If you know a non-profit organization, read below see how to win a $1,000 to give to a charity (it will also be nice for the award too; only a 500 word essay):
DEADLINE: Nominations must be submitted between September 17 - October 25, 2012.
Kaplan University will honor one exemplary team in six public service categories that demonstrates the following qualities:
Energy and passion for making a difference in the lives of others Enthusiasm for public service and a commitment to go above and beyond to exceed expectations
Strong team spirit and collaboration between all members of the team
We are asking you to help us identify teams that meet these criteria through your nominations. You can nominate a team of two or more by:
Submitting a one-page summary (500 words maximum) of how the team demonstrates empowerment in one of the public service categories and fulfills the qualities above.
Each winning team will be able to designate a charity of their choice that will receive a $1,000 donation from the College of Public Service, and a maximum of 10 team members will receive a complimentary course from the College of Public Service.
What, then, do you do when they skip 2 or 3 or ...See MoreWe had a reading assessment on the story we just studied together. There were 10 questions. We looked at all 10 questions together, spread out on 3 pages. I reminded the kids three times, to be sure to answer all 10 questions. They repeated after me, "Be sure that I answer all 10 questions."
What, then, do you do when they skip 2 or 3 or 5 of these questions? Do you mark them as incorrect, as I want to?? Thanks for your input.
Some ideas for your next assessment: If you are working in a group, guide them as a group to put their finger on number 1, read it, and circle an answer...put their finger on number 2, read it and circle an answer, etc.
Allowing them to answer in colored pencil might also help them "see" that they've answered each question.
Also, if you are noticing this over and over from the same students, consider giving them their test in a small group during guided reading or another time during the day when they can get a little more personal guidance from you.
ClaireOn 10/06/12, ann wrote: > On 10/03/12, Steve wrote: >> On 9/30/12, Maggie wrote: >>> We had a reading assessment on the story we just studied >>> together. There were 10 questions. We looked at all 10 >>> questions together, spread out on 3 pages. I reminded the >>> kids three times, to be sure to answer...See MoreOn 10/06/12, ann wrote: > On 10/03/12, Steve wrote: >> On 9/30/12, Maggie wrote: >>> We had a reading assessment on the story we just studied >>> together. There were 10 questions. We looked at all 10 >>> questions together, spread out on 3 pages. I reminded the >>> kids three times, to be sure to answer all 10 questions. >>> They repeated after me, "Be sure that I answer all 10 >>> questions." >>> >>> What, then, do you do when they skip 2 or 3 or 5 of these >>> questions? Do you mark them as incorrect, as I want to?? >>> Thanks for your input. >> > Allow them the chance to try again instead of marking it wrong. > They're just learning how "testing" works. :-) > > Some ideas for your next assessment: If you are working in a > group, guide them as a group to put their finger on number 1, > read it, and circle an answer...put their finger on number 2, > read it and circle an answer, etc. > > Allowing them to answer in colored pencil might also help > them "see" that they've answered each question. > > Also, if you are noticing this over and over from the same > students, consider giving them their test in a small group during > guided reading or another time during the day when they can get a > little more personal guidance from you. > > Hope this helps!
It is possible that they have some type of visual impairment or tracking issue. If they can take the test over I would try giving them a different solid colored bookmark. They could put the edge of the bookmark under each question. It would be intersting to see if they answer all the questions. I'm sure it is not because the purposely did not want to answer the questions unless they skipped them because they are difficult.
I've been teaching for many years - this is the first year that I've had this many passive/aggressive students -- ones who won't talk to me, or say no, or blow up. But many who are sweet too (even the ones that I mentioned can be sweet). I try to plan fun activities but I do hit academics very hard (but in a fun way). I wouldn't say I"m mean -- but I do sit kids out and give consequences when needed and I try to give choices to my defiant ones so that they will comply one way or another. I have quiet times in my classroom and times they can talk and share ideas.
I just wish I could figure out how to be the teacher that my class falls in love with and would do anything for - like the amazing bloggers seem to accomplish. I mean when you have a little group that would rather have a sub for their teacher than their teacher -- something is wrong.
Thanks for listening -- I know it's hard to advise because you don't know me -- it could be anything from how I dress, how I look to how I communicate to my challenging ones (thinking that I'm doing it all right but in reality I'm not). So, I just continue to pray that it will get better and know that I'm doing what's best for everyone! :)
Sara - you gave me a lot of thoughts to reflect on and I thank you. I truly could talk about this for months because it's a real issue and I'm always looking for solutions. I think I've figured out part of my problem. That is, I've always believed that you have to set up firm boundaries and hold students to them with consequences. Reading Sara's take on all this has made me rethink some things. I just rarely see teachers teach in her way anymore (or ever). My heart actually would prefer her way -- my head still struggles in the here and now -- and I can be a strong willed person at times. It's strange -- I hate conflict but with kids I always feel like I must be in control or I am failing (and ironically that puts me with conflict within myself).
Hopefully something I've said makes sense. Oh one more thing -- I'm not saying, Sara, that you don't provide consequences -- I just think the way you do so is very different from how I do it. The secret is, figuring out each kid and why they act the way they do all while trying to teach them to read, write and do math! :) All I need to do now is actually watch you teach( and probably many other first grade teachers on this board) and see how it's done and then DO IT! :)
And it puts you in conflict with the kids and possibly their parents as well. You say your motivation in the classroom is to keep control - if you are in control you have a feeling of success. If you feel not in control, you have a feeling of failing.
Your teaching then is oriented around you and your feelings. Your first motivation which is to remain 'in control' is centered around your personal needs.
Of course we need to be in some amount of control - chaos cannto reign and everyone needs to be safe. But what you're saying is revelatory - you're not saying you want to be in control or you fear chaos will reign and learning will suffer. You're saying it's about you.
It really should be about them. We are human and we have our own needs but it's their needs around which we should be centered. We should be able to take control and let go as the class needs us to do. Good luck.
> > Hopefully something I've said makes sense. Oh one more > thing -- I'm not saying, Sara, that you don't provide > consequences -- I just think the way you do so is very > different from how I do it. The secret is, figuring out > each kid and why they act the way they do all while trying > to teach them to read, write and do math! :) All I need to > do now is actually watch you teach( and probably many other > first grade teachers on this board) and see how it's done > and then DO IT! :) > > Thank you!
Because of my schedule set up this year, I have about 45 minutes to try to squeeze in the phonics and reading comprhension material for each lesson each day. I'm trying to come up with a good way to do this while meeting my kids needs. Obviously, I already cut a lot of it out - I only do one phonemic awareness activity, I have my blending board prewritten to save on all the time it would take to write each word, and I use buddy reading for the decodable books since we never have enough time in class for a choral read ( I am also planning on doing choral readings of the practice books in small groups). Then for reading, I do a quick activation of prior knowledge, introduce the vocab word, and read the story using the Common Core standard we are focusing on instead of the prompts in the book. It is stressful and rushed and I'm usually out of time at the end for most of the reading activities.
Anyone have a neat way they structure this program in their classroom that might help me out?
My name is Matthew Callison. I am a former elementary teacher working on my PhD in the School of Education at Indiana University Bloomington.
I am writing to ask for your voluntary participation in an online survey I created as part of a research study I am conducting. The purpose of this study is to learn more about elementary teachers knowledge of, and experience with, student-centered teaching approaches. My hope is that the information gathered in this study can be used to understand how we can better support elementary teachers.
If you are an elementary teacher, please consider participating in this online survey. Your experiences as an elementary teacher are invaluable in helping researchers and teacher educators learn more about how to support teachers like you in your important work.
The survey should take about 15 minutes to complete and does not collect any personal information unless you decide to leave your contact information at the end of the survey. You can learn more about the study and begin the survey (if you choose to participate) by visiting the link below:
[link removed]
If you know of other elementary teachers who may wish to participate in this study, please feel free to forward this email to them.
Thank you for your time.
Matthew Callison Doctoral Student Instructional Systems Technology, School of Education, Indiana University Bloomington [email removed]
Help! I need a song or a chant to help my students remember the steps to the writing process. I've been looking but haven't found one that will work for my students. Thanks in advance!
What steps are you wanting to include? Are you thinking about capitalization, punctuation and spacing; or nouns, verbs and adjectives; OR something completely different?
I know there are certain pics. that can't be transferred. I saw a swinging bridge on my screen today and wanted to transfer the pic. to Facebook and was very disappointed because I couldn't do the procedure. I don't have a scanner but there should be some easy steps to follow.
Your assistance would be very much appreciated!! Thank you.
I thought I'd share this great teaching resource with you! This list includes websites for early elementary, ELA, math, science, social studies, and even some cool web 2.0 tools.