" terms, and to assure that all students are on task.

A clip chart will be new to me this next year {I've never used it with my 3rd graders}.  Some might consider this more for "discipline" but I think it's classroom management too in the fact that the clip can change as student's behaviors change.  I like that!

So, what kinds of things do you use for classroom management?  I'd love to hear all about them!

You will also want to check out this linky party at Teaching In Room 6.

  

10 Effective Principles/Strategies

I am so excited to see several of my readers interested in brain-based learning.  Some are even attending workshops and seminars this summer on this very subject.  I am eager to hear all about their trainings!
Please remember, I am in no way an expert on this subject.  This topic is just something that I have done some research on, implemented in my classroom, and have a passion for.  

All good educators want the best for their students, want them to be on task and involved in their learning, and have some enthusiasm about their own education.  I know I do.  However, on task and involved, doesn't necessarily mean sitting hands folded on their desk staring at the teacher.  How about "Susie Q" who sits on the front row, sits still, and looks straight ahead, however her mind is wandering off into space.  She "looks" like she is listening...but was she really???  How about "Little Johnny" that seems to be "out there" somewhere, that is fidgeting or making some sort of movements...so you decide to call on  him, and not only does he have the correct answer, but he can tell you everything you just said!?!  

First, let's pose the question...What is brain-based learning?  Basically it is strategies that engage the learner in the way that our brain works.  Just like anything else, you have your skeptics.  You might wonder if this is reputable.  In what research I have done, I found that Harvard University has a master's and doctoral degree in this field.  Eric Jensen is one of the "big names" that you will find when searching this topic.  He states that there are "macro strategies" and "micro strategies".  Micro strategies are very situation specific.  An example that he gives for a "micro strategy" is to give only one direction at a time so the brain can process the location, the action, and the qualities of the action.  The ten strategies that he has presented are "micro strategies" that he calls the "biggies" that reap huge rewards.  So, let's look at those now, which I will basically summarize, and add "my two cents", as well.

1.  Physical Activity:  Not one do children need physical education and recess, but classroom movement, as well.  Offer a variety of physical activities at the beginning of school.  Then, offer choice.  There are many ways that I get my kids moving DURING my lessons, but I'll do another post about that.
2.  Grouping:  Establish targeted, planned, diverse social groupings with mentoring, teams, and buddy systems for the most part.  Random social groupings shouldn't be offered more than 10-20 % of the day.  I group my students in teams.  I make sure that my resource students have a stronger student in their group, as well as, students with good behavior as role models for those with poor behavior skills.
3.  Our Brain:  The brain changes every day.  In fact, students' brains are changing as the attend school.  This is huge to me...we have the power to influence those little brains through thinking-skills, reading, arts...
4.  Stress:  Chronic stress is not only an issue for teachers, but for students as well!  We need to teach our students better coping skills and increase student perception of choice.  When they have a better sense of control over their life, the stress lowers.  
5.  Differentiation:  Well, most of us do that anyway.  However, Eric Jensen, says that making differences should be the rule, not the exception.  He strongly emphasizes that 90% of human brains are atypical, damaged, or in some way not healthy.  WOW!  That's kinda hard for me to grasp.  Anyway, we should celebrate diversity!
Ok...we are halfway through Eric Jensen's 10 principles/strategies.  Are you still with me?  lol  

I think it's time for a Brain Break!

Stand up.  Let's do toe touches.  Here's how we will do it...you will cross your right hand over and touch your left toes, then cross your left hand over and touch your right toes.  Each time you touch your left toes, you count the number, and when you touch your right toes, you will say in order the first five principles/strategies we just learned.  Ok?  Here we go...

Touch your left toes:  say "1"

Touch your right toes: say "Physical Activity"

Touch your left toes:  say "2"

Touch your right toes: say "Grouping" 

Touch your left toes:  say "3"

Touch your right toes: say "Our Brain"

Touch your left toes:  say "4"

Touch your right toes: say "Stress"

Touch your left toes:  say "5"

Touch your right toes: say "Differentiation"

GOOD JOB!  Give yourself a hug!

 I hope you are ready to move on because I REALLY believe in this next one, and have seen it in my classroom!
6.  Chunks:  Teach in smaller "chunks".  Too much content taught in a small amount of time can't be processed...so they don't learn.  If there isn't much prior knowledge of the subject being taught and it is complex content, then the chunk of time needs to be shorter.  However, the greater prior knowledge they have and the less complex it is, the chunks can be longer.  **I will be doing a post on this in much more detail and share things that I do in my classroom for this, so be watching for that in a post SOON!**   
7.  The Arts: The role that "arts" play in schools.  Certain arts boost attention, working memory, and visual spatial skills.  Dance, theater, and drama boost social skills, empathy, timing, patience, and verbal memory.  I believe in this wholeheartedly!  I feel that art and music are SO important in our schools!  I also agree when he says that they need more than just one of those classes each week.  We can incorporate those into many of our lessons in our own classrooms.
8.  Emotions:  Many kids aren't taught some of the emotions [that aren't already built in] at home.  We need to teach kids patience, attention, empathy, cooperation, honor, forgiveness!
9.  Disorders:  Brain-based disorders is number nine.  Jensen states that all teachers [not just special ed] learn the latest in dealing with brain-based disorders such as Asperger's, dyslexia, autism, and learning delays.
10.  Memory:  Teachers should review content halfway between the original learning and the test.  Jensen's example is if the content is taught on Monday and will be tested on Friday, the review should be on Wednesday, not Thursday, like many teachers [previously including me] do.  Also, it is thought to be more beneficial to review a previous lesson at the end of your present lesson, not before it.

Ok.  So there you have it...Eric Jensen's ten principles/strategies  I'd love to hear your thoughts on these.  Many of them make great sense to me, and some of them I have had great success with in my own classroom.
In my next post, I'll address "chunk teaching" as in number 6! 

It's A No-Brainer

If you've been coming here a while, you probably know what a proponent of WHOLE-BRAIN LEARNING I am!  I love it, my kiddos love it, and I hope you will love it too!
Have you ever heard "If you are good at Math, you are 'left-brained', and if you are good at Creative Writing and Art, you are 'right-brained' "?  Nobody is "just" right-brained or "just" left-brained.  However, most people do have a dominant side.
But there's another "however"...However, learning to read and write, doing math, creating art...really, doing anything well...requires using BOTH sides of the brain!  To problem solve and to think clearly requires using BOTH sides of the brain!
Researchers have recently discovered that whole brain learning [or brain based learning] is an excellent strategy, that is both efficient and effective for our kiddos to learn *anything* easily without struggling!
So, you are probably wondering how this works.  Right?  Think about your body...and straight down the middle of your body is the "mid-line".  Every time you move across that mid-line you are improving thinking...problem solving...learning.  So when you move your right arm over the mid-line to your left side...you are using whole brain learning.  When you move your left arm over the mid-line to the right side...you are using brain-based learning!  Easy, right?  
So...Give yourself a a big hug!Cross your legs and do "scissors" when you are jumping or doing jumping jacks.Do the "hula", moving your arms across the mid-line to the other side.
Tell your kiddos that there is ONE AND ONLY ONE RULE:  They must move their right hand across the mid-line to the left side, or vice versa.  Then let them get creative in coming up with ways to do that.
Moving is not the only way to use whole-brain learning.  I'm going to share some posts on more Brain-Based Learning!  I'll share 10 effective strategies for whole-brain learning, some "brain breaks", and many ideas to use in your classroom...which will hopefully become a "brain-based learning classroom". 

Now, let me introduce my new little character, Brainy!  You will see him on my blog in the coming days.   So be sure to check back for that!
When you see what brain-based learning is all about, you will probably think "this is a no-brainer" too!
Brainy Blessings,*Disclaimer*  I am in no way claiming to be an expert on this subject.  This is merely my thoughts and opinions on the subject from what I have read about brain-based  learning and my experience with brain-based learning in my classroom...nothing else.   

Get Energized!

Tomorrow afternoon is our Take 10 Training.

I believe in brain-based learning, so I am soooooo excited!

Can't wait to share what I learn!

Chatterbox Smiles,

Graphics by Teacher's Chatterbox

Whole Brain Teaching and FREEBIE!

I attended a workshop a couple of years ago.  This workshop led by Dr. Marsha Tate was like no other that I've ever attended...and I've attended a lot!

Going into the workshop, I wasn't quite sure what "Worksheets Don't Grow Dendrites" even meant!  I thought how boring this would be.  WRONG!  The energy in the room full of teachers was incredible!  When I left the workshop, I was pumped up so much!  I couldn't wait to get started on my "whole brain" classroom!  While several things that were "key", I already had in place for years, there were some I didn't. I have always been a huge proponent of grouping student desks!  That is very important in the whole brain classroom.  Also, having no feeling of threat has always been a HUGE, GIGANTIC deal in my classroom.  I tell my kiddos that no one has the right to make them feel bad about themselves or the right to keep you from learning!  I start first thing every year establishing a "classroom community"!  I reinforce this all year long.  This is a MUST in the whole brain classroom.

Some things that I have learned are:

  An attention getter such as...

teacher:  "Class"

students:  "Yes"

teacher:  "Classity Class"

students:  "Yessity Yes"

is important.

However you say "class" {in a growly voice, class-class-class, squeaky voice, etc.} students respond with "yes" in the same voice.

Also, when you have something really BIG or IMPORTANT, give the signal...

teacher:  "Hands and Eyes!"

Students will put hands in lap and focus on or almost stare at the teacher.

Teaching in chunks is of the utmost importance.  Once you have taught your students a chunk, then you clap and say "Teach" and they clap and say "Ok".  They turn to their partner and teach what you have just taught.  You do the "class-yes" to get their attention back.  

Gestures are important too.  When having students read a passage to their partner, for example, they will read dramatically and use hand gestures.  When they are teaching their part as previously mentioned, they will use hand gestures when they teach.  This helps them to remember what they are teaching.

Movement is very important.  One activity that Dr. Tate had us participate in was "appointments".  In a huge room of teachers, we had to go find two people that  you weren't sitting with.  You had to ask for an "appointment"...one person for a morning appointment, and one for an afternoon one.  Once you got your two appointments, you return to your seat.  Then sometime in the morning she would stop what she was doing and say, "It's time for your morning appointment.  You need to find out.."insert whatever here" from the person you meet with.  Then in the afternoon, this would take place with your afternoon appointment just as the morning one, with the exception of the task with this person was a different one.

An example is to have them teach something in particular from Math that day.  Once they got the answer, they were to return to their seats.  This got them up and active but with a meaningful task to teach something to someone else.  This helps them to better understand what was taught, as well as, helping the person they are meeting with.

I found another site that is really good at teaching teachers how to teach in a whole brain classroom.  You may want to check it out here.  There are some great classroom videos on this site!

And, I 'm going to leave you with this...It's a freebie of my "appointment cards".  I have added a text box for each appointment in case you want them to find an answer to something at their appointment and write it down.  

You can find it here.  Hope you can use it!

Until we chat again...

Happy Teaching,