maria duranI would like to get a copy or nelsons book. Im a montessori intern and I would love to have it. On 6/23/12, maureen wrote: >> >> On 6/10/12, lostsubteacher wrote: >>> During student teaching, I was not introduced to my >>> cooperating teacher's classroom management plan, and I have >>> not been successful esta...See MoreI would like to get a copy or nelsons book. Im a montessori intern and I would love to have it. On 6/23/12, maureen wrote: >> >> On 6/10/12, lostsubteacher wrote: >>> During student teaching, I was not introduced to my >>> cooperating teacher's classroom management plan, and I have >>> not been successful establishing my own. What do you do >>> during the first days of school? What procedures do you >>> establish, and how often do you practice these procedures? >>> What do you do if a student violates a rule or procedure? >>> What will I most likely need a procedure for? > > > Lostsubteacher: Invest in a copy of Greg Nelson's "teacher's bags > of tricks". He self publishes so it is not available on places > like amazon.com. I received my first copy almost 30 years ago > when I worked as an assistant at my first school. That book > addresses every question you would have when it comes to managing > a Montessori classroom. I used to teach classroom management at > the university for Montessori interns and I can honestly say > that "all I ever learned about classroom management I learned > from Greg's book" I had the information in the book so > internalized that I often did the "right" thing when something > unexpected came up. I can not be more enthusiastic about any > other book on the market. It should be required reading for all > new teachers. I have always taught ages 2-6 but the book > techniques apply to elementary also. > > If you understand and utilize the information in that book, you > will not have to use any kind of traditional school techniques. > There should not be any rewards, punishments, being sent to the > office types of things at all. The children who continue to have > behavior problems despite your best efforts most probably are the > ones that need outside professional help. In my decades of > teaching, I had only one who fell into that category. I never > sent a child out of the room for someone else to work with him. > We are working towards intrinsic motivation not behavior > modification which is the traditional school's approach. > > You are very wise to want to learn how to get those early weeks' > procedures in place. When those are in place, all you have to do > is an occasional reminder (Johnny leaves out his chair and if you > don't have to interrupt his work he went to next, you can > ask "John, are you finished with your pouring exercise?" He would > say, "Yes" and I would say, "Please look at where you were doing > your work. Are you sure you are done?" Most children will see > that they left the chair out and go and return it. > > I always had learning procedures as a game in those early days. > We often had a form of gradual entrance to the classroom in the > early days or week. That means I wouldn't have all 30 children in > the room the first day. I might have the numbers in half or > thirds so i can focus on the procedures with a smaller group of > children. Even returning students need a refresher course and > they enjoy "showing what they know" in front of the new children. > This approach is beneficial to not only the teacher but also to > the new children who some can be very intimidated by so many new > faces and things to learn. > > Repeat, repeat repeat until the procedure is learned. Repeat the > next day with each child. You might have to to repeat the next > day depending on which procedure they are learning. I basically > started out with(over the days) how to use walking feet, how to > interrupt,how to use a quiet speaking voice, how to walk around a > rug and how to return one's chair under the table. We > practice "making a line" as a class when we need to line up to > come back in off the playground or walk through the school. I was > always impressed at how well little preschoolers could accomplish > this so easily. Being acknowledged that he or she is doing the > procedure is a good motivator to do it right. I ignore the poor > execution some children do but when the correct actions take > place, even if it is the most minor detail, that gets > acknowledged. "I can see that Susie is walking to our line. See > how her hands are at her side, long and straight and her body is > not touching Johnny's Thank you, Susie". I never say "good job" > (one of my pet peeves. it sounds phoney). I never make judgements > or point out their errors. > > The best rule of thumb is to ask "Is this kind", when a child > needs an idea on what he or she did might need to be done > differently. > > If you need the information on how to get Greg's book, let me > know . I can contact him on another board I am active on. I think > the book is still $20 plus postage and handling. Very reasonably > priced. > > I hope this helps. It is so hard to be a new teacher and it > sounds like you are not getting any mentoring at your school. >
On 9/26/14, Jen C. wrote: > Hi Stephanie, > > It is difficult to enforce rules with adult learners because > you definitely don’t want to treat them like children. If at > all possible, I will try to wait for a break and then have a > sidebar with the person. This is usually effective but not > always. > > Jen C. > > On 9/22/14, JenFnyc wrote: >> Hi Stephanie, >> This one can be tough, and I agree with Giovanna's recent >> advice. >> Another strategy is to look to your model adults in the >> class. An astute learner will pick up on both verbal and >> nonverbal cues from the top students in class, and with >> any luck, modulate behavior to fit in with the class norm. >> >> In some instances, I've had other learners "correct" the >> rule-breaker, and this can be more meaningful and >> impressive coming from a peer. The desire to "fit in" can >> be helpful in this case. >> >> Thanks, and good luck, Jen F >> >> On 2/14/13, Stephanie K wrote: >>> How do you present and enforce rules and expectations >> for >>> classroom behavior for adult learners without making >> them >>> feel like children? >>> >>> Thanks for your thoughts! >>> Stephanie
rgfgsdOn 9/28/14, Kb wrote: > I agree with Jen, if possible find a way to use peers as role > models. Even more so, if you can find a way to give the rule > breakers a chance to become leaders in the class, perhaps > through groupings or assignment responsibilities. > > On 9/26/14, Jen C. wrote: >> Hi Stephanie, >> >> ...See MoreOn 9/28/14, Kb wrote: > I agree with Jen, if possible find a way to use peers as role > models. Even more so, if you can find a way to give the rule > breakers a chance to become leaders in the class, perhaps > through groupings or assignment responsibilities. > > On 9/26/14, Jen C. wrote: >> Hi Stephanie, >> >> It is difficult to enforce rules with adult learners because >> you definitely don’t want to treat them like children. If at >> all possible, I will try to wait for a break and then have a >> sidebar with the person. This is usually effective but not >> always. >> >> Jen C. >> >> On 9/22/14, JenFnyc wrote: >>> Hi Stephanie, >>> This one can be tough, and I agree with Giovanna's recent >>> advice. >>> Another strategy is to look to your model adults in the >>> class. An astute learner will pick up on both verbal and >>> nonverbal cues from the top students in class, and with >>> any luck, modulate behavior to fit in with the class norm. >>> >>> In some instances, I've had other learners "correct" the >>> rule-breaker, and this can be more meaningful and >>> impressive coming from a peer. The desire to "fit in" can >>> be helpful in this case. >>> >>> Thanks, and good luck, Jen F >>> >>> On 2/14/13, Stephanie K wrote: >>>> How do you present and enforce rules and expectations >>> for >>>> classroom behavior for adult learners without making >>> them >>>> feel like children? >>>> >>>> Thanks for your thoughts! >>>> Stephanie
I don’t typically get silly questions in the workshops that I teach, but I do get silly questions from my student staff at the facility I run. We have about 20 undergraduate employees at any one time, so if I didn’t have a strategy for dealing with those questions, I would get a lot of them. My strategy involves making sure on day one, that all my staff know exactly where our group knowledge repository is and how to add to it. We have all our information stored in a online product called Confluence that is made by a company called Atlassian. Confluence houses our wiki and blog. We use the wiki like it is a manual for working at my facility. We use the blog for day-to-day communication. Basically, we store long-term knowledge in the wiki and short-term knowledge in the blog. To make staff aware that long-term knowledge has been updated, we create a post in the blog that links to the updated information and give a small reason for why it was updated.
I see how we use the wiki and blog at our workplace as an effective way to use a learning management system. If you are using D2L, there is no wiki or blog, but there is the content and news tool. In the courses that I’ve created I organize course artifacts in the content tool (absorb activities like readings, videos, and record lectures; do activities like essays, papers, quizzes, and case scenarios; and reflect activities like scavenger hunts, games, and journals). If I need to highlight anything that has been updated in the content area, I write up a very small news item and link to the discussed artifact in the content tool.
Just creating the content and having it hosted somewhere does not end the silly questions. It takes much dilligence and perseverance to always point my staff to our knowledge repository. Whenever I’m asked a question, my immediate response is “Did you check the wiki?” then it’s “Did you check the blog?” then it’s “Did you Google it?”. If they say yes to all three of those questions, I then ask them to summarize what they found. If they are still at a dead end, only then do I help them get an answer. The key is that I still only help them get the answer. I don’t just give it to them.
There are many days where I just want to give them the answer, but I resist this temptation. What are your tactics for resisting the temptation to just give your students the answers? Do they always work?
Ah, the silly question. It brings to mind the saying that > there are no stupid questions. I don’t completely agree with > this statement, but I don’t like how it says it either. I > would instead say that there uneducated questions. Or perhaps > that there are spontaneous questions that show the asker has > put little processing into the subject. >
I don’t typically get silly questions in the workshops > that I teach, but I do get silly questions from my student > staff at the facility I run. We have about 20 undergraduate > employees at any one time, so if I didn’t have a strategy for > dealing with those questions, I would get a lot of them. My > strategy involves making sure on day one, that all my staff > know exactly where our group knowledge repository is and how > to add to it. We have all our information stored in a online > product called Confluence that is made by a company called > Atlassian. Confluence houses our wiki and blog. We use the > wiki like it is a manual for working at my facility. We use > the blog for day-to-day communication. Basically, we store > long-term knowledge in the wiki and short-term knowledge in > the blog. To make staff aware that long-term knowledge has > been updated, we create a post in the blog that links to the > updated information and give a small reason for why it was > updated. >
I see how we use the wiki and blog at our workplace as an > effective way to use a learning management system. If you are > using D2L, there is no wiki or blog, but there is the content > and news tool. In the courses that I’ve created I organize > course artifacts in the content tool (absorb activities like > readings, videos, and record lectures; do activities like > essays, papers, quizzes, and case scenarios; and reflect > activities like scavenger hunts, games, and journals). If I > need to highlight anything that has been updated in the > content area, I write up a very small news item and link to > the discussed artifact in the content tool. >
Just creating the content and having it hosted somewhere > does not end the silly questions. It takes much dilligence > and perseverance to always point my staff to our knowledge > repository. Whenever I’m asked a question, my immediate > response is “Did you check the wiki?” then it’s “Did you > check the blog?” then it’s “Did you Google it?”. If they say > yes to all three of those questions, I then ask them to > summarize what they found. If they are still at a dead end, > only then do I help them get an answer. The key is that I > still only help them get the answer. I don’t just give it to > them. >
There are many days where I just want to give them the > answer, but I resist this temptation. What are your tactics > for resisting the temptation to just give your students the > answers? Do they always work? >
I am currently an undergraduate student pursuing a Secondary English Education degree. With that being said, I am beginning to get nervous about managing my classroom. What is the best piece of advice you were ever given about classroom management? Hopefully some of the answers to this question will put my worries to rest. ļ
On 9/22/14, Jenna wrote: > Hi, > I teach 1st grade, and I'm wondering how other teachers > run their snack time? We have snack right after morning > recess. I pass it out and let the students chit chat a > bit. It usually lasts about 7 minutes. I've heard of a > communal snack where kids might go to a "bowl" sitting at > a table and take snack when they feel hungry throughout > the morning or certain time frame. I think the purpose of > that philosophy is to teach children to monitor their own > hunger while also building their level of independence. I > can't quite picture that working for me. Has anyone else > tried that or even heard of it? > Jenna
The authors of "Handbook for Qualities of Effective Teachers" write that "The classroom environment is influenced by the guidelines established for operation, its users and its physical features." I am struggling with the "physical features" part. I teach more younger students (7th and 9th grades) than older students. To help them I have several cartoons posted explaining simple social studies skills, such as a thesis and citations. This does help them. However, I can see that my older students do not appreciate this and believe they are being babied. We work on upper level courses, but several struggle. I believe that it is at least in part to them seeing graphics meant for 12 year olds in front of them. Does anyone have advice, short of taking down and putting up new posters every class period, on how to add some upper level artwork to the room that won't overwhelm middle school students?
lee.hOn 9/25/14, Seth Johnson wrote: > I am a middle and high school social studies teacher in > northern Wisconsin. This is my first year at this school. > I am the social studies department. I teach grades 7th > through 12th. I am struggling with how to properly set up > my classroom. > > The authors of "Handbook for Qualities of ...See MoreOn 9/25/14, Seth Johnson wrote: > I am a middle and high school social studies teacher in > northern Wisconsin. This is my first year at this school. > I am the social studies department. I teach grades 7th > through 12th. I am struggling with how to properly set up > my classroom. > > The authors of "Handbook for Qualities of Effective > Teachers" write that "The classroom environment is > influenced by the guidelines established for operation, > its users and its physical features." I am struggling > with the "physical features" part. I teach more younger > students (7th and 9th grades) than older students. To > help them I have several cartoons posted explaining > simple social studies skills, such as a thesis and > citations. This does help them. However, I can see that > my older students do not appreciate this and believe they > are being babied. We work on upper level courses, but > several struggle. I believe that it is at least in part > to them seeing graphics meant for 12 year olds in front > of them. Does anyone have advice, short of taking down > and putting up new posters every class period, on how to > add some upper level artwork to the room that won't > overwhelm middle school students?
lee.hI am surprised by this situation. Our middle schools and high schools are not together so if they share a teacher the teacher travels to another building. I can't imagine how you set up a classroom covering that big of an age and development range. My suggestion would be to have posters on one side for the younger students and the other side for th...See MoreI am surprised by this situation. Our middle schools and high schools are not together so if they share a teacher the teacher travels to another building. I can't imagine how you set up a classroom covering that big of an age and development range. My suggestion would be to have posters on one side for the younger students and the other side for the older. This way the younger students get the exposure to the new more challenge information and the older students can have the reminders if the need them on the younger students information. On 9/25/14, Seth Johnson wrote: > I am a middle and high school social studies teacher in > northern Wisconsin. This is my first year at this school. > I am the social studies department. I teach grades 7th > through 12th. I am struggling with how to properly set up > my classroom. > > The authors of "Handbook for Qualities of Effective > Teachers" write that "The classroom environment is > influenced by the guidelines established for operation, > its users and its physical features." I am struggling > with the "physical features" part. I teach more younger > students (7th and 9th grades) than older students. To > help them I have several cartoons posted explaining > simple social studies skills, such as a thesis and > citations. This does help them. However, I can see that > my older students do not appreciate this and believe they > are being babied. We work on upper level courses, but > several struggle. I believe that it is at least in part > to them seeing graphics meant for 12 year olds in front > of them. Does anyone have advice, short of taking down > and putting up new posters every class period, on how to > add some upper level artwork to the room that won't > overwhelm middle school students?
Stronge, Tucker & Hindman mention that both novice and experienced teachers with effective management skills can learn "tricks of the trade from watching other teachers, reading about the topic, and reflecting on what is occurring in their classrooms," (2004, p. 64). With that, I thought this would be a great spot for us to share our classroom signals/cues to get our students' attention. Maybe you have a special way to get your kids re-focused after recess or maybe you sing or chant something special. I'll share a few of my methods, and then hopefully you'll be able to share your expertise for your situation/age group.
1. Chimes- I purchased a set of chimes from Really Good Stuff and it's a nice, calming method to get students' attention. I don't need to use my voice at all...just a swipe of the chime and I have students quiet and listening. It's fabulous! 2. When we're working on whiteboards, to get my kids ready to listen for the direction, I say loudly, "Marker's UP!" And they repeat, "Marker's UP!" And their markers go up in the air and they're ready to write. 3. I often say, "If you can hear me touch your nose, if you can hear me touch your toes, if you can hear me put your hands on your head..." My voice gets slightly quieter as I name each step. This works really well for some reason.
I can't wait to hear your tips and strategies to gain your kids' attention with signals and cues.
Jenna
References: Stronge, J., Tucker, P., & Hindman, J. (2004). Handbook for qualities of effective teachers. Alexandria, VA: Association for Supervision and Curriculum Development.
These are good ways to get the attention of adults. I tell my adult learners at the beginning of class that a visual clue for them to know I need their attention is as soon as I display something on the projector. This usually works well at the conclusion of break time. They will stop chatting once they see me do this.
Jen
On 9/24/14, Giovanna Doll wrote: > Hi Jenna, > > I like your classroom cues. Thanks for sharing. I do not teach > kids. However, with adults I use some non-verbal cues such as > eye contact, proximity (walking slowly toward the student), > placing my hand on the student’s desk or on the back of > his/her chair. These cues work most of the time. > > Giovanna > > > > > On 9/23/14, Jenna wrote: >> Hi all, >> >> Stronge, Tucker & Hindman mention that both novice and >> experienced teachers with effective management skills can >> learn "tricks of the trade from watching other teachers, >> reading about the topic, and reflecting on what is >> occurring in their classrooms," (2004, p. 64). With that, >> I thought this would be a great spot for us to share our >> classroom signals/cues to get our students' attention. >> Maybe you have a special way to get your kids re-focused >> after recess or maybe you sing or chant something >> special. I'll share a few of my methods, and then >> hopefully you'll be able to share your expertise for your >> situation/age group. >> >> 1. Chimes- I purchased a set of chimes from Really Good >> Stuff and it's a nice, calming method to get students' >> attention. I don't need to use my voice at all...just a >> swipe of the chime and I have students quiet and >> listening. It's fabulous! >> 2. When we're working on whiteboards, to get my kids >> ready to listen for the direction, I say loudly, >> "Marker's UP!" And they repeat, "Marker's UP!" And their >> markers go up in the air and they're ready to write. >> 3. I often say, "If you can hear me touch your nose, if >> you can hear me touch your toes, if you can hear me put >> your hands on your head..." My voice gets slightly >> quieter as I name each step. This works really well for >> some reason. >> >> I can't wait to hear your tips and strategies to gain >> your kids' attention with signals and cues. >> >> Jenna >> >> References: >> Stronge, J., Tucker, P., & Hindman, J. (2004). Handbook >> for qualities of effective teachers. >> Alexandria, VA: Association for Supervision and >> Curriculum Development. >>
While this is simple and easy, it has been amazingly affective in all school settings (fire drill, assembly, etc.)
It's called the "Class/Yes" response. You say "class" and they respond with "yes". Easy, right? The best part, is that you are supposed to say "class" in different ways (high pitch, low pitch, two times, in a pirate voice, etc.) and the students have to respond back with "yes" in the same way.
I found that my fall back was "class, class" to which they responded "yes, yes".
Has anyone else used any of the whole brain teaching methods?
On 9/27/14, Jen C. wrote: > Giovanna, > > These are good ways to get the attention of adults. I tell my > adult learners at the beginning of class that a visual clue for > them to know I need their attention is as soon as I display > something on the projector. This usually works well at the > conclusion of break time. They will stop chatting once they see > me do this. > > Jen > > On 9/24/14, Giovanna Doll wrote: >> Hi Jenna, >> >> I like your classroom cues. Thanks for sharing. I do not > teach >> kids. However, with adults I use some non-verbal cues such as >> eye contact, proximity (walking slowly toward the student), >> placing my hand on the student’s desk or on the back of >> his/her chair. These cues work most of the time. >> >> Giovanna >> >> >> >> >> On 9/23/14, Jenna wrote: >>> Hi all, >>> >>> Stronge, Tucker & Hindman mention that both novice and >>> experienced teachers with effective management skills can >>> learn "tricks of the trade from watching other teachers, >>> reading about the topic, and reflecting on what is >>> occurring in their classrooms," (2004, p. 64). With that, >>> I thought this would be a great spot for us to share our >>> classroom signals/cues to get our students' attention. >>> Maybe you have a special way to get your kids re-focused >>> after recess or maybe you sing or chant something >>> special. I'll share a few of my methods, and then >>> hopefully you'll be able to share your expertise for your >>> situation/age group. >>> >>> 1. Chimes- I purchased a set of chimes from Really Good >>> Stuff and it's a nice, calming method to get students' >>> attention. I don't need to use my voice at all...just a >>> swipe of the chime and I have students quiet and >>> listening. It's fabulous! >>> 2. When we're working on whiteboards, to get my kids >>> ready to listen for the direction, I say loudly, >>> "Marker's UP!" And they repeat, "Marker's UP!" And their >>> markers go up in the air and they're ready to write. >>> 3. I often say, "If you can hear me touch your nose, if >>> you can hear me touch your toes, if you can hear me put >>> your hands on your head..." My voice gets slightly >>> quieter as I name each step. This works really well for >>> some reason. >>> >>> I can't wait to hear your tips and strategies to gain >>> your kids' attention with signals and cues. >>> >>> Jenna >>> >>> References: >>> Stronge, J., Tucker, P., & Hindman, J. (2004). Handbook >>> for qualities of effective teachers. >>> Alexandria, VA: Association for Supervision and >>> Curriculum Development. >>>
As an Athletic Trainer I do have interns that I frequently educate on Athletic Training techniques, methods, practices, roles, and importance. I demonstrate and teach things anywhere from how to tape an ankle to how to rehabilitate someone with a post op ACL tear. However, sometimes it is hard to feel I am properly teaching these kids because I do so without a classroom, without a curriculum, without classroom materials and books, and without any education on different learning styles. I am simply teaching these kids off of past experiences, on different learning styles and techniques that helped in my education and that I had experience with, and with the passion and knowledge I have about Athletic Training and all of its subparts. So I guess where I am getting at is, How can I better educate these kids without all of these essential components in which are suppose to shape an effective teacher? (classroom, curriculum, syllabus, class time, and class materials). Thank you
>
...See MoreThank you. This was very helpful. There is no curriculum when you do not teach an actual Athletic Training class. But creating objectives and asking the interns what they wish to learn and get out of their internship would be a great idea. Thank you for the suggestions.
On 9/27/14, Josh H. wrote:
> Steph,
>
> I think the most important thing you need are learning objectives.
> From there you can build the necessary artifacts to support those
> objectives. You just need to break them down to figure out what you
> need to get to those objectives (Elizalde et al., 2008). For
> example, on an intern's first day, would you start her out by
> having her rehabilitate someone with a post op ACL tear? What are
> the pieces of knowledge that an intern needs before they can get to
> the point where they would be comfortable doing this kind of
> procedure on their own?
>
> After you take a while to identify your pieces, you'll start to see
> your curriculum form. You should start to see how the topics layer
> to get to the point where your interns have the full knowledge of
> how to rehabilitate an ACL tear (or whatever is your high level
> learning objective).
>
> In terms of managing those artifacts, you could do that anywhere.
> You could use a blog like Wordpress or Blogger. You could use an
> online website creation tool like Google Sites or Webly. You could
> also use the new Google Classroom to manage basically all of the
> artifacts. You could even think about turning your learning
> objectives into badges or certificates by using a site like Credly
> or Passport by Purdue.
>
> The key is to have those learning objectives first and then to
> break them down. That's my opinion. What do others think? How do
> you go about create your curriculum?
>
> Thanks,
> Josh
>
>
> References
> Elizalde, H., Rivera-Solorio, I., Pérez, Y., Morales-Menéndez, R.,
> Orta, P., Guerra, D., & Ramírez, R. A. (2008). An educational
> framework based on collaborative reverse engineering and active
> learning: A case study. International Journal of Engineering
I was hurt a few months back and had to stop running to heal. I worked with a strength trainer who is in the process of integrating two new interns into the gym for the past 6 weeks, so I have some very fresh observations of what worked and what didn't as a learner.
He was very hands on, and always present. He would scan the room to track interns even while he was working one-on-one with someone. If possible he always had an intern present when working with me. I noticed that he let them watch what he did, and then asked questions. He expected them to be in complete focus, and I noticed him giving them time to absorb everything instead of simply peppering them with questions.
The things he modeled were as important as how he modeled them. I am a very motivated learner, but what I found the coach did well first and foremost was to express his willingness and ability to adapt to my physical needs. He then set expectations very high for both of us, and worked with me to determine the objectives for our work together. Next his focus turned to accessing my prior knowledge, and being clear when he felt I would need to alter my own perceptions of how training would best serve to meet the goals we were developing.
Mostly, he listened. Almost always.
On 9/28/14, Steph Schragen wrote: > Thank you. This was very helpful. There is no curriculum when you > do not teach an actual Athletic Training class. But creating > objectives and asking the interns what they wish to learn and get > out of their internship would be a great idea. Thank you for the > suggestions. > > > > On 9/27/14, Josh H. wrote: > >> Steph, > >> > >> I think the most important thing you need are learning > objectives. > >> From there you can build the necessary artifacts to support > those > >> objectives. You just need to break them down to figure out what > you > >> need to get to those objectives (Elizalde et al., 2008). For > >> example, on an intern's first day, would you start her out by > >> having her rehabilitate someone with a post op ACL tear? What > are > >> the pieces of knowledge that an intern needs before they can > get to > >> the point where they would be comfortable doing this kind of > >> procedure on their own? > >> > >> After you take a while to identify your pieces, you'll start to > see > >> your curriculum form. You should start to see how the topics > layer > >> to get to the point where your interns have the full knowledge > of > >> how to rehabilitate an ACL tear (or whatever is your high level > >> learning objective). > >> > >> In terms of managing those artifacts, you could do that > anywhere. > >> You could use a blog like Wordpress or Blogger. You could use > an > >> online website creation tool like Google Sites or Webly. You > could > >> also use the new Google Classroom to manage basically all of > the > >> artifacts. You could even think about turning your learning > >> objectives into badges or certificates by using a site like > Credly > >> or Passport by Purdue. > >> > >> The key is to have those learning objectives first and then to > >> break them down. That's my opinion. What do others think? How > do > >> you go about create your curriculum? > >> > >> Thanks, > >> Josh > >> > >> > >> References > >> Elizalde, H., Rivera-Solorio, I., Pérez, Y., Morales-Menéndez, > R., > >> Orta, P., Guerra, D., & Ramírez, R. A. (2008). An educational > >> framework based on collaborative reverse engineering and active > >> learning: A case study. International Journal of Engineering > >> Education, 1062–1070. >
When I was an undergraduate approximately 10 years ago, my laptop was my gateway to engaging myself with the professor’s lecture. I would have their PowerPoint open on it and would actively be taking notes. I would have the library’s website open so I could open articles as the professor brought them up. I believe my laptop gave me extra insight into the subject matter area I was studying. I believe that “laptops provide a tremendous opportunity to enhance student learning in an age of changing classroom dynamics” (Murray, 2011, p. 186).
Some professors have banned laptops because they think it leads to students being court stenographers instead of writing making notes about connections and thoughts they may be having (Murray, 2011). Others instructors say that the laptops are the main reason students do not pay attention in class—it distracts them (Barak, Lipson, & Lerman, 2006).
I am of the mind that students have had and will always have reasons to be distracted and the means to encourage those distractions. Some instructors have banned laptops, and others have had WiFi turned off. This is definitely one way to manage the level of distraction in your classroom, but I still think students will find ways to distract themselves. So when does this become less of a question about technology/classroom management and the way we are teaching? Perhaps the laptop does not need to be turned off. Perhaps we need to turn on different ways of teaching that are more engaging than the passive learning environment of the classroom. What do you thin? Barak, M., Lipson, A., & Lerman, S. (2006). Wireless Laptops as Means For Promoting Active Learning In Large Lecture Halls. Journal of Research on Technology in Education (International Society for Technology in Education), 38(3), 245–263. Murray, K. E. (2011). Let them use laptops: Debunking the assumptions underlying the debate over laptops in the classroom. Oklahoma City University Law Review. Oklahoma City University, 36(1), 185–229.
> On 9/25/14, Don wrote: >> To me, it all depends on the professor. There really is no way > around technology in lecture >> halls. I sat in many classes that did not allow laptops or other > forms of technology in their >> room, but I still saw students surfing the web on their > phones. Many of the lecture room tables >> had front or half fronts on them that would restrict the ability > to see under them from the >> front. Students are going to find a way to use technology > even when they cant. As for should it >> be allowed? If I ever become a professor, I wouldn't care. You > will find that there are those >> who truly care about their education and will take notes > either way, hand written, voice >> recorder, etc. Then there will be others that just do not care. > Their grades will reflect their >> true understanding of the lecture. I would make it clear in the > beggining that they are allowed, >> but the use of them should not be abused. Adults should > understand. Kids, maybe a different >> story. >> >> Then you have the issue about the auditory learners. I have > been in a lecture that had an older >> adult "freak out" in the middle of the lecture because younger > students sat around them and were >> "typing loudly." I can see the problem and how it could be a > distraction on many levels, but >> maybe I would break the class into to halves. Sit over here if > you have a device....sit over >> here if you do not. This may help. What do you think? Would > this be to much like segregating >> people? >> >> With all of that said, I try to embrace laptops, chrome books, > iPad, or other forms of >> technology, because I find them as useful tools if used > correctly. Our youth as well as our >> learners will benefit from using them either inside or outside > of class. >> >> Don >> >> On 9/24/14, Josh H. wrote: >>> When it comes to classroom management in higher > education, what are >>> your opinions about laptops and other electronic devices? > Do you think >>> they should be banned or embraced or you don’t care? > Why? >>> >>> When I was an undergraduate approximately 10 years ago, > my laptop was >>> my gateway to engaging myself with the professor’s > lecture. I would >>> have their PowerPoint open on it and would actively be > taking notes. I >>> would have the library’s website open so I could open > articles as the >>> professor brought them up. I believe my laptop gave me > extra insight >>> into the subject matter area I was studying. I believe that > “laptops >>> provide a tremendous opportunity to enhance student > learning in an age >>> of changing classroom dynamics” (Murray, 2011, p. 186). >>> >>> Some professors have banned laptops because they think it > leads to >>> students being court stenographers instead of writing > making notes >>> about connections and thoughts they may be having > (Murray, 2011). >>> Others instructors say that the laptops are the main reason > students >>> do not pay attention in class—it distracts them (Barak, > Lipson, & >>> Lerman, 2006). >>> >>> I am of the mind that students have had and will always > have reasons >>> to be distracted and the means to encourage those > distractions. Some >>> instructors have banned laptops, and others have had WiFi > turned off. >>> This is definitely one way to manage the level of distraction > in your >>> classroom, but I still think students will find ways to > distract >>> themselves. So when does this become less of a question > about >>> technology/classroom management and the way we are > teaching? Perhaps >>> the laptop does not need to be turned off. Perhaps we need > to turn on >>> different ways of teaching that are more engaging than the > passive >>> learning environment of the classroom. What do you thin? >>> Barak, M., Lipson, A., & Lerman, S. (2006). Wireless Laptops > as Means >>> For Promoting Active Learning In Large Lecture Halls. > Journal of >>> Research on Technology in Education (International Society > for >>> Technology in Education), 38(3), 245–263. >>> Murray, K. E. (2011). Let them use laptops: Debunking the > assumptions >>> underlying the debate over laptops in the classroom. > Oklahoma City >>> University Law Review. Oklahoma City University, 36(1), > 185–229.
I work in higher ed, and laptops are ubiquitous. They are positive and productive tools. Mostly they are useful when integrated wisely by the professors.
I now see lecture capture as the most inevitable of technologies. The low cost of media cloud storage has now made it possible to record just about every lecture, and the same technology has made it easy for learners to access, annotate and manage those recordings from nearly any device, anywhere there is an internet connection.
On 9/25/14, Kent wrote: > I think technology in the classroom is inevitable. Devices are so > small and easily hidden now that you might as well embrace them > and use them to your advantage. I do agree that if you are not a > user, others around you using can be a distraction. So yes, I would > allow non-users to move away from the users. I think you need to > decide if the technoogy is going to enhance or detract from your > lecture or demonstration however. If it is going to prevent the > students from paying attenton to important portions maybe you > should share your lecture notes with the students so they will > actually sit and listen. Despite what they think, if they are trying to > take notes and listen at the same time, they are missing some of > what is being said or shown. > >> On 9/25/14, Don wrote: >>> To me, it all depends on the professor. There really is no way >> around technology in lecture >>> halls. I sat in many classes that did not allow laptops or other >> forms of technology in their >>> room, but I still saw students surfing the web on their >> phones. Many of the lecture room tables >>> had front or half fronts on them that would restrict the ability >> to see under them from the >>> front. Students are going to find a way to use technology >> even when they cant. As for should it >>> be allowed? If I ever become a professor, I wouldn't care. You >> will find that there are those >>> who truly care about their education and will take notes >> either way, hand written, voice >>> recorder, etc. Then there will be others that just do not care. >> Their grades will reflect their >>> true understanding of the lecture. I would make it clear in the >> beggining that they are allowed, >>> but the use of them should not be abused. Adults should >> understand. Kids, maybe a different >>> story. >>> >>> Then you have the issue about the auditory learners. I have >> been in a lecture that had an older >>> adult "freak out" in the middle of the lecture because younger >> students sat around them and were >>> "typing loudly." I can see the problem and how it could be a >> distraction on many levels, but >>> maybe I would break the class into to halves. Sit over here if >> you have a device....sit over >>> here if you do not. This may help. What do you think? Would >> this be to much like segregating >>> people? >>> >>> With all of that said, I try to embrace laptops, chrome books, >> iPad, or other forms of >>> technology, because I find them as useful tools if used >> correctly. Our youth as well as our >>> learners will benefit from using them either inside or outside >> of class. >>> >>> Don >>> >>> On 9/24/14, Josh H. wrote: >>>> When it comes to classroom management in higher >> education, what are >>>> your opinions about laptops and other electronic devices? >> Do you think >>>> they should be banned or embraced or you don’t care? >> Why? >>>> >>>> When I was an undergraduate approximately 10 years ago, >> my laptop was >>>> my gateway to engaging myself with the professor’s >> lecture. I would >>>> have their PowerPoint open on it and would actively be >> taking notes. I >>>> would have the library’s website open so I could open >> articles as the >>>> professor brought them up. I believe my laptop gave me >> extra insight >>>> into the subject matter area I was studying. I believe that >> “laptops >>>> provide a tremendous opportunity to enhance student >> learning in an age >>>> of changing classroom dynamics” (Murray, 2011, p. 186). >>>> >>>> Some professors have banned laptops because they think it >> leads to >>>> students being court stenographers instead of writing >> making notes >>>> about connections and thoughts they may be having >> (Murray, 2011). >>>> Others instructors say that the laptops are the main reason >> students >>>> do not pay attention in class—it distracts them (Barak, >> Lipson, & >>>> Lerman, 2006). >>>> >>>> I am of the mind that students have had and will always >> have reasons >>>> to be distracted and the means to encourage those >> distractions. Some >>>> instructors have banned laptops, and others have had WiFi >> turned off. >>>> This is definitely one way to manage the level of distraction >> in your >>>> classroom, but I still think students will find ways to >> distract >>>> themselves. So when does this become less of a question >> about >>>> technology/classroom management and the way we are >> teaching? Perhaps >>>> the laptop does not need to be turned off. Perhaps we need >> to turn on >>>> different ways of teaching that are more engaging than the >> passive >>>> learning environment of the classroom. What do you thin? >>>> Barak, M., Lipson, A., & Lerman, S. (2006). Wireless Laptops >> as Means >>>> For Promoting Active Learning In Large Lecture Halls. >> Journal of >>>> Research on Technology in Education (International Society >> for >>>> Technology in Education), 38(3), 245–263. >>>> Murray, K. E. (2011). Let them use laptops: Debunking the >> assumptions >>>> underlying the debate over laptops in the classroom. >> Oklahoma City >>>> University Law Review. Oklahoma City University, 36(1), >> 185–229.
Two of my French classes consist of 30 high school freshmen. I would like to allow for more collaborative work and interactive games and activities, but notice that classroom management becomes an issue with a group of that size and maturity level. I don't want to miss out on learning for the sake of having fun.
Grouping systems to allow students to work with different partners each day, popsicle sticks to call on random students, and an entering the room routine with bell ringer work are all aspects of my classroom management that have been effective with this group. I would like to find ways to maintain a healthy working environment, while also allowing for a bit of fun and movement, but do not want to lose order with a group that is both large and young (sometimes the freshmen lack a bit of maturity).
Another way to get a group moving, interacting, and learning is to have a "brainstorming" session, using sticky note pads. On your given topic, have all students write down ideas during a certain timeframe, then use the board or a wall to cluster responses into themes. While they are brainstorming, they don't know the themes, and it's interesting to see who's ideas end up where -- that can give you more to discuss. It also helps the introverts contribute equally with extroverts. By writing down the ideas or concepts, or French phrases -- whatever -- all students participate. Perhaps an ensuing discussion is less equitably divided as the students react to the contents of the stickies, but sometimes the energy of the group fosters more contributions to the conversation than if the teacher were dictating the information.
>>> On 9/23/13, Michael K. >>> wrote: >>> >>>> Hi There, >>>> >>>> Two of my French classes consist of 30 high school >>>> freshmen. I would like to allow for more collaborative >> work >>>> and interactive games and activities, but notice that >>>> classroom management becomes an issue with a group of >> that >>>> size and maturity level. I don't want to miss out on >>>> learning for the sake of having fun. >>>> >>>> Grouping systems to allow students to work with different >>>> partners each day, popsicle sticks to call on random >>>> students, and an entering the room routine with bell >> ringer >>>> work are all aspects of my classroom management that > have >>>> been effective with this group. I would like to find ways >>>> to maintain a healthy working environment, while also >>>> allowing for a bit of fun and movement, but do not want >> to >>>> lose order with a group that is both large and young >>>> (sometimes the freshmen lack a bit of maturity). >>>> >>>> Any ideas? >>>> >>>>
...See MoreI so agree with your comment of helping introverts. It's something special to watch introverted learners blossom and gain confidence when given the opportunity. The key seems to be to level the playing field a bit, giving all learners equal opportunity to participate in a way they are comfortable and feel capable of some degree of success.
On 9/25/14, JenFnyc wrote: > > oops! That was a blank. Here's what I meant to say... > > Another way to get a group moving, interacting, and > learning is to have a "brainstorming" session, using > sticky note pads. On your given topic, have all students > write down ideas during a certain timeframe, then use the > board or a wall to cluster responses into themes. While > they are brainstorming, they don't know the themes, and > it's interesting to see who's ideas end up where -- that > can give you more to discuss. It also helps the introverts > contribute equally with extroverts. By writing down the > ideas or concepts, or French phrases -- whatever -- all > students participate. Perhaps an ensuing discussion is > less equitably divided as the students react to the > contents of the stickies, but sometimes the energy of the > group fosters more contributions to the conversation than > if the teacher were dictating the information. > > >>>> On 9/23/13, Michael K. wrote: >>>> >>>>> Hi There, >>>>> >>>>> Two of my French classes consist of 30 high school >>>>> freshmen. I would like to allow for more collaborative >>> work >>>>> and interactive games and activities, but notice that >>>>> classroom management becomes an issue with a group of >>> that >>>>> size and maturity level. I don't want to miss out on >>>>> learning for the sake of having fun. >>>>> >>>>> Grouping systems to allow students to work with >>>>> different partners each day, popsicle sticks to call >>>>> on random students, and an entering the room routine >>>>> with bell >>> ringer >>>>> work are all aspects of my classroom management that >> have >>>>> been effective with this group. I would like to find >>>>> ways to maintain a healthy working environment, while >>>>> also allowing for a bit of fun and movement, but do >>>>> not want >>> to >>>>> lose order with a group that is both large and young >>>>> (sometimes the freshmen lack a bit of maturity). >>>>> >>>>> Any ideas? >>>>> >>>>>