Daily Assignment #133: Common Core Standards

There is so much information out there on the Common Core Standards.  When asked a question in regard to the standards, I often cannot be specific enough.  I have a general knowledge but sometimes colleagues want more than that.  I would like to share an App I discovered:  Common Core Standards, MasteryConnect Education.  This App provides the standards in K-12 Math and Language Arts.  The standards are literally at your fingertips for quick reference.

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I hope you will take an opportunity to check-out my book, on effective teaching strategies, on Amazon.com.  Also, if you can write a review that would be great.
                           

Best Effort,

Linda103

Daily Assignment #132: Creating a Partnership with Parents of Students with Special Needs

"When parents and teachers work together, children do better in school."                            Janet Vohs, Director of Publications, Mass PIRC

I think we all know this, it just doesn't always translate into the parent-teacher relationship.  During the best of times communication can be difficult.  It can be even more of a challenge when a child has special needs.

For me, recognizing that I am not an expert on how to address all learning issues was the most essential step in working with parents of special needs students.  I believe letting the parents know that you are open to learning, understanding and working together to support their child is the next step in opening lines of communication and developing a productive, supportive relationship.

Now, having said that, I understand for some teachers it is very hard to let parents know that you have deficiencies in your skills and knowledge, especially if you are a new to the profession.  So, educate yourself, i.e., read the I.E.P. and understand it, speak with the previous year teacher and any specialist that worked with the student, list effective strategies that worked for the student in the past.  (These recommendations apply to season teachers as well.)

Let the parents know that you are both in this together.  Keep the parents informed. You will need to figure out how best to communicate with each other, e.g. emails, phone, notes.  Most importantly, be honest with the parents.

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Also, take a moment to check-out my book on effective teaching strategies on Amazon.com.

  
Best Effort,
Linda103

Daily Assignment #131: Pygmalion Effect

A teacher asked me if I had written a blog on the Pygmalion Effect.  In checking my archives, I discovered this Daily Assignment in drafts.  I hope I'm not repeating myself. 

Often teachers have an expectation, and a belief, as to how students will perform or behave.  It is called the Pygmalion effect, named after a Cypriot sculptor from Greek mythology, who fell in love with a female statue he had carved out of ivory, also known as the Rosenthal effect, after  psychologist Robert Rosenthal who studied this phenomenon and published a report in the 1968.

The Pygmalion effect is a form of self-fulfilling believe/perception, by a teacher, whether negative or positive, which impacts student performance.  

In Rosenthal's study he predicted that when given information that certain students had higher IQs than others, teachers may unconsciously behave in ways that facilitate and encourage the students' success and the inverse for lower IQs.

In the study, a number of teachers were informed that certain students in their class had scored higher on academic and intelligence tests.  The teachers were asked to track the progress of those students through the school year.  Not surprisingly, those students performed at higher academic levels. 

There was one snag in the experiment: The students that Rosenthal had said were academically gifted actually weren't any different from the rest of the students in the class. 

James Rhem, executive editor for the online National Teaching and Learning Forum, commented:  "When teachers expect students to do well and show intellectual growth, they do; when teachers do not have such expectations, performance and growth are not so encouraged and may in fact be discouraged in a variety of ways." 

Teachers send expectations and their beliefs about student learning through their words, actions, lessons/assignments, body language, attitude and responses to students' answers and questions.  Teachers must be vigilant in regard in all these areas and some I haven't mentioned. Please refer to Daily Assignment #97.  

References

1.  Rosenthal, Robert; Jacobson, Lenore (1992). Pygmalion in the classroom.
2. ^ "Pygmalion In The Classroom". Retrieved 18-Oct-2010.

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Best Effort,

Linda103

Daily Assignment #130: Setting and Communicating High Expectations

Recently, a teacher asked me how to establish and reinforce expectations for students.  First, I referred her to Daily Assignment # 1, 2, 3, 4...  When I began to number off each blog, the teacher realized that we are communicating our expectations in everything we do, from how we arrange the classroom environment to responding to students' answers.

Bottom line, after a semester break, begin by reviewing the expectations with the students, hopefully these are posted in the classroom.  It is important for you, as the teacher, to be firm, clear and consistent.  This applies to behaviors as well as performance.  Maintain your standards and expectations, especially on those days when it may feel like it is the first day of school.

Also, create Criteria for Success for assignments, (Daily Assignment #25).  Criteria for Success would be #3 on a rubric.  By posting the Criteria for Success and going over it with students, sends the message that this is bottom line and you will not accept less.  However, make it clear you will accept beyond this level.

Remember, everything a teachers does, during the course of a day, sends messages to your students as to your beliefs, standards and expectations.  When you respond to a child, react to a situation, give an assignment, interact with a colleague, a grade, feedback, and more, sends messages to your students.  So, be clear, consistent and firm.  They will get the message loud and clear.

Please share this blog with colleagues and friends.
If you haven't already, check out my book on effective teaching strategies on Amazon.com.  I would appreciate a review as well.  Thanks.

Best Effort,
Linda103
                                                 

Daily Assignment #129: Even More Do-Nows #3

As promised, here are some more Do-Now ideas:

• Correct grammar of 2-3 silly sentences:  

1.  the robot cow flew the huge whale under the small blue  bridge
2.  look out for the train going up the building  
3.  popsicles are good for painting the little wood house 

• Jeopardy:  give students answers, they design questions:  

1. On Sept. 1, 1715 Louis XIV died in this city, site of a fabulous palace he built.   (Versailles)  
2. Around 1542 explorer Juan Rodriquez Cabrillo discovered this island off L.A. and it's believed he's buried there too.  (Catalina)  
3. This number, one of the first 20, uses only one vowel 4 times.  (Seventeen) 
4. The United States President lives in this building.  (White House)  

• Draw a pictures of Idioms:

1. a wolf in sheep's clothing
2. killing time; pulling you leg
3. kicked the bucket
4. talk to the hand
5. bite the dust       

• Check-It:  2 spelling versions, math problems
• 
  
• Quick math facts
• 
  
• Journal writing
• 
  
• Quotes, explain meaning:  

1. "Don't cry because it's over, smile because it happened." Dr. Seuss 
2. “Those who mind don't matter, and those who matter don't mind.” ― Bernard M. Baruch 
3. “Be the change that you wish to see in the world.” ― Mahatma Gandhi  
4. “If you tell the truth, you don't have to remember anything.” ― Mark Twain  
5. “If you want to know what a man's like, take a good look at how he treats his inferiors, not his equals.” ― J.K. Rowling, Harry Potter and the Goblet of Fire   
6. “Live as if you were to die tomorrow. Learn as if you were to live forever.”― Mahatma Gandhi   
7. “I've learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.” ― Maya Angelou

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If you haven't already, take a moment to check-out my book on Amazon. com---

Best Effort,

Linda103

Daily Assignment #128: Even More Do-Nows

Here are few more Do-Nows to add to your repertoire:

• Write antonyms for...            (ex. wet-dry)
•           synonyms for...           (ex. difficult-hard, heavy, tough)
•           homophone for...        (ex. sun-son)
• Write  another word that could belong in this group...    (ex. road, lane, avenue, ______)
• Write a declarative sentence.
•             exclamatory 
•             interrogative
•             command
• What is the root word for....            (ex. totally)
• What is the prefix for ...                  (ex. reestablished)
• What is the suffix for...                   (unemployed)
• Write a list of compound words.
• Fact or Opinion              (ex. Drinking alcohol can be a cause for a car accident.)   (ex. The drinking age should be raised.)
• Fact or Fantasy              (ex. an octopus can change color to match its surroundings.)                (ex. Suddenly the red carpet flies off into the sky.)
• Simile or Not Simile     (ex. Riding a bike without a helmet is like diving into an empty pool.)         (ex. Do not play along the train tracks.)
• Simile or Metaphor      (ex.The judge's robe was black as ink.)  (ex. The car jetted out of the parking lot.}
• Analogies   (ex. traffic cone: orange    as   ___________ : red)
• Cause and Effect  (ex. Otis had a wreck because he was eating a hot fudge sundae while driving.  What is the cause and what is the effect?)

I hope you will experiment with some of these Do-Nows.  I will add more Do Nows in my next blog, on March 10th.  I will not have internet access until then.  Sorry.  Take this time to look through past blogs for more strategies to experiment.  Or better yet, buy my book on Amazon.com.   (I had to get a plug-in.)

In the meantime, please share this blogsite with colleagues and friends.

Best Effort,

linda103

Daily Assignment #127: More Do-Nows

Do Now activities are used at the beginning of the school day, or class, to get students engaged.  They are usually a quick activity, 6-8 minutes.   I recommend using a timer.  It helps to keep students on task and creates an urgency to finish.

Do Now activities should be something all students can do, without teacher assistance. They need to be engaging activities, so students want to do them and will meet with success.  Consider giving extra credit for students who finish them.

In Daily Assignment #44, I listed 8 suggestions for Do-Nows.  I have discovered a few more, which I would like to share with you.

• Math--Word problems
• Science quote: "All the water that will ever be is, right now."  National Geographics, Oct.'93  What does this quote mean?
• You are shipwrecked on an island.  What are 3 things you would want to have to ensure your survival and why?
• "If you were..."    Fill in the blank with a scientist, leader, etc...

For the next few weeks I will be sharing more Do-Nows with you.  So, keep checking in.

Please share this blog with colleagues and friends.  If you haven't already take a look at my book on effective teaching strategies.  It can be found on Amazon.com.

Best Effort,

Linda103