Here is a little update on me: I'm currently back in 4th grade. Last year, I was certified to teach high school, but with the economy the way things are a spot wasn't open. I will try again this year. School is busy as always. Our district has really gotten into in house professional development and reading, so we have the professional conversations I once came here form.
I've been busy writing. I'm now writing and publishing a professional development series. I have a grown-up novel coming out under a pen name next week!
My son graduated high school and is studying filmmaking. My daughter is in high school (yikes). She is studying classical ballet and dances 6-7 days a week (depending on the season). She just finished performing in The Nutcracker and Dracula with our local semi-pro ballet company. DH is trucking along as usual, but his company was bought out, so we are facing a possible layoff.
I'm currently reading Notebook Connections: Strategies for the Reader by Aimee Buckner.
2/12/12, sooz wrote: > Thank you so much for discussing timelines awhile back. Jan > and Judy both of you have really motivated me to include the > use a timeline. My students enjoy using it and we are > constantly adding events all year. I truly miss all the > wonderful conversations that used to occur on this > chatboard. I hope that soon all of you will return and once > again have more lively discussions. Thank you for sharing > all of your wonderful ideas.
It was lovely catching up with what you're doing! (cavey, am I coming to work for you, or what?)
I have a book recommendation for us: Opening Minds by Peter Johnston. Yup, the same guy who wrote the brilliant Choice Words only this might be even better. The subtitle is "Using Language to Change Lives" and in the few pages I've read he talks about fixed-performance frame (People have fixed traits, such as intelligence, that they cannot change.) and dynamic-learning frame (The more you learn, the smarter you get. You can change your mind, your smartness, and who you become).
On page 13, Johnston reminds us "a single comment can profoundly change the academic and moral choices children make. It literally changes the world they live in." We photocopied (we're buying texts for a book club) the first 3 pages for a discussion at a staff meeting. We looked at this caution. One teacher immediately commented, "I don't agree with that." Others did. What do you think?
I'm one of those in agreement with Johnston's statement. I think we have inordinate power to hurt or to lift. In fact, when I stop to think about it, it's downright scary. I need to constantly be aware of how I speak affects children.
I already like this book because it's got me thinking. Any chance you'll read it with me? It's short (150 pp) and cheap $9 at Amazon.
For now, let's comment on his assertion "a single comment can profoundly change the academic and moral choices children make. It literally changes the world they live in."
> I have a book recommendation for us: Opening Minds by > Peter Johnston. Yup, the same guy who wrote the brilliant > Choice Words only this might be even better. The > subtitle is "Using Language to Change Lives" and in the few > pages I've read he talks about fixed-performance frame > (People have fixed traits, such as intelligence, that they > cannot change.) and dynamic-learning frame (The more you > learn, the smarter you get. You can change your mind, your > smartness, and who you become). > > On page 13, Johnston reminds us "a single comment can > profoundly change the academic and moral choices children > make. It literally changes the world they live in." We > photocopied (we're buying texts for a book club) the first 3 > pages for a discussion at a staff meeting. We looked at > this caution. One teacher immediately commented, "I don't > agree with that." Others did. What do you think? > > I'm one of those in agreement with Johnston's statement. I > think we have inordinate power to hurt or to lift. In fact, > when I stop to think about it, it's downright scary. I need > to constantly be aware of how I speak affects children. > > I already like this book because it's got me thinking. Any > chance you'll read it with me? It's short (150 pp) and > cheap $9 at Amazon. > > For now, let's comment on his assertion "a single comment > can profoundly change the academic and moral choices > children make. It literally changes the world they live in." > > Judy
I really liked Choice Words, so I'm glad I lurked today. (I haven't lurked in months.)
As for the profound effect of statements, I agree--totally based on personal experience. I remember a few statements (some pos./some neg.) as a child and young adult that profoundly affected my thinking and then my actions
Turkey-LurkeyOn 6/07/12, Turkey-Lurkey wrote: > On 2/18/12, judy5ca wrote: > >> I have a book recommendation for us: Opening Minds by >> Peter Johnston. Yup, the same guy who wrote the brilliant >> Choice Words only this might be even better.
Up to $10.88 on Amazon with a 12-13 day wait. :( Free preview at Stenhouse :
A teacher friend and I made the timeline with our computers then had it laminated. The kids enjoy looking at it and talking about what events happened when. Our Superintendent stopped by my room on Thursday and gave a brief history lesson and used the timeline, too.
Thank you for all that you have added to my teaching life.
On 2/19/12, sooz wrote: > Yes, Jan is back! Your experiences and responses were > always ones that I value and enjoy reading. I missed your > discussions and I am so happy to see you are once again > willing to share. > > A teacher friend and I made the timeline with our computers > then had it laminated. The kids enjoy looking at it and > talking about what events happened when. Our Superintendent > stopped by my room on Thursday and gave a brief history > lesson and used the timeline, too. > > Thank you for all that you have added to my teaching life.
On 5/28/12, judy5ca wrote: > Thanks for the recommendation--I just ordered it. This will be my > 2nd summer read (after Calkins' book on CCSS). 2 more weeks. > > Judy > > > > > > > > On 5/19/12, cavey wrote: >> I have not read this one, but I have read two of his other books >> and they were very good. I have also heard him speak at a >> conference. I would recommend anything he does. >> >> >> >> On 5/16/12, Teri wrote: >>> I bought it, but I haven't had a chance to really look at it >>> depth yet. One of my summer reads. >>> >>> On 5/05/12, KL wrote: >>>> Has anyone read: >>>> >>>> Write Like This: Teaching Real-World Writing Through >>>> Modeling and Mentor Texts by Kelley Gallagher? >>>> >>>> KL
On 6/04/12, Teri wrote: > I have Calkins'book, Gallagher's book, and Opening Minds as my summer > reads. Would love to discuss any/all of them. > > On 5/28/12, judy5ca wrote: >> Thanks for the recommendation--I just ordered it. This will be my >> 2nd summer read (after Calkins' book on CCSS). 2 more weeks. >> >> Judy >> >> >> >> >> >> >> >> On 5/19/12, cavey wrote: >>> I have not read this one, but I have read two of his other books >>> and they were very good. I have also heard him speak at a >>> conference. I would recommend anything he does. >>> >>> >>> >>> On 5/16/12, Teri wrote: >>>> I bought it, but I haven't had a chance to really look at it >>>> depth yet. One of my summer reads. >>>> >>>> On 5/05/12, KL wrote: >>>>> Has anyone read: >>>>> >>>>> Write Like This: Teaching Real-World Writing Through >>>>> Modeling and Mentor Texts by Kelley Gallagher? >>>>> >>>>> KL
PralineI teach first grade. Two of my favorite books are Reading with Meaning by Debbie Miller and About the Authors: Writing Workshop with our Youngest Writers by Katie Wood Ray and Lisa Cleaveland. If I had to pick the two books that I learned the most from about teaching first grade, those would be my choice.
First, CCSS seems to give science and social studies teachers a lot of the...See MoreI just finished my first read of Pathways last night (admitting this wasn't a close read.) This is a very good book that, I think, the schools should provide for every teacher. It certainly gives me a lot to think about. However, it did leave me with two concerns...
First, CCSS seems to give science and social studies teachers a lot of the responsibility for teaching students how to read and write informational texts. I think we've all been through this before and have witnessed how science and social studies teachers react to this. The moans and groans, dragging of heals, out and out refusal, etc. And, of course, they end up blaming the reading/English teachers--as if they have to do something we didn't bother to do instead of this just being a logical manner of sharing the work. So, here come the moans and groans and wars between departments again.
Second, the authors repeatedly state that the standards for each skill are built on each previous years and that we teachers shouldn't panic at what our year is expected to do, rather we should compare it to the previous year's and determine which small thing we're being asked to add. Ideally, yes, great. This will happen...eventually. So ten years or so from now, I can expect students to enter my 11th/12th grade classes with all of that previous knowledge in place. Unfortunately, administration--local and/or state--isn't going to wait 10+ years for my students to meet those standards. So, yes, I do feel a bit of a panic coming on...how am I supposed to get my students to meet, no exceed, those standards when they haven't had all of the previous knowledge to build on????
Linda/readingI'm panicking too. I was at a meeting where we were told that kids would be using all kinds of technology to research, write, etc. Well, all I have in my room are 2 very old computers that take forever to get on the internet. I feel sure that I am not the only one with this kind of problem.
I am in my first year as an elem AP. I love it! It's crazy, but so far I'm keeping my head above water and trying to stay afloat.
My oldest is a senior heading to VA Tech in the fall. Younger one is in middle school. ...See More