Methods

Research Summary #1

What does the Idaho Code of Ethics for Teachers expect from teachers?

            The Idaho Code of Ethics for Teachers was created by the Idaho Department of Education. The code of ethics explains 10 principles that educators are to follow when employed by the state of Idaho. The first principle states that professionals are to follow all federal, state, and local laws and statues. The second principle explains that educators are required to have professional relationships with all students. This includes inside/outside the classroom. Having a professional relationship with students includes absence of: child abuse, cruelty, sexual conduct, harassment, inappropriate language, images, and media, encouragement of alcohol/drug use, and false information. The third principle outlined in the code of ethics is the principle of not consuming drugs and alcohol during working hours. The fourth principle outlines that the virtues of honesty and integrity are to be lived and encouraged by all. The fifth and sixth principles involve the proper usage of funds, gifts, gratuities and property allotted the professional. Confidentiality is the seventh principle, specifically the distribution of academic and health records. The eighth principle highlights the ethics regarding breaching of one’s contract and the ninth principle highlights the importance of reporting other professionals when they have breached a principle of the code. The tenth principle states that all professionals who violate this code should be treated equitable.

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            The Idaho Code of Ethics for Teachers applies to me by outlining the principles administrators are looking for when hiring teachers. The more I understand and live these principles, the more hirable I will be. 

Source:

Idaho State Department of Education (SDE). (n.d.). Retrieved January 08, 2018, from https://sde.idaho.gov/cert-psc/psc/ethics.html 

01/10/18 Research Summary #2

What is professional dress?  Does it have an effect your classroom environment?

            In the article “Fashion in the Classroom 111” the authors discusses the effects professional dress of teachers has on students in the classroom. The article states that the clothing a teacher wears in a classroom has an effect on the expectations of the class. The authors also mentioned that a teacher’s dress selection should be made with the purpose to communicate. Students base 4 judgments from a teacher’s wardrobe; credibility, likability, interpersonal attractiveness, and dominance. Credibility and likeability are the top two factors of first impressions students have of teachers.  The authors also busted the myth that first time teachers need to “power dress” to achieve competence and credibility in the classroom. The authors said that this is not the case, but rather dressing more casual increased approachability ratings of students.

            I have always had the mindset that the most professional dress is a dress or a skirt. This article has helped me see that this is not the case. I feel that dressing professional means dressing in a way that makes others around you comfortable. I think it is a form of etiquette. I feel as a teacher it is important to not overdress, as the article mentioned it hurts approachability. For me to be more prepared for practicum and student teaching I need to add more dress pants to my wardrobe. Right now I have a few pairs, but I mostly wear skirts and dresses. I see now that my dresses and skirts might be considered over dressing. I better go shopping in Idaho Falls this weekend!

Gorham, J., Cohen, S. H., & Morris, T. L. (1999). Fashion in the classroom III: Effects of

instructor attire and immediacy in natural classroom interactions.Communication Quarterly, 47(3), 281-299. Retrieved from https://search-proquest-com.byui.idm.oclc.org/docview/216482192?accountid=9817

01/12/18 Research Summary #3

Why good Student/Teacher relationships are vital to learning

The article I read discussed the impact positive student-teacher relationships have on students. It was mentioned that students who have positive and supportive relationships with teachers reach higher levels of academic achievement. When teachers give students “constructive guidance and praise rather than criticism” the outcome is increased engagement, behavior, and academic achievement. The reason for this is because “positive teacher-student relationships draw students into the process of learning and promote their desire to learn.” Constructive guidance involves teachers showing genuine interest, understanding of a student’s weakness, and trust.  Negative relationships involve frustration, irritability, and anger between teacher and student. Fruits of this attitude include sarcastic comments, and lashing out of a teacher to the entire class. One why to cultivate constructive guidance in the classroom versus sarcasm is to send explicit and implicit messages to students. This is done by both action and word.
This article helped me see the importance of creating a classroom culture of support and genuine interested to foster classroom relationships by both student and teacher. I believe that all classes develop personalities. As a teacher I want my classroom to feel like a safe place. I will apply this article to my teaching experiences by taking the time during my teaching practicums to have strategies in my classroom that foster the virtues of love and trust. One that I learned in one of my classes this week is called, “What’s in the Bag?” This is a strategy that involves the teacher placing an object in a paper bag that illustrates a specific story from the teacher’s life. As the teacher tells the story he/she pulls the object from the bag when it is mentioned in the story. It is encouraged for teachers to share stories from their lives that are relatable to students and shows them that they are just like them and experience emotions that they may be feeling.

Rimm-Kaufman, , S., & Sandilos, L. (n.d.). Improving Students' Relationships with Teachers
             to Provide Essential Supports for Learning. Retrieved January 12, 2018, from             http://www.apa.org/education/k12/relationships.aspx

01/17/18 Research Summary #4

Domain 2 of the Danielson Framework involves the environment a teacher creates in the classroom. This includes respect and rapport, culture for learning, managing procedures, managing classroom, and organizing space. A level 1 in domain 2 would put a teacher at an unsatisfactory level. A level 2 would put a teacher at the basic level. A level 3 would put a teacher at the proficient level. To receive proficient scores in domain 2 a teacher would be expected to promote respect at all times and communicate and promote high levels of student performance. A teacher would also need to enforce all procedures at all times, and have a safe environment at all times.
Domain 3 of the Danielson Framework involves the instruction a teacher gives in his/her classroom. This includes communication, questioning/discussion, engaging students, using assessment, and flexibility/responsiveness. A level 1 in domain 3 would put a teacher at an unsatisfactory level. A level 2 would put a teacher at the basic level. A level 3 would put a teacher at the proficient level. To receive proficient scores in domain 3 a teacher would be expected to communicate clear and concise objectives, gives open-ended questions, provides content to engage students, has student driven assessments, and incorporates students’ interests into the lesson.
This framework is used in the states of Idaho, Nevada, Arizona, and Utah. All student teachers are required to pass with a score higher then a level 1. If a student teacher does not, they must redo student teaching.
As I was studying domains 2 and 3 I realized that a level 1 represents a passive teacher, level 2 represents an uneven teacher, and level 3 represents an assertive teacher. I also noticed that a level 3 teacher teaches with a growth mindset. As I was reading through the criteria I found that much of the teaching strategies I have learned in my education classes aim to teach at a level 3. As of right now I feel that I am in between a level 1 and 2.

Danielson Group » The Framework. (n.d.). Retrieved January 18, 2018, from
http://www.danielsongroup.org/framework/


01/19/18 Research Summary #5

In addition to classroom observations, what other things can be included in a teacher evaluation?

            The article tilted “Trends in Teacher Evaluation: At A Glance” produced by the Center for Public Education Organization gives insight into the teacher evaluation trends across the country in recent years. The article reported that since the governmental policies Race to the Top, No Child Left Behind, and Teacher Incentive Fund have been put into place many school districts have received funding to improve teacher evaluations. Much of the recent teacher evaluation that has come forth in recent years focuses on student achievement. Aside from teacher observation the article briefly explains that standardized test scores, student learning objectives, and formative assessments of student’s work are ways teachers may be evaluated. The most popular evaluation models are the Value-Added and Student Growth Percentiles (SGP). The SGP measures student’s improvement.

            Charlotte Danielson’s teacher evaluation framework has some aspects of evaluation aside from observation. In Domain 4 professionalism is mentioned, focusing on the honesty, and sincerity of a teacher’s relationship with his/her students. Domain 4 also states the importance of evaluating a teacher’s involvement with their colleagues, community, and parents. To receive a proficient in these levels a teacher must regularly make “information about the instructional program available” to parents, “support and collaborate with colleagues” and seek volunteers from the community. Maintaining accurate records is also part of the teacher evaluation. To receive a proficient in this level, a teacher must have “an efficient and effective process for recording student attainment of learning goals.”

            While I am currently trying to wrap my head around the Danielson Framework for teacher evaluation, I do see the importance of understanding other forms of evaluation. Reading this article helped me see that evaluations are not primarily for the teacher to see how good of a job he/she is doing, but rather to seek improvement for the benefit of his/her students. I want to keep this mindset as I am being evaluated a lot in my practicum classes.

           

(n.d.). Retrieved January 19, 2018, from http://www.centerforpubliceducation.org/Main-Menu/Evaluating-performance/Trends-in-Teacher-Evaluation-At-A-Glance?css=print

Danielson Group » The Framework. (n.d.). Retrieved January 18, 2018, from
http://www.danielsongroup.org/framework/



01/22/18 Research Summary #6

How to talk with parents about their child

         Terri Eichholz, a school teacher for over 25+ years gives several insights into communicating with parents in her article, “New Teachers: How to Talk to Parents.” She starts her article by reporting of an incident that happened early in her career. She approached a parent of a student who was not turning in their homework. When Terri offered a solution, the parent explained that the solution would not work and proclaimed that since Terri did not have any children, she could not offer adequate advice to answer the problem at hand. From this experience Terri learned that she needed to be more empathetic and place herself in her student’/parent’s shoes. The parents of the student were working 3 jobs and trying to make time for their family. Terri pondered on her college days when she worked 3 jobs. If she would have remembered this initially she would have given the parent different suggestions. 
After sharing the personal example the author gives several suggestions on communicating with parents. These include: being proactive, not taking comments offensively, asking parents for advice, get involved in the community, choose your battles, and admit when you are wrong. Terri ends her article with explaining that when she was a first year teacher she would have been very offended if a parent criticized her judgment. Now with 25+ years experience she has learned the importance of listening to parents and putting herself in their position. She offers her advice to first year teachers.
As a soon to be first year teacher this advice is very helpful to me. I am a little nervous at working with parents because I feel I cannot relate to them. The advice in the article really helped me see that taking a step back and putting myself in my student’s parent’s shoes will help me make more mature  solutions to problems that may arise.

New Teachers: How to Talk to Parents. (n.d.). Retrieved January 22, 2018, from 

https://www.edutopia.org/article/new-teachers-how-talk-parents-terri-eichholz

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01/23/2018 Research Summary #7 

Arranging a classroom.  How can the placement of the furniture maximize student learning and teacher instruction?

Chapter 3 of the Handbook for Qualities of Effective Teachers discusses classroom management and organization. The beginning of the chapter explains that an effective teacher may think of themselves as “the driver of a car who needs to responds to the passengers’ needs in order to ensure that they reach their destination.” This mindset allows teachers to be completely student focused. The environment of the classroom is one factor teachers have great control over to ensure the feeling of the classroom fosters a learning environment for all students. This will happen to the degree that the teacher has effective procedures and management strategies in the classroom. The article states that classroom organization will greatly effect the overall management of the students. Along with decorating the class with student’s work, effective teachers “arrange the furniture to promote interaction as appropriate, and they have comfortable areas for working (Kohn, 1996).”
In ED 304 and ED 242 I have learned that classroom layout greatly effects the overall personality or feel of a classroom. I believe that students success comes from their ability to help others succeed, to foster this notion in my classroom I want to have the desks arranged in groups to promote group work. I also want to have open space in my classroom so students can freely move around the room. This will allow me as a teacher to move around the room easily and reach all of my students rather than just the ones in the first few rows.

A. (n.d.). Chapter 3. Classroom Management and Organization. Retrieved January 24, 2018, from http://www.ascd.org/publications/books/104135/chapters/Classroom-Management-and-Organization.aspx

01/25/2018 Research Summary #8

Using Bulletin Boards Effectively

       The article titled, “Displaying Student Work” begins with explaining that the displays in every classroom should primarily focus on the work of the students’. The author mentions several benefits to doing this: shows that teachers value student work, it is the students classroom, and lastly, shows importance of learning from each other. The author also points out that by displaying student work frequently, “students will look at their own work more frequently than they will look at commercial materials.” Several suggestions for showcasing student work in include; displaying in-process and finished pieces. This implies that the process of learning is valued in the classroom. The next tip is to showcase all of the students work, not just the best work of a few children. The next tip is to give students voice in the decision. If a student is uncomfortable with their work being displayed, the teacher should respect it. Having a designated space for each student builds community in a classroom and is another tip for display student’s work. Another tip is to “use wall space for two-dimensional work and shelf tops for three-dimensional work,” doing this will allow various projects to be displayed. While it is important to showcase a lot of student work, it is important to remember to have the displays be purposeful. Not every piece of work needs to be displayed. “Covering every possible space will make the room cluttered.” The last piece of advice is to display work at the student’s eye level, if it is not students will likely not look at it.
       I thought all of the information in this article was fantastic! It reminded me of what Sister Olsen said in the preschool labs. She said that the reason we don’t have a lot of decorations or materials on the walls in the preschool labs is because we want to showcase the work of the children. I thought the room was extremely dull at the beginning of the semester. As the semester went on and the student’s work began to be displayed the room came alive and I felt like it truly was the children’s room. I feel displaying student’s work is a great way to build community in a classroom and to hold students accountable.


Displaying Student Work. (2017, November 17). Retrieved January 25, 2018, from

https://www.responsiveclassroom.org/displaying-student-work/

01/31/18 Research Summary #9

The First Day of School

Lisa Mims, a schoolteacher with 25+ years of experience, has given 7 tips for teachers to consider on their first day of school. She has exercised these tips in her own classroom and has found them to be very beneficial in relieving the stress that usually accompanies the first day of school for any schoolteacher. The first tip given is to smile. Mrs. Mims says it is important that your students see you happy and even laughing. The second tip she offers is to treat yourself by buying a brand new outfit for the first day. Recalling on her years as a grade school student, Mrs. Mims vividly remembers her “first day of school” outfits. It is a fun and exciting time! The third tip is to have all of the little things taken care of before the students come. By little things Mrs. Mims means knowing how you are going to seat your students, how you will distribute materials, and what is your bathroom policy? Having these questions answered and implemented before students come will allow you to be more focused on questions the students have. The fourth and fifth tips corresponds with the third; have your procedures, expectations, and classroom management style in order and be prepared to implement them. The sixth tip is to focus on getting to know your students and introducing yourself to them. The final tip is to lay aside any biases or prejudgments regarding certain students. Everyone deserves a fresh slate.

Mrs. Mims addressed a few questions in her article that I think are important. She asked:

How are you going to seat your students? – On the first day I will have color-coded name tags on each desk. Students will know exactly where they sit. I will have several activities for students to get to know who they are sitting by.

How are you going to distribute materials? – Some papers will be on the student’s desk already (syllabus), others I will distribute after we discuss them together.

How do they go to the bathroom? – I am going to talk with them the first day about responsibility and let them know that I trust them to responsibly use the bathroom before or after class. If need arises, they may go during class.

           

 Mims, L. (n.d.). You Only Get One "First Day of School". Retrieved January 31, 2018, from https://www.edutopia.org/blog/only-1-first-day-school-lisa-mims

02/02/18 Research Summary #10

Classroom Management Video with Mr. Tyler Hester

            At the beginning of class Mr. Hester greets students at the door. He shakes their hand, states their name, and hands them a piece of paper. He gives each student the same instruction, “you will sit at this seat # and quietly work on this survey.” Once all students are in the classroom he repeats several times, “you should all be silently looking at your survey. Their should be no talking.” Mr. Hester then explains in step-by-step directions how students will hand their papers in. He gives a few directions then asks the students to point to who they will hand their paper to. He then times to see how fast the students can hand their papers in.

            When Mr. Hester walks around the classroom he says, “follow me with your eyes.” His tone and voice is very clear and direct. He talks very distinctly. He then explains that to have the class come together he will clap a beat. He does several beats and has the students repeat the beats. As he gets dancing and into a bit the students start to break smiles. He then has students do a pair share to answer the following prompts, “This summer I” and “In my middle school.” He then goes over several things about himself and has his students fill out a sheet. When telling about himself he is very confident, sharing information like, “I was a baseball all-star, I am good, better than any of you.”

            When the bell rings the students exit, while he asks one student to stay behind. He explains to the student that her attitude does not fly in the classroom. He has her make eye contact with him. In the end he gives her a fist pump. On the board he has the objectives written out as well as the agenda for the day.

            At first I did not like how he kept repeating that the students needed to be silent. Now that I have thought about it a bit, I see why he is doing it. With students all coming from various middle schools, they are used to different expectations in classrooms. By setting a high expectation at the beginning of class shows students that he expects a lot. I enjoyed how he showed his personality through the use of beats and his slideshow about himself. It goes to show you can be strict, but still personable with students.

S. (2012, August 17). Retrieved February 01, 2018, from https://www.youtube.com/watch?time_continue=311&v=pgk-719mTxM

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02/03/18 Research Summary #11

            The article discussed the relationship between classroom management and classroom instruction. According to the author, classroom management can be solved by effective classroom instruction. To illustrate this point the author started out by sharing an insight into a high school English class. The teacher, Ms. Carter excitedly  explains to her students that they are going to “steal” an authors identity. While she is explaining how this is to be done, several students walk in late. Ms. Carter simply ignores them. While she continues to give instruction a few students are off task. Ms. Carter simply walks close to the desks of the disruptive student and they stop what they are doing. After Ms. Carter gives the class group instruction and dismisses them to their group work she calls the students who were late to her desk and talks with them.

            The article goes on to give several key instruction points to consider that will greatly lessen disruption in the classroom. The first insight given is to use time effectively. It is mentioned that it is critical to start on time and immediately begin working. It is important that students see that you value learning time. If you do, then they will. The next suggestion offered is to prevent interruptions. Classroom procedures are a good help with this. The next suggestion is to implement a procedure for bringing students back together. The suggestions suggest using very minimal instructional time, if any at all, in discipline manners. This should not take away from other students time to learn.

            I love the suggestion given to start on time and to start learning right away. I know in the Frontiers class I have been slow in starting because I am nervous. I think it would help with a lot of the management problems if I were to start with an exciting activity focused on learning. I can also show more excitement when I teach. This is something I am currently working on.

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https://byui.brightspace.com/content/enforced/383227-Campus.2018.Winter.FCS405/Course%20Files/Classroom%20Management_Instruction.pdf

02/06/18 Research Summary #12

Tyler Hester currently studies at Harvard, pursing a doctorate degree in educational leadership. At the core of Mr. Hester’s educational philosophy is seeing students divine nature and teaching to that nature. In his article, “7 Tips for Better Classroom Management” he gives insights to classroom management strategies to teach to a student’s divine nature. The first strategy given is to love your students. He states, “Too many students have internalized a profound sense of their own inadequacy, and it is incumbent upon us to remind them of their infinite value and counteract the many messages that they receive to the contrary” (Hester, 2013). The second and third strategy is to assume the best in your students, and to compliment them when you can. Mr. Hester encourages teachers to correct small behavior. He also encourages correcting behavior individually, but praise individually and to the class as a whole. The fourth tip is to sweat the small stuff. It is important that your students know that you mean business. The fifth strategy is to identify yourself to your students. This is to build trust with your students. Mr. Hester explains, “to build that trust, tell your students who you are and why you chose to be a teacher” (Hester, 2013). The sixth strategy is to forge a class identity. He explains the importance of praising the class as a whole, which builds comrade and rapport. His final tip is to have a plan. He states, “you need to begin each day with clarity about what students should know and be able to do by the end of the class period, and every second of your day should be purposefully moving you toward that end” (Hester, 2013).

I agree with Tyler Hester’s educational philosophy and want to try to implement his strategies into my classroom. I think it will be hard to do this in the Frontiers class because I don’t teach everyday. I still think I can set up a classroom culture at the beginning of class and stick with it throughout the class.  

7 Tips for Better Classroom Management. (n.d.). Retrieved February 06, 2018, from

https://www.edutopia.org/blog/7-tips-better-classroom-management-tyler-hester

02/08/18 Research Summary #13

            In the article, “Is Your Lesson a Grecian Urn?” schoolteacher, Jennifer Gonzalez shares a personal experience when a student teacher created a lesson plan that was not meeting the objective of the curriculum. Eric, the student teacher’s, lesson plan sounded good at first, it met a lot of requirements, but learning was not able to take place. Grant Wiggins would describe this as “the Sin of Activity-Oriented Design.” Ms. Gonzalez used this as an example as she gave several tips for creating lesson plans that adequately help students learn.

            The first tip is to avoid excessive coloring or crafting. This may be appropriate in an elementary setting or art class, but in a subject matter class, these activities cause to much wasted time. The second tip is to avoid excessive “neat-o” tech. To illustrate this point the author gives the example of history and math classes combining forces to teach the historical timeline of math mathematicians. In doing this students spent excessive time doing internet searches to find basic facts, and then spent excessive time copying and pasting these facts into a PowerPoint. Was technology used? Yes? Was interdisciplinary study happening? You bet. Was it effective? No. When using technology in the classroom it is critical that it is used to enhance learning, not take time away from it.

            The third tip is in correlation with the second tip. It is critical to avoid low-level thinking. The article states that some “tasks appear to be creative, but the primary academic work is rearranging and regurgitation basic facts or definitions.” This falls under the two lowest levels of Bloom’s Taxonomy. The fourth tip involves the red flag of creativity. The author warns against having a significant portion of a rubric be on creativity or “attractiveness.” The fifth and final tip is to avoid trivial games such as word searches and crossword puzzles; this is straight up busy work.

            As I was reading this article I reflected on the lesson plans I have created in the past month. Of the 4 that I have created, 2 of them come to mind as being a Grecian Urn. I see the mistakes that I made, and the reasoning behind them. As I move forward with new lesson plans I will take more time to thoroughly think about my objectives and how my activities meet those objectives.

Is Your Lesson a Grecian Urn? (2017, July 31). Retrieved February 08, 2018, from

https://www.cultofpedagogy.com/grecian-urn-lesson/

02/12/14 Research Summary #14

            As a teacher strives to improve their questions to students, applying Bloom’s Taxonomy is a must. Bloom’s Taxonomy was created in 1956 by Benjamin Bloom, with the help of Max Englehart, Edward Furst, Walter Hill, and David Krathwohl. Six categories are given to help teachers formulate questions: knowledge, comprehension, application, analysis, evaluate, and create. There has been several revisions to the Taxonomy, including changing knowledge and comprehension to remember and understand.

            Knowledge refers to formulating questions that promote recall. Comprehension focuses on making “use of the material or idea being communicated.” Application refers to the “abstractions in particular and concrete situations.” Application centers on understanding the relationship between the ideas discussed. Evaluate refers to “judgments about the “value of material and methods given for the purposes.” To formulate questions that promote metacognitive thinking, a teacher may generate questions from a reading that center on the 6 aspects of the Taxonomy. It is recommended to start at the bottom of the taxonomy and work your way to the top. This allows students to clearly understand the ideas being communicated in the reading/assignment, and then evaluate the overall assignment. Putting the taxonomy to work in your classroom takes a lot of practice at the beginning, but as a teach continues to practice, they will be able to see a tremendous difference in their student’s levels of understanding. It help foster this in the classroom there are a lot of resources teachers can find that help them form objectives and questions using verbs that promote Bloom’s Taxonomy.

            I have used Bloom’s Taxonomy a bit and I have really enjoyed it. I find it helps the students reach higher levels of thinking. When I ask questions, my purpose in doing so is to promote higher level thinking. One thing I can work on is writing questions down in my lesson plan. In the past I have come up with them on the spot. I know they would be much more beneficial if I wrote them out beforehand.

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Mcdaniel, R. (1970, June 10). Bloom's Taxonomy. Retrieved February 12, 2018, from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

02/13/18 Research Summary #15

The university of ACS Distance Education gives several tips for instructors to improve listening in the classroom. The article gives four tips, or stages, to listening. The first step is to open yourself to the “incoming message” by letting down your defenses as far as possible.” This is so the teacher can determine the underlying meaning of what the student is saying. To do this it is important to give the student “undisturbed eye contact”. This helps them know you really care to listen. The second part is to “interpret, or reconstruct, what is being said, remembering always that words have different meanings to different people.” It is also important to not jump to conclusions. Each student is sharing insights based upon their own unique worldview. The third step is to evaluate what is being said by the student. The fourth step is to respond. This is done by “reassuring the speaker that you have been giving him full attention.” You can also show a student you have been listening by giving feedback, or smiling, nodding, or frowning

            The article also gives several obstacles to listening. One of these obstacles is anxiety and distraction. “Listening, like learning, is difficult in an atmosphere of anxiety, tension or boredom.” The article mentions that each student in the classroom will feel anxiety or distraction at some time. Another obstacle is bias. “Empathy and presenting fats in a fair and unbiased way will help to regain your students’ interest and keep the lesson focused.” The article also suggest that the teach evaluate their own biases and prejudices. The next obstacle is language. ELL students will have a hard time listening and responding when they are hearing English words for the first time. The last obstacle is attitude, tone and words.. The article mentions that each student throughout the day will have a time where they are experiencing something that will distract them from learning (tired, hungry ect). It is important to listen to tones and attitudes of students to discern when this is happening and give the students a transition, or moving activity.

            I have been having a hard time listening to students in my practicum classes because I am so worried about time, transitions, and covering material. This article gave me some great advice on how I can better listen to my students. I am in the frontiers class tomorrow. I am going to implement these strategies; specifically making eye contact, and examining my biases.

(n.d.). Retrieved February 13, 2018, from https://www.acs.edu.au/info/education/trends-opinions/listening-skills.aspx

02/15/18 Research Summary #16

Jim Fay and Foster Cline are the founders of love and logic in the classroom. Two rules a have been given to promote love and logic in the classroom. The first rule is that “adults set firm limits in ways without anger, lecture, threats, or repeated warnings.” This means that a teacher sets expectations using positive statements. This rule also expects an educator to have a viewpoint that mistakes are learning opportunities. Lastly, this rule implies that a teacher will not nag students. The second rule is that “when children misbehave and cause problems, adults hand these problems back in loving ways.” This can be done by a teacher showing empathy to a student and then describing a consequence. Teachers are to do this using few words, and respectful actions, they are also to “delay consequences.” Delaying consequences may help a teacher respond in a more compassionate way. These rules allow students “the gift of owning and solving their problems.” Love and logic in the classroom allows both students and teachers to show empathy towards each other. This helps a child to be in an environment where their brain can be in “thinking mode”, rather then be in “fighting mode.”

Another part of love and logic in the classroom is using enforceable statemnts. The article gives several examples, a few being; “I grade papers handed in on time” and “I allow students to remain with the group when they aren’t causing a problem for anybody.” These positive, yet strict statements help a teacher have empathy in the classroom, while establishing clear expectations.

I was first introduced to love and logic in the classroom 1.5 years ago during education week. As I applied it’s principles into teaching I found great results. Classes became unified and as a teacher I felt more empathy for my students. I also feel that the principles of love and logic classrooms are applications to the belief that everyone has worth and potential.

https://msm.mssd14.org/UserFiles/Servers/Server_57887/File/Parents/LoveLogicRules.pdf

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02/20/18 Research Summary # 17

Popular educator Alfie Kohn wrote an article titled, “Five Reasons to Stop Saying Good Job!” Alfie’s purpose in writing this article is to encourage all parents and teachers to motivate their children according to their developmental needs. From reading Alfie’s 5 suggestions, it is obvious that he highly values the divine nature of all human beings. The first reason he gives against the phrase “good job” is that it manipulates children. Oftentimes we say “good job” to offer a quick gratification to children. This does not teach a child the why behind what we asked them to do. It only encourages children to comply to are demands. Instead of saying “Good job on cleaning your room!.” A parent could say, “Having your room clean will keep you safe so you don’t trip over your toys.”  The latter statement allows parents to work with children, helping them become thoughtful thinkers.

The second reason Kohn gives is saying “good job” creates praise junkie children. Saying phrases such as, “You are really good at dancing.” Or “I like the way you drew that rainbow” to children makes them rely on someone else’s approval, or evaluation rather than forming their own evaluation and judgment. The third reason Kohn gives is that saying “good job” puts feelings/emotions into a child’s heart. When a child completes something, rather than looking to an adult for approval such as “good job you finished,” rather they should look to the adult and say, “I did it!” Children should experience emotions for themselves, not be told how to feel about something.  Saying “good job” also places a judgment on children, which we should never do.”

The fourth reason Kohn gives is that praising children makes children loose interest in the activity they were doing. Various scientific studies have shown that showing praise to children makes children loose interest in an activity. Praise only motivates children to want more praise. The final reason Alfie Kohn gives is that praising children reduces their ability to complete a task effectively. When a child is praised for a task, most often they do not perform as good when they complete the task again. This is because they are worried to take risks, in fear of jeopardizing their “good job.”

A read this article about 2 years ago when I helped with BYU-Idaho Education Week. Ever since reading the article I have tried to implement these principles. I have been struggling to keep up with it so I thought it would be good to read the article again. I really feel that eliminating “good job” from my vocabulary will allow me to focus on the moral development of my students. I have noticed that I tend to crave when teachers tell me “good job.” When contemplating this I realize that I have been seeking the approval of my teachers rather than mastery of material.

Five Reasons to Stop Saying "Good Job!" (**). (2014, November 17). Retrieved February 20,

2018, from https://www.alfiekohn.org/article/five-reasons-stop-saying-good-job/

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Research Summary #18 02/22/18

            Educator Andrew Miller wrote an article for edutopia.org sharing what he learned the 2011 National Association for Multicultural Education (NAME). He begins with a quote from William Ayers, one of the founders of NAME. William Dyers has said, “Not multicultural education, just excellent education.” Mr. Miller then gives 7 insights he learned from presenters at the conference. The first insight is to get to know your students. Mr. Miller acknowledges that this is a common tip for multicultural classrooms. He takes it a little further in explanation by saying, “ask them (students) questions about their culture. Find moments to have students share. In order to build achievement, you have to build respect for who your students are.” The second tip given is to analyze Jacob Lawrence’s paintings. Jacob Lawrence is a popular painter who beautifully depicts African American culture. Mr. Miller explains that, “art is a great tool to engage in critical conversations about race.” The third tip is to have students create a slang dictionary. This is a great way to understand varying cultures. Doing this allows students to see that you honor their culture. The fourth suggestion is to “use the standards as your framework and then find opportunities to embed multicultural ideas, literature, and materials.” Standards are just the start of planning the lesson, there are many ways to incorporate multicultural themes, and literature. The fifth suggestion is to encourage students in writing and poetry. This is a great way to build literacy and honor the voices of all students. The sixth tip is to not worry about controversy. He states, “subject, issues, and controversy are all around us. Allow it into the classroom. Students are already talking or thinking about them.” The final tip is to not ask for permission. He states, “when you do what is right, you don’t ask permission.” He states the importance of having administrators on your team.

            I really appreciated this article and the authentic suggestions given. After reading it I searched some of Jacob Lawrence’s work and I was very impressed. One definition of multiculturalism that I love is: the sharing of many cultures. I want to foster this sharing attitude in my classroom. I have always had a desire to teach in a multicultural classroom. I am excited to learn strategies and techniques to successfully do this!

Seven Ideas for Revitalizing Multicultural Education. (2011, Nov. & dec.). Retrieved

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February 22, 2018, from https://www.edutopia.org/blog/multicultural-education-strategy-tips-andrew-miller

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Research Summary #19 02/26/18 FCCLA in the Classroom

      Allison Kreifels, FCCLA state advisor for the state of Nebraska has developed several ways to incorporate Family Career and Community Leaders of America national programs into FCS curriculum. One suggestion given is to great a game plan to start early, at the beginning of the year if possible and evaluate what events could be done with various units. It is also important to give your students choice as to what they would like to do. Choice is extremely motivating for students. It is also important that it is a team centered project. Students can be assessed based on in-class work with the STAR events rubrics. Ms. Kreifels then lists several FCCLA programs and gives several suggestions for possible implementation. For career connection ideas may be for career development, entrepreneurship, career, community and family connections, and family community resources. For FACTS (families acting for community traffics safety) ideas given for implementation include personal health, child development, and family and community services. The Student Body program could include nutrition and wellness, food sciences, dietetics, and nutrition. STOP the violence (students taking on prevention) could be implemented when discussing family living and parenthood. Power of 1 could be used when discussing career and family leadership, and consumer services. Leadership Service in Action could be implemented during any FCS unit, as leaders are needed in everything. Financial Fitness can be used when discussing family and consumer sciences resource management. The overall message Allison Kreifels is trying to convey is that, with careful planning a FCS teacher may use FCCLA in any unit his/her FCS classroom.
Not growing up with FCCLA, I have had to learn all about it over the past few years. I really like the suggestions given in this article. When I am in curriculum class next semester I am going to use these FCCLA programs as part of my lesson plans. I think it is a great way to introduce students to FCCLA and involve them in hands on learning.


http://fcclainc.org/pdf/IntegratingNationalPrograms.pdf

Research Summary #20 02/27/18 Project Based Learning

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       John Larmar and John R. Mergendoller of the Buck Institute for Education introduce and discuss the need to eliminate busy work in classrooms and instead use project based learning. 7 principles of project based learning are presented and discussed. The first is to introduce the project through an entry event. This could be done through a video, discussion, guest speaker, field trip, etc. It important that the entry event is engaging and excites the students. The second component of project based learning is to have the students come up with a driving question to lead the course of their project. The question needs to “capture the heart of the project in clear, compelling language, which gives students a sense of purpose and challenge.” The third part of PBL is student voice and choice. This is the key component of the project. “Teachers should design projects with the extent of student choice that fits their own style and students.” The fourth section is to incorporate 21^st century skills into the project. Role-playing and team-building activities are a good ideas to use to encourage collaboration. The fifth part involves student inquiry and innovation. Students must ask their own questions and seek their own answers. The sixth part of PBL is feedback and revision. Feedback and revision is done through team critiquing of one another’s work by referencing the teacher’s rubrics and exemplars by past students. The seventh principle is to publicly present the product. This brings the project to be more authentic as students share their work with parents, community leaders, and government officials.  

            I love this framework! I am really excited to study PBL this week! It’s principles highly match Alfie Kohn’s motivation principles (collaboration, content, and choice). For a teacher to be effective in PBL he/she would need to be very versatile and an expert in his/her content area. Knowing this makes me a little nervous because I do not feel like an expert quite yet in my content area. This PBL business definitely inspires me to be more confident in my content area!

A. (n.d.). Seven Essentials for Project-Based Learning. Retrieved February 27, 2018, from

http://www.ascd.org/publications/educational_leadership/sept10/vol68/num01/Seven_Essentials_for_Project-Based_Learning.aspx

Research Summary #21 03/05/18 Group Work

        Many students despise group work. It entails anxiety, annoyance, and awkwardness. Students lack trust in each other, meaning that there is usually one person in each group who completes all of the work. It often takes students a long time to come to a consensus in a group discussion because they have not be taught how to effectively communicate in a group. Edward De Bono, an expert on critical thinking, has created Six Thinking Hats. This is a strategy students can use when doing group work to channel their thinking and help group work be efficient and fun. The 6 thinking hats involve various directions of thinking. Students “put on a colored hat” and think according to the color of the hat. The blue hat is wrong by the facilitator of the group, they are in charge of leading the discussion. When the white hat is worn, students are thinking only of the facts, figures, and information regarding the topic at hand. The green hat focuses on creativity, and new ideas. The black hat focuses on critical thinking, particularly cautions to the ideas set forth. The yellow hat focuses on the positives of the ideas set forth. The red hat focuses on the emotion and intuition related to the topic. The process of switching hats can be sequentially preset or sequentially random (up to the discretion of the facilitator), or it could be singly random. For example the facilitator could say to the group, “now I want your green hat thinking about the STAR event” or they could ask a specific person “Kelly, I want your yellow hat thinking.”
I have always struggled having productive discussions with groups. The 6 thinking hat method is a great way to set up a classroom culture of collaboration. This is something that I will implement in my classroom. It will be one of the first expectations I set up at the beginning of the school year. It will be awkward at first because it is something different than what students are used to, but I feel that once they get the hang of it they will love it!


Bono, E. D. (2017). Six thinking hats. London: Penguin Life, an imprint of Penguin Books.

Research Summary #22 03/06/18 Group Work

          The Scholastic teachers page of their website gives 8 grouping techniques that educators can use in the classroom. When it comes to grouping options they advise that teachers keep their “options fluid and flexible.” The following are the 8 strategies they give to teachers. The first is random grouping. This grouping should be done when the teacher is focused solely on management and “forming groups of equal size”. The second suggestion is to group according to achievement or ability. This type of grouping could be effective for just about any assignment. The third suggestion is social, or cooperative grouping. This involves giving each student a role in the group such as leader, vice president etc. This allows students to practice various leadership skills. It would be a good idea to allow each student an opportunity to hold each leadership role. The fourth suggestion is interest grouping. With this grouping students are placed according to interest preferences, this would come in handy for a research project. The fifth grouping is task grouping, This involves grouping students of similar skills together to complete a task. The sixth grouping strategy is called knowledge of subject grouping. For this group, students “with background knowledge of a given subject or hobby” are placed together. This is a great strategy for the sharing of information. The seventh grouping strategy is skill/strategy grouping. This is to help students practice a given skill. The last strategy is student choice, very self-explanatory. Students are grouped according to their own preferences.

            I think group work is a crucial part of a classroom. In my classroom I am going to incorporate all of these strategies. I think it is important to be intentional when forming groups, the more intentional you are, the more successful the group work will be. In are current PBL groups in class, I like how we are grouped according to are Frontier groups. It makes it nice.

Organizing Small Groups: Do You Know All the Options? (n.d.). Retrieved March 06, 2018,

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from https://www.scholastic.com/teachers/articles/teaching-content/organizing-    small-groups-do-you-know-all-options/

Research Summary #23 03/06/18 Benefits of Large Groups 

       In the article “Classroom Circles – Building Positive Relationships” Marg Armstrong writes, “we will never teach them (students) everything they need to know, so we need to teach them how to learn. For this to happen, we need to develop positive relationships with our school communities.” The remaining article gives several benefits of doing a community circle in the classroom. The author states that community circles promote the virtues of “honesty, listening, accountability, spirituality, consensus, healing, patience, respect, support, trust, partnership and forgiveness.” By having students form a circle in the center of the room a feeling of equality and shared leadership forms. Being in a circle also allows students to make eye contact with every peer in the class. Circles also help students focus and minimize distractions in the classroom. Connection is also formed while in a circle. Disrespectful behavior diminishes as students become accountable for their actions (“everyone in the circle can see everyone else”). When a teacher asks for participation, it is easy to hear from all students as each student participates around the circle.

            The author also discusses the importance of having a talking piece, or an object to hold as they participate in the circle. This could also be called “a talking stick.” It is advised not to use a ball. Basic guidelines for the talking piece are given as it always moves clockwise, if you don’t have the talking piece you don’t talk, you are free to pass if you have the talking stick. When a student holds the talking stick they are to speak honestly, respectfully, short, and on topic.

            During a few of my practicum practices I have done community circles. I have felt unity among students as they gather in a circle. I think in my future classrooms I will start and stop my day with a community circle. This will help establish a classroom environment of rapport. I also want to have one topic of a community circle be gratitude. I have done this in a few of my education classes and I find that it really builds unity and respect. It’s amazing what bonds can form among students when they are vulnerable.

Armstrong, M. (n.d.). Classroom Circles – Building Positive Relationships. Retrieved March 6, 2018, from http://www.rpiassn.org/wp-content/uploads/2015/04/2015_Armstrong_Classroom-circles-building-positive-relationships.pdf

   
03/13/18 Research Summary #24 Integrating Technology into the Classroom

     The article Effects of Technology on Classrooms and Students comes from the U.S. Department of Education. The article discusses the change in student and teacher roles when technology is integrated into the classroom. The teacher becomes more of a facilitator while the student takes on a more active role. “technology use allows many more students to be actively thinking about information, making choices, and executing skills than is typical in teacher-led lessons.” The article also states that students have increased motivation and self-esteem when they are using technology in the classroom. As students engage in computer work they feel a sense of accomplishment and “power gained in working with technology.” Students also have the opportunity to learn crucial technical skills that will help them in their future work. A big part about integrating technology into the classroom is the increased peer collaboration among students. More technological advanced students are prone to helping students who are not as familiar with technology. Technology in the classroom also increases student accommodations and differentiation. With each student having their own individualized computer screen it is much easier for the teacher to cater an assignment to the needs of each learner in her classroom. The article also discusses how technology in the classroom helps all students shine, rather than just the ones who always score well academically. Having technology resources available allows different students to explore their talents. All in all, technology in the classroom amplifies engagement and empowerment among students as well as teachers.
I really enjoyed the technology lesson on Monday. It really opened my eyes to the possibilities of technology in the classroom and the great good it can do. I really need to work on my knowledge and skill level of technology so that I can have it in my classroom. In my practicum classes the only technology we have used are chrome books. I wasn’t a big fan of them. They are so slow!

International, S. (n.d.). Effects of Technology on Classrooms and Students. Retrieved March
13, 2018, from https://www2.ed.gov/pubs/EdReformStudies/EdTech/effectsstudents.html


03/13/18 Research Summary #25 What is a WebQuest?

The article Creating a WebQuest It’s Easier Than You Think explains several benefits to using WebQuests in the classroom. It also explains how to create a WebQuest. Bernie Dodge, the create of WebQuest defines WebQuest as, “an inquiry-oriented activity in which most or all of the information used by learners is drawn from the web.” WebqQests help student use information, rather than simply look for information. WebQuests help learners reach higher level thinking in Bloom’s taxonomy such as analysis, synthesis, and evaluation. WebQuests differ from normal worksheets in that the answers have to be discovered or created. Students are required to use critical thinking skills to complete the assignment. WebQuests also allow students to explore complex issues and “process the information in meaningful ways and reach moral and ethical decisions guided by facts.” A good WebQuest has the following: guidance, creative end project, flexible, credible links. A student should complete a WebQuest independently, the teacher is only the facilitator.
There are 6 building blocks to creating a WebQuest. The first is the introduction. Students should have their interest captured. The second part is the task (objective needs to be mentioned). The third part is the process, this explains strategies students will use while doing the WebQuest. The fourth part is the sources the students will view to help complete the project. The fifth part is the evaluation, or rubric of the actitiy. The final part is the conclusion, which sums up the project and allows students to reflect on their work.
I have never heard of WebQuests until now. I am looking forward to starting this weeks assignment, I feel it will really help learn what WebQuests are all about. One thing I like about them, is that it is very student-centered. I think it will take a lot of preparation on the teacher’s end to create a engaging WebQuest, but if he/she succeeds in doing this I think on the actual teaching day the teacher will have little teaching to do.

Creating a WebQuest | It's Easier Than You Think. (n.d.). Retrieved March 14, 2018, from
http://www.educationworld.com/a_tech/tech/tech011.shtml

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03/15/18 Research Summary #26 Internet Use/Safety in the Classroom

     The National Association of Elementary School Principles published an article in November 2013 explaining the importance of safe digital citizenship. The article states that students no longer schools as the “epicenter of knowledge,” but rather they see the internet as the “epicenter of knowledge.” In order to educate the students of today it is crucial that teachers in schools utilize the Internet in all teaching practices. Schools are obligated to help prepare students to navigate the information around them. Schools are also responsible to “maximize instructional technology to support 21st century learning.” The article also states that currently, schools are having a hard time keeping up with the student’s pace to learn from online technology. With the extensive use of technology, it is important the teachers help students navigate valid information. To do this, teachers need to remember “that the internet is an endless superhighway of information, and that [students] benefit from clear guidelines.” Accessing the Internet takes students beyond the classroom to a whole new world! The article gives several dos and don’ts for students accessing the Internet. The dos include: being respectful, talk with teacher as soon as student sees, feels, or experiences something uncomfortable, use strong passwords, notify teacher of passwords, and use primary sources. The don’ts of the Internet include: sharing personal information online, opening unfamiliar email attachments, agree to meet with people you meet online, and plagiarize. Teachers need to: discuss  technology choices with parents, review district’s Acceptable Use Policy, have students sign a safety pledge, directly teach students how to take care of devices, pre-assess technology skills, and be authentic in technology use.
This article was a great source for me! Reading it has helped me see the time, energy, and knowledge it takes for a teacher to adequetly and intentionally use the Internet in the classroom. I have not been very excited, or prompted to think much about technology in the classroom until this week. I am learning that I need to step it up! I am excited to start working on the webquest for this week’s assignment!

National Association of Elementary School Principals: Serving all elementary and middle-level
principals. (n.d.). Retrieved March 15, 2018, from https://www.naesp.org/principal-novemberdecember-2013-safe-positive-school-culture/safe-digital-citizenship

03/17/18 Research Summary #27 Effective Demonstrations

Laura Henriques wrote an article titled, “What Makes for an Effective Science Demonstration.” Though the article is implied to science classes, it can also be applied to any Family Consumer Science classroom lab. In the article several tips are given to enhance demonstrations in the classroom. The first tip is to practice prior to giving the demonstration. When practicing Laura recommends the following, “know how it works, be comfortable with it and be aware of the tricks needed to make it work well.” When actually demonstrating the demo Laura suggests not saying anything, as a way to pique student interest. After the demo the teacher can explain what happened and then do the demonstration again.
The second tip is to make sure the students can see you. Some questions to ask are, “Is it big enough? High enough off the lab table so that all can see? Does it need a solid background to be easily seen?” Suggestions to combat these challenges include: videoing the demonstration, raising the demonstration to a higher level (stack of books), or place on an overhead.
The third tip is to involve students in the demonstration. Along with involving students in the classroom, encourage students to try the demonstration at home. It would make a great teaching moment for them. The fourth tip is to not reveal what is going to happen during the demo before you give the demo. If you give the students all of the information before showing the demo then there really is no point in doing the demo in the first place.
The fifth tip is to consider recording the demonstration. It is also smart to record a practice demonstration. This is a good safety net, just incase the demo doesn’t work during actual class time. Another benefit to recording a demo is that you can re-watch it over again, and can slow it down, or speed it up. The final tip is to be a good showman. Doing so excites the students and make learning fun!
I really enjoyed this article! Ever since my pie demonstration in FCS380 I have really wanted to learn more about effective demonstrations. I am excited for Mondays class. In the article I researched it also mentioned that you could do a mini demonstration each day as a starter activity. I think this sounds like a lot of work, but I think it could be very effective. It would be great to do to introduce students to a new unit. I am going to try it when I student teach.


What Makes for an Effective Science Demonstration? (2012, September 04). Retrieved March 18, 2018, from http://www.classroomscience.org/what-makes-for-an-effective-science-demonstration

03/20/18 Research Summary #28 Lab Management

I was not able to find a scholarly article on lab management so I thought I would share some hands on experience I have had with food and sewing lab management. In the fall of 2018 I had the opportunity to assist my aunt in her home economics classroom. She taught grades 6 and 7 foods and sewing classes. Her grade 7 sewing class had about 20 students. It was a very busy class. In this particular sewing class the students were sewing aprons. At the beginning of class she would call all of the students to the front of the class for a demonstration. All of the students would gather around the front table and watch her as she would give a 5-8min demonstration on the technique they would be using that day. During the demonstration the teacher was very good about talking slow, and allowing everyone the opportunity to see. She also made sure to see if anyone had any questions. After the demonstration she would circle the room and help individual students as needed.
In the foods lab, students were extremely excited and often forgot what they knew. The teacher would finish a demonstration, and the students would go to their lab to perform the task and not feel confident in performing the task. With lots of reminders and encouraging words the students worked through their lab. The teacher had good procedures set up to ensure the lab went smoothly. Each student in a cooking group was assigned a role with responsibilities. In addition, each group had responsibilities to ensure the clean up of the entire room (supply table, laundry, whip fridges).

The time I spent in the home economics classroom was very informative. The greatest takeaway from the experience was to be patient with the students. It can become frustrating to repeat yourself numerous times, only to not have the students listen. I learned that the students are excited and anxious to cook and sew. The more patient, and helpful you are the more likely they will listen better. In my future classroom I want to try my best not to become frustrated, and help my students learn listening strategies. 

03/22/18 Research Summary #29 Time Management

            In 2013, school teacher Peter Smith posted an article on The Guardian website describing ways school teachers can save time in the classroom. One of the tips he gives is to share resources with other teachers. He mentions that it is silly that teachers do not share their lesson plans with each other. Mr. Smith claims that sharing lesson plans with other teachers, will increase the likelihood of other teachers sharing their lesson plans with you. He cautions not to completely reteach another teacher’s exact lesson plan, rather use it as a resource and cater it to your student’s needs.

            The second tip given in the article is to vary how you assess your students. Marking and grading takes extensive time, thus have students work on something that doesn’t need marking. This could be through self-assessment or peer-assessment. The third tip given is to utilize all volunteers. There is much a teacher needs to accomplish in a day, simple tasks such as photo copying, cutting, and organizing can be done by someone else (parent, high school student, secretary etc.).

            The fourth tip given is to collect worthwhile teaching resources that can be reused. “As a rule of thumb, resources should take a maximum of half the time to create that they’ll be used for.” Another tip of advice is to name computer documents with titles that are easy to remember and find.

            Mr. Smith ends the article with reminding students that the most important part of teaching is having  “solid subject knowledge, a healthy rapport with students, and effective questioning.” That being said, it is crucial that our time be spent wisely. In order to do this teachers need to take care of themselves first. If they stay up past midnight finishing the perfect template, they might easily snap at a student the next morning out of tiredness. This is not a good mindset to be in.

            I agree with everything in this article. My lesson plans take forever to write, probably 5-7 hours per lesson plan. I know a lot of it is because I am in the beginning stages of my teaching career. I hope that the curriculum class helps me improve my lesson planning. I really enjoyed the tip about sharing lesson plans with other teachers. I think it would be a great idea to share lesson plans with the methods class as well as the upcoming curriculum class.

           

Smith, P. (2013, June 25). Streamline your lesson planning: Ideas for saving time and effort. Retrieved March 23, 2018, from https://www.theguardian.com/teacher-network/teacher-blog/2013/jun/25/lesson-planning-work-life-balance-saving-time

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Research Summary #30 Effective Sewing Demonstrations

            I was not able to find a scholarly article discussing effective sewing demonstrations. In the fall I had the opportunity to observe/assist in grade 6 and 7 sewing classes. During this opportunity I observed how the teacher ran effective sewing demonstrations. For starters, she would only show one or two steps at a time. These steps were always the next steps the majority of the students were preparing for. The teacher would take 5-10 minutes at the beginning of the class and perform the demonstration. She would have 1-3 examples of previous student work to show. She would also have her version of the project that the students were working on and perform the step with them. When starting the demonstration all of the students would gather around the front work-table. The teacher  talked with a loud voice and quiet slow. At the end of the demonstration the teacher explained common errors students in the past have had. She also asked if students had any questions. When questions were answered the students were free to go to their seats and begin working. When students were behind the teacher would give a very brief explanation, but would end with, “check the example, I have already demonstrated this step.” The students were then required to look at the example on their own and figure out what they were supposed to be doing. Students could also receive help from their peers. In short, if you were not caught up from the beginning, it took a lot of work to get caught up.

            In observing this teacher I noticed how effective it was to only demonstrate 1 or 2 steps at a time. When you give demonstrations that are too far ahead the students easily forget, causing the teacher to have to repeat the steps over and over again. I also noticed how effective it was to have several examples of the same step to show students.

Research Summary #31 Managing Sewing Labs

            I was not able to find a scholarly article discussing management of sewing labs. In the fall I had the opportunity to observe/assist in grade 6 and 7 sewing classes. During this opportunity I observed how the teacher effectively managed sewing labs. The sewing labs were broken up into projects. The teacher would demonstrate techniques as they were applicable to the current project students were working on. When students were first learning how to use the sewing machine the teacher taught the class in groups. This was because she did not have enough room around her sewing machine for all students to see the sewing machine. While the first group of students were learning how to sew on paper, the remaining students were finishing a worksheet. Once the first group was settled on their sewing machines sewing paper the teacher had the other group come to the sewing machine and watch the teacher demonstration. If students needed help, the teacher encouraged the students to talk to their neighbor before come to ask the teacher for help. This allowed students to help their peers, as well as give the teacher time to help the students who needed it most. In each class there were a few students who did not bring the required supplies to class. The teacher encouraged students to bring their materials ASAP. When the materials did not come, and an email was sent home to the parents, the teacher had a back-up supply kit for students who could not afford/supply their own kits.

            When observing the sewing labs it became very evident that it was hard for 1 teacher to manage 20 students on sewing machines. The teacher was patient and did not seem to be flustered. I also noticed that choosing projects that students are excited about is very motivating for them to do a good job. The 7^th graders were sewing aprons that they were to use in the kitchen lab. They were all very excited to wear them when they cooked.

Research Summary #32 Managing Students Who Don’t Want to be in Clas

            The Association for Supervision and Curriculum Development published an article written by Allen Mendler. The article discusses how teachers can help students become motivated. The article admits that 70-80% of motivating issues does not stem from the teacher or activity, but rather from outside forces. The article explains that regardless of the source of disinterest, teachers play a huge role in helping students become motivated. The article writes that while it is important to touch on responsibility (do homework, arrive on time etc.) it is crucial that students are a beacon of hope students can rely on. The following 5 tips are suggestions for students to cultivate hope in students. The first is to show students how achievement benefits life. Handing in homework on time, arriving to class to class on time, having good language are just a few examples of daily school practices that transfer directly to the work force. The second tip is to create challenges that students can master. Many students lack motivation because they have been unsuccessful in completing tasks in the past. Giving students a task that is challenging, yet doable may awaken excitement in the students. The third tip is to focus on the teaching and learning process. Teachers may need to examine their learning expectations for the project or assignment and decipher whether directions are clear and enough time is given. The fourth tip is to establish relationships. Students are more likely to comply when they trust the teacher and know the teacher cares. The last tip is to reward students for good behavior.

              I agree with tips 1-4,  but I do not agree with tip 5. If I gave a student an incentive for good behavior 9 times out of ten the student will assume good behavior for the reason of obtaining the incentive. Instead of doing this I want to teach the students why the behavior is unacceptable and discuss ways to fix the problem.

Mendler, A. (n.d.). Motivating Students Who Don't Care. Retrieved April 02, 2018, from http://www.ascd.org/ascd-express/vol1/101-mendler.aspx

Research Summary #33 Games in the Classroom

            An article published in Educational Leadership February 2010 issue, Robert J. Marzano wrote an article discussing how games in the classroom enhances student achievement. In his research Robert has concluded that “on average, using academic games in the classroom is associated with a 20 percentile point gain in student achievement.” Many popular games may be adapted for academic purposes. Examples in the article are games such as Jeopardy, Family Feud, and the $100,000 Pyramid. The author gives four tips to effectively use games in the classroom. The fist tip is to use inconsequential competition.. This could be done at the start of a unit and carried through until the end. It could be done in groups or with the entire class.  The second tip is to target essential academic content. This is crucial to keep time spent in class wisely by working on classroom objectives. Vocabulary is one highly recommended content area that works great for games in the classroom. Students learn vocab effectively when endorsed in it, rather than a mere list of words. The third tip is to debrief the game. It is easy for students and teachers to become caught up in the competition of the game and neglect the academic purpose of it. Instructions should be clear. The fourth tip is to have students revise their notes after playing the game. This helps correct previous misconceptions students my have had. Often times they will not know they wrote down incorrect or misleading information until the teacher gives them an opportunity to revise their notes.

            I enjoyed the games we played in class today. I thought they were really fun and effective. I definitely want to incorporate all of the games into my future classroom.

Marzano, R. J. (n.d.). The Art and Science of Teaching / Using Games to Enhance Student Achievement. Retrieved April 02, 2018, from http://www.ascd.org/publications/educational-leadership/feb10/vol67/num05/Using-Games-to-Enhance-Student-Achievement.aspx

Research Summary #34 Breakout Boxes

            Breakout Boxes are produced by Breakout EDU. There purpose is to facilitate classroom games that promote teamwork, critical thinking, collaboration, creativity, and communication. The games are available for all ages. The Breakout EDU games allow for students to become engaged in active learning. While students take part in Breakout Boxes a teacher may assess “how learners approach problem solving and apply their knowledge.” Breakout Boxes allow students to “fail forward. Every unsuccessful attempt to open a lock forces the player to try again.” The first step is to obtain a kit. Kits are available online for a wide variety of subject types. The second step is to find a game. The Breakout EDU has a directory of games that may be chosen from. The teacher then sets up the game. Each kit contains detailed instructions. The final step is to facilitate the game as students play. Prices range from $60-$150 depending on whether buying the platform access or kit access.

            I think these Breakout Boxes sound really fun and influential. I am not sold on the price though.

           

www.breakoutedu.com

Research Summary #35 Time Fillers

            On teachhub.com Janelle Cox writes about the importance of incorporating gratitude in the classroom. Appreciation activities are great time filler activities. She writes that gratitude helps students focus on the good in their life rather than the negative. Gratitude also promotes a classroom of rapport and respect. Research has also shown that gratitude leads to positive emotion and thought. Brain research has also shown that gratitude increases productivity and lessens stress. Countless studies have shown that gratitude were more happy, hopeful, and felt purpose in their lives. Several strategies can be used in the classroom. The first is a gratitude check-in. This could be in the morning, at the end of the day, or whenever a time filler is needed. The second strategy has students “savor the moment.” This technique teaches students to stop and acknowledge when a good thing or moment happens. This technique will need to be practiced several times. The third technique is to have students write a gratitude letter to someone who has touched their life in a meaningful, positive way. The fourth tip is to express appreciation. This is a great strategy to do in a community circle at the end of the day or when you need a time filler. The fifth technique is to have a gratitude jar. Students can write what they are grateful for throughout the day and when a few free minutes occur throughout the day the teacher can read them to the class. A teacher could also have a student read the gratitude papers to the class.

            When I worked as an education week facilitator we would have a gratitude community circle at the close of each day. This usually took 3-4 minutes. As I have been observing and teaching in various classrooms the past semester I have noticed that a lot of teachers end their classes a few minutes early. This leaves students time to become disruptive. I think having a gratitude circle instead would be extremely effective.   

A. (n.d.). Retrieved April 02, 2018, from http://www.ascd.org/ascd-express/vol1/101-mendler.aspx

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Research Summary #36 Substitute Teachers 

Jenn, author of blog The Teacher Next Door, and 20+ years of teaching experience shares 5 tips for planning for substitutes.  The first tip is to prepare an “anytime” set of substitute plans. These should be clear and concise, to be used at anytime. 3 days to a week is great. You never know when you will be out sick for a week or have a family emergency. The second tip is to compile a substitute binder. Jenn explains that “the more detailed information you can give a sub, the better.” Important information to include in the binder: “seating chart, schedule, procedure list (attendance, recess, lining up, bathroom, lunch etc.), classroom room rules, list of several reliable students, medical issues of students, ELL students, technology instructions, picture of directory of important items are located.” In the binder you should also include school information, “map of school, phone number of office and helpful teachers, and emergency instructions for lock downs, and fire drills.”

            The third tip is to create a “sub tub.” This tub is filled with everything the substitute will need for the day. This tub could include “lesson plan for the day, all paper/materials needed for the day, and the sub binder.” Extra activities such as time fillers, and games can also be included in the “sub tub.” The fourth tip is to create a lesson plan specifically for the substitute. Jenn gives the tip to make it simpl. Detail is key. The last tip is to gather feedback from the sub. Write the sub a note explaining that you want to know how the day went.

            I thought these were great tips! I have never thought of creating a substitute binder or “sub tub,” genius ideas! Looking back on my school days I remember that I was always somewhat apprehensive when a sub was in the class. I didn’t like change, and it made me nervous when the sub did things differently than my teacher. I think a way to help students transition to a sub is by setting clear procedures and policies from the start. The true measure of a successful classroom is what happens when you aren’t there.

Retrieved April 06, 2018, from https://the-teacher-next-door.com/my-blog/classroom-ideas/planning-for-a-substitute-teacher

Research Summary #37 Additional Teacher Responsibilities - Grant Writing 

            Scholastic.com gives ten tips for gathering supplies for your classroom. The first tip is to state your need. Instead of showing donors a shopping list, explain the problem and include how they can help solve it. The example given is, “instead of simply begging for books, document your students’ struggles with reading and put together a plan for how you’ll use new materials to boost their literacy.” This technique also helps when writing grants. The second tip is to start small. Local businesses are a great place to start, as well as community resources. Oftentimes communities will have educational grants. Sometimes getting 2 ipads at a time is better than waiting for a grant that will give you 10. The third tip is to do your homework. Questions to ask when doing your homework include, “what do they represent? What do they hold in the highest regard? What have they funded in the past?”

            The fourth tip is to be creative. Grants and funders like creative ideas. The fifth tip is to collaborate. Get a colleague involved and brainstorm ideas. Involve your students as much as possible. The sixth tip is to mine for data. “Donors love to see results, so brainstorm ways to quantify student growth.” The seventh tip is to be professional. Your grant needs to be free of errors, and received on time. The eighth tip is to build relationships. Send thank-you cards, invite donors to the school, send pictures of equipment purchased from donations. The ninth tip is to use social network to your advantage. Enter contests, share posts, be extremely active! The tenth and final tip is to not give up! Don’t get let down when you don’t get a grant. Learn from the experience and move on.

            I really liked this article! I have always had a goal to be an innovated teacher. My aunt is a great example to me of being an innovated teacher. She observed that many of her students came to school without having breakfast. She applied for a provincial grant and received a small amount of money to start a breakfast program in her junior high. She kept record of her expenses, budgeted the money wisely, and recruited parent help. Her example inspires me to see the needs of my future students and do what is necessary to have the resources to help my students.

Teachers: Get the Grant. (n.d.). Retrieved April 06, 2018, from https://www.scholastic.com/teachers/articles/teaching-content/teachers-get-grant/