The Teacher Writer’s Life: Clutter Out, Creativity In!
December 30, 2009 by admin
Filed under Classroom Management and Organization
With full force I decided to take upon myself a number of end-of-the-year cleaning projects last week. I started with the closet, then moved to the kitchen cabinets, the filing cabinet and finally the bedrooms. When I was finally done, I had several boxes of papers (those went to the recycling bin) unused clothes, and endless assortment of useless junk. It took five trips up and down the staris to get rid of those all boxes. Phew! The Goodwill people later came and picked up the rest of the boxes.
Clutter out – creativity in!
I used to do this type of heavy duty cleaning and organization quite regularly; now I hardly seem to have the time. What had happened?
After my “workout”, I found that not only was I more relaxed, I was more clear-headed. I found that there was room in my head to actually think!
So what did you think I did after that? Right! I started writing the content for my brand new 21 day ecourse which I’ll soon share with you.
Anyhow, Meggin McIntosh from the PHD of Productivity suggests several good reasons why we as teachers (or anybody for that matter) need to empty our lives from clutter from time to time:
* Our stress is reduced
* We are more effective.
* We are more efficient.
* We are less likely to be overwhelmed.
* We are more creative.
* We are better listeners.
* We can sleep!
Aren’t those convincing enough reasons to jumpstart your 2010 cleaning projects and declutter your life?
So what are you waiting for?
Take one small cleaning project at a time and then see how you feel. I think you’ll feel a lot more relaxed and you’ll actually have more time to enjoy what you’re doing!
So start cleaning!
New Teacher Tips! See the Bigger Picture of Classroom Management
December 29, 2009 by admin
Filed under Classroom Management and Organization
Do you often spend time worrying about discipline problems and question your ability to effectively manage a class?
Time that could be better spent taking action to reach your goals as an effective manager and teacher.
Managing a classroom is part of becoming a successful teacher.
But it's hard to see the success if students aren't cooperating.
You may begin to think you aren't doing the right things to catch your students' attention.
You might face a few obstacles along the way.
You know what I'm talking about and chances are, you've experienced these things: "What if the class doesn't cooperate with the group work activity I planned? What if Olivia disrupts the class again?" The list goes on.
When you think too far ahead, you interrupt your ability to focus on the here and now.
Teachers need to focus on the actual act of teaching. This 'flow' of your day is all about interacting with students and the material, making decisions on the spot, etc.
Instead of stressing out, try and "read" the class.
At home when you are away from the class, try and seriously get down to the nitty-gritty. Ask yourself: what is the bigger picture of who you are as a teacher?
As a teacher, you are unique. You have your own individual way of presenting information and way of catering to your students' needs.
No other teacher can teach the same way you do.
But it is very easy to forget your uniqueness while trying to manage a classroom.
So be mindful of your special gifts and take a few moments to reflect upon them. Before you start your day, look at your list. Allow yourself to become empowered by your gifts.
Or you may be super organized - so you can have a more hassle free teaching life.
You might be a great listener when it comes to hearing your students' complaints.
You might have a flair for bringing silly humor in the classroom - students like that!
Once you are connected to your own special gifts, you'll start to enjoy your teaching and really grow as a professional.
And you know that you are following your intentions to do the right things.
You might not have results you want. You might need more support and empowerment but deep inside, you know your purpose and the bigger picture of who you are as a teacher.
And despite a rocky road, you will reach your destination.
Just open your eyes and see all the good you are doing.
And remember, you can take control in the classroom!
New Teachers: Stick With It!
December 22, 2009 by admin
Filed under Teaching Tips
Stick With It!
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Suzanne Lieurance from the Working Writer's Coaching Program says about successful writers:
"On good days, they keep going.
On bad days, they stick with it."
That's great advice which can also be applied to new teachers.
Even when you think you aren't making (enough) progress, keep in mind the objectives (the steps) you need to take to reach your goals.
You might need to switch gears and make changes right on the spot.
Maybe you need to give more hands-on material or spend more time practicing new skills before giving students a quiz. This is also a great discipline preventer.
Don't worry if you can't see any success right now at the moment.
Just write your lesson plan (so you're committed to it) but be constantly open to experimenting with new ideas and activities.
Over time, you'll see the success just because you've stuck with it!
To purchase your own ebook of classroom tested tips - "Tips and Tricks for Surviving and Thriving in the Classroom," visit: www.MakeYourTeachingSparkle.com
The Secrets to Working Successfully With Groupwork
December 22, 2009 by admin
Filed under Teaching and Learning Styles
When it comes to working with groups, always use your outgoing, resourceful, creative and smart students as group leaders. Teach them the message that the success of the group is also their own personal success because they are members of the groups.
1.Encourage them to work with their groups so their groups can function on a higher level.
2.Consider having a special incentive (i.e. a prize or bonus) for those who proved themselves to be good, caring and effective leaders.
3. Have each group make a note of what makes each member of the group special and different. Nurture those differences!
Here are a few classroom tested tips for setting up group work procedures:
1.Lead the class into a discussion on what a good group leader means to them. Write the criteria on the board. Have each group rank the qualities.
2.Give the leaders autonomy in carrying out group decisions especially when it comes to solving issues of disagreement.
Periodically, have each group review its performance about a given task or project.
Teaching students the importance of groupwork is a lifelong skill. Successful groupwork lends itself to nurturing people skills such as collaboration and teamwork. Preparing students for this lifelong skill begins with the younger years.
For more classroom tested tips - "Tips and Tricks for Surviving and Thriving in the Classroom," visit: www.MakeYourTeachingSparkle.com
Setting Positive Intentions For The New Year
December 21, 2009 by admin
Filed under Classroom Management and Organization
A new year is just a few weeks away.
A new year can be the fresh and exciting start you've been looking for!
December often brings reflection on where the year has gone and what will come next. For teachers, this is especially important for planning and following through with new teaching goals and objectives.
So how will you set your intentions for the new year?
Setting daily, weekly, monthly and yearly intentions is necessary for any teacher who wants to teach successfully and with confidence. When teachers learn to set positive intentions, they find they can cope much more effectively with challenging classroom situations.
But often those little voices of self-doubt tend to get in the way.
I'm sure you've also heard these voices:
"I have a good class, it's just student X who's a constant discipline problem. He literally controls the class."
"These students will RUIN my lesson because of student X. Uh-oh, I have a feeling this lesson isn't going to work out..."
"This is the HARDEST class ever! It will be a miracle if I make it out of this classroom alive!"
Sound familiar?
Chances are these pesky voices are also getting in the way of what COULD be a potentially successful class.
When feelings of self-doubt and uncertainty start to creep into my head, I start make a mental note of those negative voices in my teaching journal. Then I focus on the positive as a way of resetting my intention.
Here's an example of using words positively:
I KNOW I can do this!
This new year is going to be GREAT!
This class is going to work out even with student X's behavior.
I'll be successful at this, I just know it!
I have all the power and energy that I need to teach this class successfully. I've experienced success with this class before!
No-one said that teaching and managing a class would be easy.
But it is possible to control those negative thoughts even after a terrible lesson. By doing so, you remain focused on what you want and let go of what you don't want.
When you are able to set positive intentions consistently, successful lessons start to follow on a regular basis.
Don't wait for the new year to start to take action.
Enter the new year with peace of mind, knowing you are on the path towards success!
Try it!
What is YOUR plan for success?
Read special report #46: Make More Than a Plan-Make a Checklist For Your Teaching Success!" You can now purchase this report as one of a collection of ten special reports in my new e-book, "Tips and Tricks to Survive and Thrive: Practical Classroom Tested Activities Made Easy" or as a separate report by clicking here.
The Teacher Writer’s Life: Reflective Journals as Teacher’s Tools
December 16, 2009 by admin
Filed under Teaching and Learning Styles
Typically, a reflective journal is a tool used to develop critical thinking as a way to pinpoint areas of success in their day-to-day teaching. Literally, a reflective journal is any notebook where teachers describe their progress or problems with current classroom issues and lesson activities. A reflective journal can be used to clarify certain areas such as lesson planning and development or areas in their own lives. But a reflective journal can also be used a little bit differently as a teacher's tool.
Since I can't write about everything that happens in class, I use subject topics to guide my writing about my students, instruction and other areas I wish to think about. I'm a very reflective person, and getting my thoughts on paper seeing my words helps me learn what worked and what didn't. Here are a few categories I use to help me get started:
1.React to class demonstrations, observations, teaching/tutoring experiences
2.Argue for or against a technique or procedure
3.Describe some new knowledge you have obtained
I get down to writing right away - usually when I arrive home and I've had a bite to eat. That way the lesson is still fresh in my mind. The time I write is usually enough to write out my experiences without pressure. When I record your entries, I don’t worry about style, grammar and organization. The idea is to get complete and accurate data at a time when the information is still fresh. Sometimes the original entries read like stream of consciousness.
Each time I write something I ask myself: What did I learn from the experience and how did it influence my teaching in general? And what is it about that specific activity/technique that makes it good for my classes? I try to support my insights with examples from my lessons.
At the end of each entry, I jot down ideas or questions. This is one way to narrow your focus somewhat during the journal writing process. It’s also a great source of new teaching ideas!
Try it!
For more tips on how to improve your instruction, get my ebook, "Tips and Tricks for Surviving and Thriving in the Classroom: Practical Classroom Tested Tips Made Easy" available at http://www.MakeYourTeachingSparkle.com
Six Tips To Help You Reduce Discipline Problems Significantly
December 11, 2009 by admin
Filed under Classroom Management and Organization
Many new teachers focus on making sure they come across effectively to their students when they could be spending that time preventing discipline problems which is actually more beneficial than worrying about your image! Students can easily loose interest but preventing discipline problems can keep your lessons "discipline free."
At the end of five years, many new teachers leave the educational system for good completely burnt out from teaching. Very often, these are potentially good educators with high dreams to engage their students. If only they had one thing going for them, they would have excelled in their mission.
In fact, how many times have you walked out of a lesson thinking that something was lacking in your lesson, but you still can't put a finger on what it is?
Chances are you may need to strengthen how you communicate your rules and procedures, which is key to succeeding with any class.An engaging teacher does more than just teach; s/he finds ways to engage students in areas of classroom management and content based material. Excellent teachers actually do both together usually without students even noticing that they are being taught.
Here are six ways to help teachers manage their classrooms more effectively:
Don't make Discipline Problems Your Enemy
Not every discipline problem needs to be reported. In fact, more than 50% of discipline related issues can be backed up with strategies and tactics to engage the student on a interpersonal level before confronting your students head on. Even if your student has disobeyed the rule, don't start with reporting the problem right away. Begin first with the student. If the student shows immediate signs of violence or tension, do or say something that will calm that student. Reflect it to the class that you are on the student's side.This will offset the tension associated with the discipline incident.
Show Your Personal Side
As a new teacher you want to brand yourself. Are you the approachable type? The tired type? The never ending complaining type? Remember, the image you create is what students see first. This can either make them feel connected or disconnected even when they know they've broken the rule. You don't need to get emotionally involved or heighten a confrontation.
Teach in a Student Friendly Language
When using a new teaching strategy, take note of not only how your class responds on a whole, but also to the finer details like: what makes your students laugh, cry, laugh. Students love when you are approachable especially when you teach. You don’t have to be an entertainer, but you do need to be approachable. Basically create more teachable moments. When you are in-sync with your students, your class will feel it too and will listen to you even more.
Build a relationship first. Your main objective should not only be on keeping order but building a positive and nurturing relationship with your students. An atmosphere of classroom learning is key to keeping order. Students are more likely to be engaged when you respond in a positive and reaffirming way. If you focus only on keeping order, you will struggle on keeping the rest. You won’t be able to win 100% of your students ALL the time, but you’ll have engaged them so much more. So focus on building a stronger connection first.
Be consistent. This is key! Have you ever experienced incidents of misbehavior with the same students only to end up forgetting the strategy you used for them the first time? Not only does inconsistency cause students to test your authority but it also creates an inconsistent classroom learning environment. And by then, it's even tougher to build consistent expectations for behavior. So when you create your classroom management plan, make sure you are consistent!
Keep an ongoing record of consequences that suit your own personality and school policy. There are different pros and cons for each consequence. The key however is to evaluate those and decide which will be the best for you and your classroom needs. You'll need to keep track of records consequences for rules and procedures and for follow-ups. So its imperative that you have reasonable consequences!
Classroom management is not only about maintaining an orderly class but how you use your authority to gain more personal ground with your students. Preventing discipline problems can be challenging but with these tips you will be well on your way towards establishing a strong and positive teacher presence.
The Teacher’s Life: Striving for a Balance
December 5, 2009 by admin
Filed under Teaching Tips
As a teacher, sometimes I forget I'm also a writer. But with the complicated high-stressed pace of teaching, it's hard to even find time to write. Teachers like anyone, have other responsibilities aside from work. So the question ultimately becomes how we can lead a more balanced life so we can also find time to do the things we also enjoy.
Years ago, I used to think about teaching all the time. It began when I first woke up in the morning and consumed me when I went to bed. Now, I'm trying to make time every day for things besides thinking about my lessons. First, I've been walking to and from school instead of rushing to catch the bus each morning and afternoon. Along the way, I walk through the beautiful fallen leaves and look at what's left of the leaves on the trees. Sometimes, I'll wave hello to the neighbors. I've even sat on a bench to write in my journal.
I've also set aside time over the weekend try out some different fall and winter craft activities with my son. Last week I made two different kinds of Chanukah crafts - fun! I've posted the crafts here so you can try them too if you love crafts. One of the Chanukah crafts has also appeared in this month's issue of Scholastic's Instructor!
I also took time away from my writing and teaching and traveled to New York City this past week and met up with an old writer friend. We had a lot of fun window shopping along Fifth avenue. The holiday windows are so beautiful! The much needed break gave me also some ideas on how to solve some character problems I've been having lately with a short story I'm writing.
If teaching has become stressful for you right now, chances are you need to find some creative ways to balance your teaching with more enjoyable and pleasurable things. You'll find the break refreshing. Plus it won't be time wasted, I promise.
Teach for Success: Make Your Developmental College Courses Sparkle!
December 1, 2009 by admin
Filed under Teaching and Learning Styles
Recently I was asked to provide examples of my developmental college teaching. In addition to my classroom teaching and supervising, I teach developmental ESL reading and writing courses and English composition and I am able to use many regular classroom teaching techniques just on a different level of instruction.
Teaching a developmental course at a community college is very different than teaching a college level course. Students need more interaction, reinforcement and support. The key is to vary the types of instruction and modes of interaction - just like successful K-12 instruction.
Here are a few pedagogical examples which I've categorized according to: evaluation, teaching, interaction.
TEACHING
short problem solving sessions
peer review sessions
3R's: "review – repetition –reinforcement" - students apply new knowledge and learning principles by making up their own study and test questions or rewriting a paragraph)
student teaching
students classify and organize information such as ranking or categorization
EVALUATION
students self-evaluate their work (give themselves a grade) and in a whole class framework, we go over the answers or they self-check using an answer key
students reflect on their learning progress and goals after a week/month/
Students reflect on what they have learned after a lesson, text, unit
INTERACTION
Breaking information down using study and anticipation guides, prediction and brainstorming
Using a variety of learning configurations such as individual, pair and group work to determine various learning outcomes and problem solving techniques
students choose the next text or question
ADDITIONAL - Teacher-Student
Allowing students to use books for open quizzes (focusing on a shorter segment of text)
Dropping the lowest quiz grade
Having students fill out a writing coaching form (used later for tutorials - see next)
Providing 2 opportunities for tutorials (1 during the semester and 1 at the end of the semester)
Providing opportunities for make-up essays
Answers to Your Questions: How Can You Become a Confident and Successful Teacher
December 1, 2009 by admin
Filed under Teaching Tips
Building confidence and success takes a lot of practice but there are many ways for new teachers to learn the tricks of the trade. During the first year of teaching, it is possible for any teacher to acquire confidence especially during moments of shortcomings and unsuccessful lessons.
With that, I share with you several questions from new and preservice teachers on how they can become confident and successful. This advice will surly help even teachers from online universities. Here are my responses:
Linda: "How do I know the best classroom management plan for my students?
Dorit: Well, Linda, the best classroom management plan takes into account both effective instruction and rules/procedures that are crystal clear to the students.
Students are really looking to be engaged from the moment they walk into the classroom. And many effective teachers are also effective classroom managers. Basically, you want to help your students become more self-directed in their behavior and learning using three simple systems.
You’ll want to set up expectations for success in the classroom so students always know exactly what to do.
Make sure you set up a system of rules, procedures. Teach and reinforce those rules and procedures. Ideally, you should have three or four rules and a variety of procedures that help your class run smoothly.
And finally, you’ll want to cater to a variety of learning styles and abilities.
Marletta asked: "I get the feeling that many of my students are not listening to me? What can I do to change that?
Dorit: Well, that’s a good question that Marletta is asking. With the classroom management piece, you really have to have your day planned very tightly where learning is at a high level and behavior is at a low level. Students need to know your routine such as expectations, consequences, rewards, procedures and classroom organization and what they can expect from you. When they feel there is uncertainty is where they start to push the limits.
You also have to be ready to address the behavior problem before it becomes worse. I called a parent on the first day of school. Being proactive helps a difficult situation before it becomes worse. By taking action, teachers should communicate right away that misbehavior is going to interfere with the learning.
Here’s another question submitted by Dan. Dan asks “how do I create lesson plans that engage learners more effectively?"
Dorit: Teaching effectively is all about actively engaging learners in the learning process itself. By actively engaging I mean providing learners with a variety of experiences, activities and assessments so that each student can reach his/her potential.
These all be should be student-centered as much as possible taking into account their learning styles, what they are interested in, and of course their abilities. Remember, we are also teaching in a digital age and this means adapting our instruction to fit the technologies of today utilizing the possibilities of the Internet, smartboards, webquests, powerpoints anything with a visual medium that we can combine to stimulate students’ motivation.
And now here's a question on time management strategies from Sarah. "As a new teacher, I am often overwhelmed by all that I need to do to make sure that I'm top of everything and also ensuring students' success? What are some good time management strategies?"
Dorit: For every challenge, there are many possibilities. I am a great fan of checklists. They make my life so much easier and manageable.
Having a working checklist is so important if you're a new teacher trying to establish a positive relationship with your students or a seasoned teacher trying to teach fresh content. A working checklist really helps keep you on track to achieve what you really want in your teaching career.
Teachers make many decisions both in and out of the classroom and a working checklist can help you become less frazzled and more focused on developing meaningful goals that are crucial for developing a successful teaching career.
The best kinds of checklists are those that include weekly and monthly tasks or, short and long terms goals. Keep your weekly checklist focused to no more than 3 weekly tasks. Be flexible too – if you find yourself having a very busy week with grading and/or semester grades, then plan to put aside your goals for the following week without feeling guilty. Your working checklist should have tasks that relate to different areas of classroom management and organization as well as lesson planning and assessment that you are working hard to improve.
Well, that's it for now! If you've got a question that you would like answered, please email: sassondorit@gmail.com
