New Teacher Support: Building Your Teaching Plan for 2009!

Wow – I can’t believe the end of 2008 is approaching already. As the countdown to December 31st begin, I always get excited for the new year and a whole new year full of wonderful possibilities – do you?

I always take a little bit of much needed “me” time in December to reflect how far I have come as a teacher, a writer and a person. As a teacher trainer, I encourage all of you to take time to reflect on your progress. Suzanne Lieurance from the Working Writer’s Coaching Program has a nifty three-question technique she uses to help her sum up her year:

• What worked?
• What didn’t?
• What’s next?

Don’t forget – Be honest!

To help you GET ready to see the big picture, set three major goals for next year. Use the S.M.A.R.T. technique to monitor your progress. You must write your goals and revisit them so you’ll know.

Once you’ve evaluated your goals, you MUST follow through with the right actions. My working 2009 checklist will help you correspond the right actions with your initial goals so that you will keep yourself on track all throughout 2009.

So what are you waiting for? Try it. And remember, you can be a successful and confident classroom teacher!

Lesson Planning Tips For English Language Learners – You Need a Weekly Support Plan For Your ELLs

 

Most general education teachers of ELLs (English language learners) will tell you they are usually doing one of two things to support their readers. They are either figuring out the best way to teach them within a full class inclusion or what kind of activities can suit their abilities within a full class framework. That's the only way to ensure the steps of engage them in a full class where it is often very easy to loose them.

One way to make it easier to support struggling ELLs is to develop a weekly plan. A good time to develop this plan for the week is after you pre-assessed your students' reading abilities. You can do this using either an oral or written assessment based on the areas you want to teach. Your support plan will provide a blueprint or "road map" of the weaker areas that are difficult for your ELLs to acquire. Your weekly support plan should consist of a list of the following:

1. Areas or skills you want to concentrate on - This may include areas that correspond to the educational standards that the textbook focuses on or any supplementary material to the textbook.

2. Core or supplementary reading activities - These are activities that you may choose to adapt from the textbook in order to cater to their level. You might however use some of the textbook activities or from a website that provides information and guidelines on differentiated instruction. Core activities simply means using identifying those activities that correspond to a particular benchmark or educational standard.

3. Opportunities for Assessment - Struggling learners needs periodic follow-ups and assessment opportunities. Try using mini-assessments, which don't focus on too much information at one time, but rather small(er) chunks of information like a grammar point or the vocabulary that you taught in a reading lesson.

4. Small group lesson planning - This category is a bit different from the traditional lesson planning for full group instruction. Working in small group can be a good intervention tool if you know the areas of weaknesses. You might join other teachers and map out targeted areas of the curriculum if you are also teaching the similar levels and grades. Have a plan for introducing the main input to the rest of the class before you direct students to learn in small groups.

You can make your weekly lesson plan for your struggling readers as general or as detailed as you like. Not every activity works for every student, but once you have taught using your lesson plan for the week, you will know which areas take more planning and preparation time. Generally, more experienced classroom teachers change their weekly lesson plans as they acquire more information about their struggling readers. You might need to observe more before you make on the spot classroom decisions.

Start Making Your Teaching Plan for 2011

Hey teachers! It's not too soon to start making your new year resolutions for 2009.

But first, take stock of what you have accomplished in 2008.

Evaluate how far you have come as a teacher by asking yourself these three questions:

1. What areas of my teaching are working?

2. What areas need improvement?

3. What are my next steps? (your new year teaching resolutions)

 

I ask myself these same three questions about different things: my writing career, my networking and teaching and the development of this blogsite.

So what are your New Year Teacher resolutions?

Your answers will help you realize just how much you have achieved not only in your teaching but in other areas of your life as well.  See what you need to change in the coming year in order to reach the new goals you set for yourself.

So what are you waiting for? Remember, you can be a successful and confident teacher! Start 2009 with a clean fresh slate!

Tips on Becoming a Good Teacher

New teachers often tend to let what is possible keep them from experiencing what is possible with their students. 

The bottom line is that there isn't much these days that you can't do with your students.

So what's getting in the way of accomplishing your goals?

You CAN teach an engaging lesson plan that appeals to all levels of ability.

You CAN find your own personality that allows you to be yourself in the classroom.

You CAN use your own gifts and talents to motivate your students to read more. Click here to read the interview with Michelle Barone who used her gift of children's writing to motivate her students.  So start thinking beyond what is sort of possible. Think of what is possible.

Once you really, really feel that you can reach out to your students in a different way, your next step will be making a plan to make these intentions into a reality. But first, consider what areas you really want to do differently in your teaching. Start to FEEL that this is possible.

Just put your energies into thinking on this level right now. 

You CAN do it!

Someone I’d Like You to Meet: Professor Diane M. Barone

 

Professor Diane M. Barone is one of my favorite researchers when it comes to understanding how to cater effectively to English language learners. (ELLs) She has so much to offer new teachers on the subject and I spend a lot of time reading her books, which has helped with some of my research questions and writing.

 

She has been gracious enough to provide in-depth answers to my questions on teaching ELLs. She has even been more gracious to answer any more questions, which you can either email to me or leave in the comment box. So with a round of applause, let's welcome Diane M. Barone.

 

Professor Barone, thank you so much for participating in this interview. Here's my first question:

 

Dorit: For those who haven't read any of your content rich books and articles on teaching ELLs, could you please give a little overview to our readers on your teaching and research background especially with regard to your work with ELLs?

 

Professor Barone: So here goes. My experience with ELLs began when I taught a first, second, and third grade classroom of 30 children. Several of these children came to my classroom speaking a language other than English. At that time, my response was to group for some reading instruction, organize small activity centers in the room so that students could collaborate, and organize my instruction thematically so that the important topics recurred in instruction over time. These students were the participants in my doctoral work where I analyzed the written responses they wrote to books they read independently, although the focus was not on ELLs. One result was at the end of third grade all of these children met grade level expectations.

 

My first big research studies after this time were centered in classrooms where many students were ELLs. One study was in a bilingual first grade classroom. I co-taught with the teacher and we studied which language gained preference in the classroom. In that study, while English was clearly the dominant language, children whose home language was Spanish achieved at higher levels in reading and writing than did children whose home language was English. I was intrigued with this result.

 

At the same time as the previous study I began my study of children who were prenatally exposed to crack/cocaine. A few of these children also had a home language of Spanish.

 

Finally, I engaged in a seven-year study where I identified children in K and followed them until sixth grade. Many of these children had a home language of Spanish or Tagalog. I watched as they were taught in English-only classrooms.

 

Lately, I have worked with Reading First and other high poverty schools in Nevada that have low achievement data. The majority of these children come from homes where English is not the primary language. I work in these schools daily, sitting side-by-side with teachers as we determine how best to support students.

 

Dorit: Based on your own observations and research, what do you feel are some of the challenges teaching ELLs in mixed ability classes at the primary school level? Junior high and high school?

 

Professor Barone: I have never been in a classroom that did not have children with variety of academic levels. So rather than viewing the mixed abilities as challenges we just perceive them as an expectation. Here are some of the practices that seem to work.

·        We engage children in small groups where they can chat throughout the day. There is always an academic task but we allow children to converse so they can practice English.

·        We expect that teachers keep students engaged. So children are never called on one-at-a-time to respond. We may use whole class response when the answer is simple. We partner children where each child has a letter or number (1 & 2 or A & B). They we ask partner A to share with B or the reverse. With the simple letter or number we are assured that both partners participate. This partnering allows children numerous opportunities to practice.

·        We have children writing and reading from the first days of school. We look at their writing to learn when they understand letters, letters and sounds, and how to represent words in English. We have simple books for children and we keep adding to these books so every table group has a variety to choose from.

·        We explicitly teach phonemic awareness to our K and first graders. This is done in small groups with the teacher or aide. We use Road to the Code.

·        We involve parents. In one school parents come to kindergarten and learn how to read with this child.

·        We use a large number of photos or realia to support meaning.

·        We group children in multiple ways throughout the day depending on need.

·        We provide intervention or enrichment blocks each day depending on student need.

·        We make sure that there is at least 90 minutes for reading instruction, a half hour for writing, and a half hour for intervention every day.

 

Dorit: What are some of the more critical areas new teachers need to know when planning differentiation lessons for their ELLs? Based on what you perceive as these critical areas, what advice can you give to new teachers? 

 

Professor Barone: This is a very important question. We are asking teachers to extend the main objective from whole group to small, differentiated groups during reading instruction. So if the teacher is focused on author’s purpose during whole group, then we ask for this objective during small group. So whole group is for modeling and small group is for guided practice. Then we have children practice reading with a partner independently with this same objective before we ask them to perform independently.  We are careful with the consistency in this sequence – same objective – model, guided practice, collaborative practice, independent practice.

 

Dorit: What should primary school general education teachers particularly take into account when differentiating instruction? 

 

Professor Barone: Always the needs of children. So if there is a small group of students who struggle with an alphabet letter or sound, small group for short, focused instruction works. We also work with children reading at about the same level for part of the day so they can read similar titles for book group discussion. These groups stay together longer than the first. We also group children based on book choice that support a themes. So if the theme is survival, for instance, each group of children would read a different book that shares this theme.

 

We also group in writing. Some children might work together for revising and others for editing.

 

Dorit: At the beginning stages of teaching reading, what areas of instruction/differentiation are becoming increasingly challenging for new teachers to implement? Why is this? What are some of the ways that teachers can overcome this?

 

Professor Barone: When children are just beginning, they need to know the words and concepts first. So we work with ELLs and preteach this content. That way when the teacher shares a story or informational piece, ELLs have the background and vocabulary. We use photos, videos, realia, and whatever we can to make sure they understand. Often an aide or ESL expert is in charge of this instruction.

 

Then it depends, if children are in small group and are expected to read a text, we work on understanding, and then decoding. We will have children read this book, multiple times, for different purposes so they become automatic with reading it. Then it is added to books they read during independent time for practice.

 

So for beginners there are dual purposes – decoding and comprehending. Later when students are automatic with decoding most words, emphasis shifts to comprehension only.

 

We also focus constantly on vocabulary. We ask teachers to use fancy words all day so children become aware of them (wilted for dried out). We build charts with words daily. We have children sort words by pattern and meaning. We have word walls and other word support in rooms so children can refer to it as necessary.

 

Dorit: How would you define a struggling ELL in mixed ability classes?

 

Professor Barone: For me, it is a student who reads but does not comprehend. This child has learned to decode but there hasn’t been much emphasis on comprehension. We find this child to be difficult to work with and support because he or she sees reading as just getting the words right. We put the child into simpler text to support comprehension.

 

Dorit: How can teachers cater to struggling learners in mixed ability classes?

 

Professor Barone: Well I believe all children need instruction to support their growth, so in the schools where I collaborate we work on providing the best instruction for each student. So during the reading block, all students participate in small, guided reading groups. We have preteaching groups so that students who are new to English understand the content and vocabulary.  We have intervention and enrichment groups each day. Children who are struggling get targeted instruction during this time and other students who are performing at grade level or above get enrichment. We are able to do this by using all grade level and special teachers for blocks throughout the day. For instance, all first graders in a school would have intervention time at 10 to 10:30. Some teachers work with the most struggling students while others work in enrichment activities.

 

We also have time before school and after for support or homework help provided by teachers, with extra pay, or others.

 

Dorit: Please explain the difference between pull-in and push out learning envrionments in terms of what teachers need to do to cater to both ESL and ELL effectively. Any advice would also be appreciated.

 

Professor Barone: We are really moving away from pull-out. We found that it was difficult for teachers to collaborate and the instruction did not necessarily cohesively support students.

 

So we are working on push in where other teachers or aides work directly with teachers. Each week we build in time for all of the teachers and aides to plan together. (This takes very creative scheduling.) At this time teachers plan instruction for all students in a single grade level. The following week, learning is explored, and new plans are created. With this planning, interventions and preteaching are coordinated so children do not experience random instructional events.

 

Dorit: What teaching techniques do you recommend for effectively bridging the gaps bewteen word and text-based levels especially at the junior high school level and beyond?

 

Professor Barone: Junior high and high school are much more difficult especially when students are new to English and the content is so much more abstract. In the schools where I am seeing success, teachers are organizing their language arts block around a theme. Within the theme students read books at their instructional level. Teachers can work with students on common vocabulary. They can also pull small groups for word level instruction as other students read their books silently.

 

In other classes, we are working with teachers to support students in the discipline specific vocabulary. They create charts or notebooks with these words. They utilize photos as well. We also have taught them to engage students in constructed response where students are expected to write answers or solve problems and explain. We have also worked with them to use graphic organizers that are completed collaboratively with students as new content is shared.

 

Dorit: Do you have any recommendations for using oral instruction effectively in both primary/junior high school settings?

 

Professor Barone: The big question. We ask teachers to monitor their talking. We have asked some to tape record instruction as we find that teachers are talking way too much and students are no getting the practice they need. We really work on student engagement so that students are expected to participate throughout all instruction. We work with teachers to use:

·        Think, pair, share

·        Numbered heads where every student in group has a number. After discussion, the teacher calls a number and those students share out.

·        Partners with numbers or letters so each partner shares.

·        Whole group response – thumbs up or down

·        Quick written responses on sticky notes before any response

We are really working with teachers not to call on individual students as all other students lose focus.

 

We also read aloud to students where we repeat the reading of the book for several days. On the first day, students talk about plot. On the second day they might discuss characters. On the third day maybe setting. By the end of the week they are comfortable talking about all aspects of the book.

 

I am attaching a list of the books and articles I have written lately that might be of interest.

 

Diane

 

Books

 

Barone, D., & Youngs, S. (2008). Using your core reading program and children’s literature in the intermediate grades. New York: Scholastic.

Barone, D., & Youngs, S. (2008). Using your core reading program and children’s literature in the primary grades. New York: Scholastic.

Barone, D., & Xu, S. (2008). Literacy instruction for English Language Learners in the primary grades. New York: Guilford Press.

Youngs, S., & Barone, D. (2007). Writing without boundaries; Combining genres for authentic writing purposes. Portsmouth, NH: Heinemann.

Barone, D., & Taylor, J. (2007). Practical guide to classroom literacy assessment. Thousand Oaks, CA: Corwin Press.

 

Barone, D. (2006). Narrowing the literacy gap. New York: Guilford.

Barone, D., & Taylor, J. (2006). Writing K-8. Thousand Oaks, CA: Corwin Press.

Barone, D., Taylor, J., & Hardman, D. (2006). Reading First in the classroom. New York: Allyn and Bacon.

Barone, D., Mallette, M., & Xu, S. (2005). Teaching early literacy: Development, assessment, and instruction. New York: Guilford Press.

Barone, D., & Morrow, L. (Eds.). (2003). Research-based practices in early literacy. New York: Guilford Press.

Peer-reviewed articles

 

Barone, D., & Wright, T. (2008). Literacy instruction with digital and media technologies. The Reading Teacher, 62, 292-302.

Barone, D., & Morrell, E. (2007). Multiple perspectives on preparing teachers to teach reading. Reading Research Quarterly, 42, 167-180.

Barone, D. (2006). High stakes assessment and writing instruction. NRC Yearbook, 55, 99-109.

Barone, D. (2005). How can these intermediate students become readers? The California Reader, 39, 5-13.

Barone, D. (2004). Communities of literacy learners in a high-poverty school. The California Reader, 38 (1), 7-17.

Barone, D. (2004). Second grade is important: Literacy learning and instruction of children in a high-poverty school. Journal of Literacy Research, 35, 965-1018.

Barone, D., & Schneider, R. (2003). Turning the looking glass inside out: A gifted child in an at-risk setting. Gifted Child Quarterly, 44, 259-271.

Barone, D. (2002). Convergence in learning: First grade literacy learning and teaching in an at-risk school. Literacy, Teaching, and Learning, 6, 1-42.

 

Barone, D. (2002). Literacy teaching and learning in two kindergarten classrooms in a school labeled at-risk. Elementary School Journal, 102, 415-441.

 

Barone, D. (2001). Revisioning: Positioning of a parent, student, and researcher in response to classroom context. Reading Research and Instruction, 40, 101-120.                                       

Barone, D. (1997).  Changing perceptions: The literacy development of children prenatally exposed to crack/cocaine.  Journal of Literacy Research, 29, 183-220.

Barone, R., & Barone, D. (1997). Cross-age tutoring:  A strategy for classroom change.  Childhood Education, 73, 136-143.

 

Barone, D. (1996). Whose language?:  Learning from bilingual learners in a developmental first grade classroom. In D. Leu & C. Kinzer (Eds.). Perspectives on literacy research and practice: Forty-fifth yearbook of the National Reading Conference, (pp.170-182).   Chicago, IL: National Reading Conference.

Barone, D. (1995-1996).  Children prenatally exposed to crack or cocaine:  Looking behind the label. The Reading Teacher, 49, 278-289.

Barone, D. (1995).  "Be very careful, very careful not to let the facts get mixed up with the truth": Children prenatally exposed to crack or cocaine.  Urban Education, 30(1), 40-55.

Barone, D. (1994).  The importance of classroom context:  Literacy development of children prenatally exposed to crack/cocaine -Year two.  Research in the Teaching of English, 28 (3), 286-312.

Barone, D. (1994).  Myths about children prenatally exposed to crack/cocaine.  Educational Leadership, 52 (2), 67-68.

Barone, D. (1993).  Dispelling the myths: Focusing on the literacy development of children prenatally exposed to crack/cocaine.  In D. Leu & C. Kinzer (Eds.).  Examining central issues in literacy research, theory, and practice:  Forty-second yearbook of the National Reading Conference, (pp. 197-206).  Chicago, IL: National Reading Conference.

 

A Teacher’s Prayer and a Quick Reminder

 

This teacher's prayer was given to me by another teacher just a few weeks ago. I was so inspired when I first read it.

So, as you start this new week, think of all your wonderful successes you have accomplished until now. Keep this teacher's prayer closeby to remind you why you chose to become a teacher and to affirm the hard work that empowers your teaching every single day.

 

Teacher's Prayer

Enable me to teach with wisdom

for I help to shape the mind.

 

Equip me to teach with Truth

for I help to shape the conscience.

 

Encourage me to teach with Vision.

for I help to shape the future.

 

Empower me to teach with Love

for I help to shape the world.

 

Amen.

Teachers of ELLs / Primary School Teachers: A Quick Reminder!

For those teachers of ELLs, could you please email me your questions on lesson planning and differentiated instruction that you would like me to ask Professor Barone when I interview her this coming week? This is a perfect opportunity! It's like having an expert on ELLs right in your teacher's room. Wow, what could be better! 

Click the Scholastic page  to read about Professor Barone.

Are You in the Lesson Planning Trap?

 

Are you relying too much on your lesson plan hoping it is the ticket to your students' success?

Do you find yourself sometimes overplanning your lessons to the point of overkill?

Are you relying too much on a lesson planning formula that you were taught only to find that it isn't particularly working for you?

If you find yourself doing any of these things, then you're in the discipline trap. And you've missed the point about lesson planning.

Too much overplanning is not effective because in fact, you overlook other important teaching elements early on. Being caught in this trap also won't help you achieve your teaching goals because you are not developing other important "flexibilities" that you need.

Don't get me wrong - a lesson plan should include the following components, but many new teachers fall victim to the lesson planning trap because: 

• they think they need to overplan in order to cater to all students in mixed ability classes
• they aren't confident of their own teaching abilities so they overplan
• they don't want a miserable lesson so they overplan
• they want to maintain an image of control
• they want to avoid their own failures
• they were taught in their teacher education classes the importance of a "good lesson" and stick to that

HOW TO ESCAPE THE LESSON PLANNING TRAP

The trick to escaping from this trap is to write a lesson plan that is also true to your teaching style. Every teacher has a teaching style that is unique to him/her. In my ESL classrooms for example, I gradually introduced songs for teaching vocabulary. Since I am also a visual learner, I also brought lots of posters for brainstorming new themes and topics. Finally, I believe in cooperative teaching strategies and so, I differentiated instruction to include individual, pair and group work activities.

PERSONALIZE THOSE LESSONS!

But most of all I personalized lessons. Sometimes this personal element might create a nice spontaneity. Be open to that to happen too. It is part of the teaching/learning process.

When I introduced my eighth grade students to student journal entries in their coursebook after reading about the earthquakes in Turkey, I brought in my own Snoopy journal from eighth grade and I read brief parts to them. (not private ones!) After this, usually most of my students were relaxed and it was time to do the main reading task of the lesson. They even asked me questions!

After these lessons, I never got caught again in the lesson planning trap again because I avoided sticking to any formula of what is "a good lesson". When I knew what  excited my students, I continued to build upon these experiences by doing something "beyond the box."

So avoid the lesson planning trap today by using a few of these important lesson planning strategies. Stepping away from the formula of planning "a good lesson." Try this advice. I believe it will work for you.

Be S.M.A.R.T. When Planning Your Teaching Goals

December is a great month to reflect on how far you have come since September. As a new teacher, you need to look honestly at your classroom management, lesson planning and teaching presence. Take stock of what you have successfully accomplished so you can continue to build on these successes in 2009.

Suzanne reinforced the need to set 3 major goals using the S.M.A.R.T. principle, which can in fact be used for evaluating any goal.

S.M.A.R.T. STRATEGY

S = specific goal. Make the goal as specific as you can - the more specific, the better. For example, "I want to develop a more positive relationship with Class X."

M = Measurable. Can your goal be measured in terms of feasibility?

A = Attainable. Can the goal be attainable? Maybe you need to make sure other things are in place before you focus on your new goal.

R = Realistic. Is your goal realistic?

T = Timely. Do you have a time frame attached to it?

 

As you probably already realized, creating goals is not difficult. It's sticking to them that is challenging.

So here are some things I'm going to use for keeping sight of my goals:

1. Write the goal on a sticky note and put it next to my computer. Make sure you also write your goals down. Trying to remember them is not effective.

2. Read your goals every morning. Hearing yourself say those goals out loud is very empowering and self-affirming.

3. Every month, check your progress using these three questions.

So what are you waiting for? Try it! And give yourself the chance to try new things and enough time to see how they will work for you. I believe they will!

End of the year 2008 special:

Five Lesson Planning Mistakes

Someone I’d like You to Meet: Damien Riley from Dynamite Lesson Plan

Dorit: Thank you Damien for this interview. First off, I just love the name of your blog. How did you first come to name your blog?

Damien: You are welcome Dorit, it is great to share among colleagues and others interested in Education. I named my blog after something my master teacher in teacher college told me back in 1997. As many new teachers do, I was struggling with behavior problems in my class. He told me something I will never forget: "The best way to control kids is through a dynamite lesson plan." I believe it so much, I named my teaching blog after it: "Dynamite Lesson Plan."

Dorit: You're a veteran teacher—what do you teach and how long have you been teaching?

Damien: Thank you for the moniker I currently teach 4th grade public school in Southern California. I'm credentialed to teach K-6 and I've been teaching now for 9 years. Grades I have taught in the past include: 3,4,5,9, and I have taught college courses. So I like to think I've seen a variety of ages so I can offer help and share about more than just 4th grade.

Dorit: I hear also you're a writer – what do you also like to write and how long have you been writing?

Damien: I got my Master's in English hoping to be a writer and college professor. The college professor thing wasn't for me, too much academia quicksand, but the writing has panned out well in one book publishing and a variety of popular posts out in the web. I book publishing came about when I answered a simple call for stories in my school newsletter. It ended up being published in a book. You can access my published and non published web writing at my online resume I call Riley Central.

Dorit: In your blog, you focus on various ways teachers can engage students. What do you feel by far is the most critical and challenging area(s) for new teachers to acquire? How do you feel about the task of engaging students?

Damien: Great question on engaging students. People are attracted to energy. When a teacher is involved and enthusiastic in what she/he is teaching, kids are drawn there. That place is where learning occurs. The way to get there as a teacher is highly up to the individual. If I see a new teacher talking about the objective assigned to her as if she is walking barefoot on broken glass, I will ask her later: "What part of that boring lesson COULD you enjoy teaching?" Usually I get some wild answers after a while. The conclusion we come to is that you have to be interested of the kids won't buy in. New teachers should start finding the ways to be comfortable with the material, the delivery, the "tech toys" like projectors etc, and all the stuff they use to teach. As that comfort is developed, kids will want to come to class and they will learn. Kids are like sponges but if there's no water ...

Dorit: How has the internet affected teachers ability to think in more dynamic terms of engaging their learners? Your students' writing?

Damien: I enjoy keeping a blog but that may not be everyone's cup of tea. The internet makes it possible to instantly gather photos and information on a variety of topics each day for your kids. I try to do my planning on Thu and Fri after school. At that time I assemble all the stuff I can from the internet. It's also a way to connect with teachers across the globe and escape "the box" of your school site or district thinking patterns.

Dorit: What's your favorite thing about dynamic lessons?

Damien: Movement. Getting kids to move gets their blood going and gets them remembering more about the lesson. I have volunteers getting up on chairs and holding signs up, hand motions, etc. I once even modeled "sequential order" by having a student follow my instructions, which were trivial (stand up, turn, etc) and when she got to me, I gave her a dollar! They still talk about that back in September.

Least favorite?

Calling random non-volunteers. It is so necessary but I wish I could just call on the ones I know are listening. I use playing cards and number the kids so that makes it kind of fun.

Dorit: What new(er) approaches have you used recently to create dyanmic lessons that speak to students?

Damien:Explicit Direct Instruction is really my model now. A great thing. You can do a search for it on Google or on my site. I've written quite a bit on it.

Dorit: Do you have any advice for beginning teachers on how to create dynamic lesson plans and/or how to engage their students?

Damien: Get a teaching method or template you like and pour your passion into it. Make notecards and tape them to your desk of the stuff you know the Principal is looking for and do that stuff, but focus more on what makes you excited. That is what education needs nowadays. Enough of the blah LOL.

Dorit: How do you define a dynamic lesson? Both as a classroom manager, lesson planner and teacher?

Damien: Well, everything I've said up to now defines it. I really like acronyms so let me use the letters of my website: DLP and answer your question:
D: The dynamic lesson has drive.
L: When you get on stage, you are not lazy!
P: You do it for the love of people, small or grown 

Dorit: What do you wish you'd known about engaging students and dynamic lessons at the beginning that you know now?

Damien: If you look people in the eye and tell them you're there to help, you are always "in." Don't get intimidated by your admin when they watch you. See your vision of reaching kids in your way. I used to get really freaked out when I was being observed. I think it's always hard, but now I see it differently. Life is so short, you can have such an influence as a teacher. And if your admin doesn't fit with your style, find the courage to keep looking for another job.

Dorit: Is there anything you'd like people to know about you that they might not?

Damien: Not really. This was a great "dialogue." Thank you for the wonderful questions. I'd just like to thank teachers out there and to let them know I am their advocate and if they want to visit and bookmark my site, I'd love to meet and network ideas with them!

Dorit: I'm sure your information and your experience will be so helpful to new teachers out there. Thanks so much for this interview!