tag:blogger.com,1999:blog-61243412182718188892024-03-05T00:53:08.556-08:00LiteracyLightBulb!Bright ideas in literacy education! Marie Garrido is LiteracyLightbulb!http://www.blogger.com/profile/06796285224639764065noreply@blogger.comBlogger11125tag:blogger.com,1999:blog-6124341218271818889.post-11595232558652123252015-07-02T13:54:00.001-07:002015-07-02T13:54:25.912-07:00Up Close and Personal!<div style="text-align: center;">
<strong>Up Close and Personal!</strong></div>
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<strong>Your students are telling you how to reach them. Are you listening?</strong><br />
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<strong>A Rookie Mistake...</strong><br />
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Sure, I listened to my students, but I didn't <em>really</em> hear them...<br />
At the beginning of my teaching career, I remember finally getting into my groove as an educator---except that one class. You know the one. That class who complains about having to do an activity that all of the other classes loved. That class who resists doing what the other classes beg you to do. That class that just does not go as smoothly as the rest. For me that class was my 6th period and it stood out in stark contrast to my 5th period class that always went so well. In fact, one day, out of exasperation from the resistance I was getting I exclaimed to them, "What is wrong with you guys!?! Fifth period loved this activity!"<br />
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Their answer was simple, "We aren't fifth period." I don't remember what I replied in return, and I wish that I can say that this is when the light bulb turned on for me and I used it as a teachable moment to talk to my 6th period and see them as individuals, to get to know that makes them tick, to respond to their needs, to design their lessons with those needs in mind. Sadly, although I am a quick learner in most areas, that would not come yet.<br />
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<strong>Slowly and Surely...</strong><br />
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For me the answer unfolded more slowly, in serendipitous ways across different classes with different students. One memorable interaction was with a student who was a selective mute. Due to family difficulties, he withdrew into himself and refused to speak--for several months. One day I told him how reading was always my escape and safe--whenever things around me were hectic, I could turn to the trusty characters of my favorite books. A few days later I noticed that he started the Series of Unfortunate Events books, so I purchased the next book for the class library, putting it where he would notice it the next day. He found the book, and the next and next---it was our way of communicating. To help bring him out further, after noticing that he liked to draw, I bought him a sketchbook/journal. He loved it, so much so that he told me, "Thank you!" Yes, he spoke, out loud and continued to speak, quietly at first and only to me, but eventually he came out of his shell. Years later I would see him again as a young man--at the bookstore of course! I overheard him telling his friend, "That is the teacher that got me to love reading!"<br />
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There was also the time that an energetic group of 6th graders couldn't stop tapping on their desks. After learning that they loved music, I taught the next unit, poetry, though songs and we even had a ton of fun beating our pencils in unison to the rhythm of the different classic poems. <br />
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Another class of struggling 8th graders, many of whom were reading at the 1st through 3rd reading level just didn't feel successful in school at all. I found out from them that they did feel successful in other areas of their life--just not school. That was when I instituted our first class Talent Show, on the last day of the quarter usually reserved for makeup work or reflecting on the quarter. They all saw each other in a different light---they were able to be seen as successful in a school setting. Several of those students ended up auditioning and making it at the school wide Talent Show at the end of the year! <br />
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I finally got it---to truly teach every student, you need to reach each one--wherever their interests and needs are, and connect them to the instruction that I do with them on a daily basis.<br />
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<strong>Practicing What I Preach...</strong><br />
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Now, as a staff developer, I facilitate teacher trainings. Each time I do a training it is different. The objectives and content remain the same, but my examples, the turns of the discussion, and the timing of the activities are all shaped by the individuals in the training room that day. One of the first --and most important questions I ask is, "What do you want to get out of this workshop today?" and as I review the objectives and agenda I make sure to weave in their needs and interests. Essentially the learning experience is personalized for the learners in the room that day.<br />
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<strong>Lesson Learned</strong>: To truly make the learning personalized, you must get up close, up from the teacher's desk, out from behind the podium, away from the lesson plan as it was written, and get up close and personal with your learners.<br />
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What have been your most memorable mistakes in the classroom that you learned from? Marie Garrido is LiteracyLightbulb!http://www.blogger.com/profile/06796285224639764065noreply@blogger.com0tag:blogger.com,1999:blog-6124341218271818889.post-8960861583259383532015-05-18T13:23:00.001-07:002015-05-18T13:23:24.162-07:00Do You Have Teacher Cred?<div dir="ltr">
<strong>Teacher Cred: What is it? Why is it important? How can you earn it?</strong></div>
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<strong>What is Teacher Cred?</strong></div>
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I grew up in the 90's, listening to artists like Dr. Dre, Tupac, and Eminem. For these rappers, street cred was extremely important- being true to where you came from and representing the neighborhood accurately was at the heart of the lyrics. I won't pretend to know all the nuances of street cred or pretend that I have it, but I will borrow the term cred and show how Teacher Cred is necessary for teaching and reaching struggling adolescents.</div>
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The word part cred is Greek for belief and is in words like credit, credentials, and creed. Having teacher cred means having your students' respect- they believe in you as a teacher. </div>
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<strong>Why is Teacher Cred important?</strong></div>
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It is well documented that students work harder for teachers they like, teachers they respect-- teachers that have Teacher Cred. Struggling students in particular have had a history of failing at reading and have heard it all before. Each year they hope things will be different, but by the time they are in late middle school they have lost faith in their teachers--you have to prove them wrong. You need to earn Teacher Cred.<br />
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<strong>How Can you Earn Teacher Cred?</strong><br />
The older your students are, the more difficult and the longer it takes to develop. Older struggling students often "test" their teachers to see if they really know their stuff and if they will keep their word. Here are a few ways of earning your Teacher Cred. Please excuse the use of slang, it is for effect!<br />
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<strong>1. You need to</strong> <em><strong>"have their backs"</strong></em><br />
When you have someone's back, you are on their side through thick and thin. Students need to know that even on the days that your patience is wearing thin, that you are still there for them. A simple way to develop relationships with students is the two minute rule. Talk to students for two minutes, as they enter the room, during Do Now time, during independent work. Think of it as an investment. Spending two minutes asking a student about her weekend now, will improve her attention in your class, her motivation, and her behavior in the future. <br />
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I remember a student from years ago... He was often in trouble in his classes, kicked out from one class and in another. Kevin just left my class where I reprimanded him several times for not being on task and he came back after class ended because his next teacher kicked him out. When my class was working on their Do Now I walked over to him an asked what happened. I talked with him about the misunderstanding he had with his other teacher and then he said, "Ms., how come you always still care even when you are mad at me?" <br />
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Too often students aren't given a clean slate. Kids are kids--they are going to get in trouble, mess up, disrespect, make poor decisions, make their parents and teachers lose their patience--and sometimes their tempers. The adults in their world can't take it personal, these are teachable moments--and perfect opportunities to earn some Teacher Cred. <br />
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<strong>2. You need to <em>"keep it real"</em></strong><br />
When you "keep it real" you are true to who you are and not "putting on a front", or being fake. Students will see right through empty threats. Say what you mean and mean what you say. If you make a mistake, admit it and simply say sorry and move on. <br />
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Another facet of "keeping it real" is transparency. Letting students understand why they are doing something is incredibly important. Too often struggling students are given busy work that is not important to their growth. <br />
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I had a turning point with one of my students not too long ago... He burst out "You are always picking on me!" and he put his head on his desk. Instead of reprimanding him or ignoring it I told him, "You know, sometimes I feel like you are picking on me too." He looked up, surprised. "When I am talking it seems like you are being disruptive on purpose. We really need a better way of getting along for us to work together." I asked him to tell my why he though I was picking on him---basically he didn't like when I reprimanded him in from of the class--so I let him know that I would work on that and use signals instead, or talk to him personally. I told him that I needed him to pay more attention and not talk when I am. We came up with a rating system and "graded" each other at the end of class. After this, his behavior improved dramatically--he appreciated the authenticity of the conversation and my sincere intention to improve, so he improved too. <br />
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<strong>3. You need to <em>"give them props"</em></strong></div>
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When you "give someone props", you are giving them their proper respect, or acknowledgement. Students need to be recognized for the positive things they do, not just criticized for the negative. There was a study done on the differences between students in low and high socioeconomic settings. One major difference was the type of feedback they received. Children in low socioeconomic settings hear negative feedback nearly five times more than those in higher socioeconomic settings.<br />
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In addition to keeping things positive with our students, they also need be given respectful instruction. I have seen teachers, with the best of intentions, give their struggling students much easier work than they give others. On the surface, it seems like the best thing to do--they are struggling after all, so an easier task is in their best interest. You don't want to frustrate them, right? I have found the exact opposite to be true. These kids are savvy, they know if they are being given dumbed down work. The single best thing we can do for all of our students is to hold them to high expectations and build their strategies and skills to help them reach those lofty goals. <br />
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A few years ago, I talked to two men that I know who dropped out of high school when they were younger. They do not know each other and I spoke to them separately, on two different occasions. I asked them why they dropped out--their answers were strikingly the same. They dropped out because they didn't like being treated like they were "dumb" and "bad". Both of them said that their teachers didn't teach them, just let them fail. <br />
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Teachers often say "I taught it but they did not learn it!" It was not truly taught is the students did not learn it. Using formative assessment throughout the lesson and unit, breaking it down to smaller steps can help teachers make sure that the students are learning it. When students have not mastered the material, teachers with Teacher Cred continue to revisit the material until everyone has learned it. Interestingly, one of the top factors of dropping out of school is academic performance--specifically in Reading and Math. Helping students master these subjects just may keep them on the right track. <br />
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It is said that teaching is all about relationships--having Teacher Cred is the pinnacle of building relationships with students, especially your struggling learners. With that said, here is a list of what Teacher Cred IS and IS NOT:<br />
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<strong>Teacher Cred IS NOT</strong>...being friends with your students.<br />
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<strong>Teacher Cred IS...</strong>being a warm, demanding adult that provides your students with the guidance that they need.<br />
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<strong>Teacher Cred IS NOT...</strong>being the "fun" teacher who gives "easy" work.<br />
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<strong>Teacher Cred IS...</strong> being the firm but fair teacher who gives students challenging and engaging work and puts in extra effort to help students when they need it.<br />
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<strong>Teacher Cred IS NOT...</strong> getting down to the students level and using slang and teaching only the things students can relate to.<br />
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<strong>Teacher Cred IS...</strong>being professional at all times (only using slang in the occasional blog post ;) )and raising the bar for students by helping them see the relevance of rigorous curriculum material to their lives.<br />
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So...have you earned Teacher Cred today? <br />
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Marie Garrido is LiteracyLightbulb!http://www.blogger.com/profile/06796285224639764065noreply@blogger.com0tag:blogger.com,1999:blog-6124341218271818889.post-40154763306431875482015-05-15T13:45:00.001-07:002015-05-15T13:45:21.140-07:00Strategies to Scaffold Complex Text in the Age of Comon Core<div class="separator" style="clear: both; text-align: center;">
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One of the most bloody battles in the Common Core War is frontloading. This is the method of choice by literacy teachers to scaffold complex text. According to the authors of the Common Core, little to no frontloading should be done--instead, the text should be analyzed, or closely read by the students. In the classroom trenches, however, teachers know that students simply do not have the skills or background knowledge to comprehend complex text--especially since what is grade level today was about two years higher BCC (Before Common Core). So, what is a teacher to do? One of the ways of ensuring that students are engaged with text, and are building the skills and knowledge to be able to comprehend independently is to scaffold text--with text!<br />
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<strong>Scaffolding Text With Text</strong><br />
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<tr><td class="tr-caption" style="text-align: center;">Reading Ladders by Teri S. Lensene</td></tr>
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Probably the best source for scaffolding text with text is Teri Lesense's book, <a href="http://www.amazon.com/Reading-Ladders-Leading-Students-Where/dp/0325017263" target="_blank">Reading Ladders</a>. In her book, Lesense talks about creating text sets that lead student from where they are to where they need to be. Lots of wonderful examples are given, mostly with rich children's and young adult's literature. The same strategic grouping of texts can be done with anything that we ask our students to read--from poetry to nonfiction texts. In fact, Common Core Reading Standards 7 and 9, and Writing Standards 7, 8, and 9 require students to analyze or write based on more than one text--including multi media texts. The same step ladder scaffolding of texts also enriches student's understanding of a topic and enables them to think critically at higher levels that are required by these standards.<br />
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<strong>Interactive Quote Analysis</strong><br />
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<em>Narrative Text:</em> Select quotes from different characters (enough for every student for pair of students to have) that reveal each character's perspective on one of the key themes. Students read and paraphrase their quote and then determine the perspective on the theme revealed. Next, students sort their quotes into the differing opinions. This previews the themes and characters by exposing students to the text and really gets them talking. <br />
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<em>Informational Text:</em> <br />
Select a topic students will be studying and look for quotes that represent various perspectives on the topic. Examples: The Effects of Technology, <a href="https://www.teacherspayteachers.com/Product/Quote-Analysis-Activity-Gun-Control-959041" target="_blank">Gun Control</a>, The American Revolution. <a href="http://brainyquote.com/">brainyquote.com</a> is a great resource for quotes!<br />
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Next, select several categories that students will sort the quotes into. Examples: Technology is beneficial, Technology does more harm than good, or Technology is what we make of it; For/Against concealed weapons laws; Americans should/should not revolt against the British<br />
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Pass out a strip with a different quote to each student or pair of students. Give students time to read and paraphrase the quote then have them discuss amongst each other which category their quote belongs in. Finally, have students move to the corner of the room that represent their category. Students must be ready to discuss their support.<br />
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This pairs nicely with other reading strategies like text coding, where students read and place a symbol in the margin where they read details that support one of the categories. It is also a great segue to argumentative writing and debate! <br />
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<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Store/Literacylightbulb/Page:3" target="_blank">A LieracyLightBulb! Lesson</a></td></tr>
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Quote Analysis Activity for Gun Control is available <a href="https://www.teacherspayteachers.com/Product/Quote-Analysis-Activity-Gun-Control-959041" target="_blank">here!</a><br />
Quote Analysis Activity for Technology is available<a href="https://www.teacherspayteachers.com/Product/Quote-Analysis-Activity-Does-technology-do-more-harm-than-good-1160885" target="_blank"> here!</a><br />
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<strong>Poetry Pairs</strong><br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhKipxePneR7fjtAqjzj71E4_niDSonHiIHv60ZKN7ERAmq5yegCxttpt2oOXf7QAIa-HObIVuB70q-Pqty87hh2Ah9DwNIGP94ur45sYTSk7RY_xnM5jN2pqsuiPYb8fuKolAOCUwzGwI/s1600/poetry+pair+1.PNG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhKipxePneR7fjtAqjzj71E4_niDSonHiIHv60ZKN7ERAmq5yegCxttpt2oOXf7QAIa-HObIVuB70q-Pqty87hh2Ah9DwNIGP94ur45sYTSk7RY_xnM5jN2pqsuiPYb8fuKolAOCUwzGwI/s1600/poetry+pair+1.PNG" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Store/Literacylightbulb/Page:3" target="_blank">A LiteracyLightBulb! Lesson</a></td></tr>
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One of my favorite lessons is showing students how they are already poetry lovers--music is simply poetry set to music, after all! I tell them how rapper Tupac Shakur wrote poetry in a journal that was published under the title of one of his poems The Rose that Grew from Concrete. I play his song Dear Momma as they read and discuss the lyrics, then I play a recording of the poem Mother to Son by Langston Hughes. Students now have the tools--and most importantly the motivation to analyze the poem and make comparisons to Tupac's song. <br />
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This lesson was so successful that I developed other Poetry Pairs:<br />
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In addition to <a href="https://www.teacherspayteachers.com/Product/Poetry-Tutorial-Close-Reading-of-Tupac-Dear-Momma-and-Hughes-Mother-to-Son-645388" target="_blank">Tupac's Dear Momma and Mother to Son by Langston Hughes</a>...<br />
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<a href="https://www.teacherspayteachers.com/Product/Poetry-Pair-Alicia-Keys-Superwoman-and-Maya-Angelou-Phenomenal-Woman-1110349" target="_blank">Superwoman by Alicia Keys and Phenomenal Woman by Maya Angelou</a> both about women's empowerment<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhiVAMLsS6EAbsjJiJIbdOktD4gnaNqfchHh8QjUKzJfKO4ss-sC57XCoCcrJ5sie2xb7NEsFIZrEh21o7anIFO6Qrh1-ThLe85smosUOKew4wzObR-r8t1b2BTvjU0PG3sjrcdlAsUg1o/s1600/poetry+pair+2.PNG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="146" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhiVAMLsS6EAbsjJiJIbdOktD4gnaNqfchHh8QjUKzJfKO4ss-sC57XCoCcrJ5sie2xb7NEsFIZrEh21o7anIFO6Qrh1-ThLe85smosUOKew4wzObR-r8t1b2BTvjU0PG3sjrcdlAsUg1o/s200/poetry+pair+2.PNG" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Store/Literacylightbulb/Page:3" target="_blank">A LiteracyLightBulb! Lesson</a></td></tr>
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<a href="https://www.teacherspayteachers.com/Product/Poetry-Pair-Katy-Perry-Firework-and-Edgar-Lee-Masters-George-Gray-1110425" target="_blank">Firework by Katy Perry and George Grey by Edgar Lee Masters</a> both about making the most of your life<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzqVjx6Pa4f6vaTCEZA3efg6X5jKz_s-x3DJGsimeyu1DFG1dkzQvuAGxeqOpmZQhHtbWfUwJ3YSfbTNFTyyWj0fDMtnPGvs2EiSu4tnt50RKSGXoGZ1O9VNpLMagX4YwWClOotnKsD94/s1600/poetry+pair+3.PNG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="149" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzqVjx6Pa4f6vaTCEZA3efg6X5jKz_s-x3DJGsimeyu1DFG1dkzQvuAGxeqOpmZQhHtbWfUwJ3YSfbTNFTyyWj0fDMtnPGvs2EiSu4tnt50RKSGXoGZ1O9VNpLMagX4YwWClOotnKsD94/s200/poetry+pair+3.PNG" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Store/Literacylightbulb/Page:3" target="_blank">A LiteracyLightBulb! Lesson</a></td></tr>
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<a href="https://www.teacherspayteachers.com/Product/Poetry-Pair-I-Hope-You-Dance-By-Lee-Ann-Womack-and-If-by-Rudyard-Kipling-1827039" target="_blank">I Hope you Dance by Lee Ann Womack and If by Rudyard Kipling</a> both advice to young people<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9H4tPX5jgwoKxv2cK62jlK-SRzlCDa7p5C8ncdVFXTpeuprOCBZ8S_2fO2-VF3G3oYJp4du0tfozuA2yutiPyEbdU2-PUzRAO0e0LDymLWYHxyN-RT-2fqZbvxbSt1cAOPl5Oq9diyoA/s1600/poetry+air+4.PNG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="111" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9H4tPX5jgwoKxv2cK62jlK-SRzlCDa7p5C8ncdVFXTpeuprOCBZ8S_2fO2-VF3G3oYJp4du0tfozuA2yutiPyEbdU2-PUzRAO0e0LDymLWYHxyN-RT-2fqZbvxbSt1cAOPl5Oq9diyoA/s200/poetry+air+4.PNG" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Store/Literacylightbulb/Page:3" target="_blank">A LiteracyLightBulb! Lesson</a></td></tr>
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I even have students present their own Poetry Pair where they choose a topic along with a song and poem that explore the topic. It is my tricky way of getting students to read a lot of poetry--and it works! After presenting the song and poem in class and analyzing each and making comparisons students often say that they like the poem better than the song! <br />
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<strong>Paired Passages</strong><br />
I rarely teach a single text in isolation. Instead, I teach a set of texts on the same topic--each exploring it from a different angle. Often I use events that are ripped from the headlines that students care about that also have roots in literature. <br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi1IvEiVyl8IGcBDR65dRE3PBcsPQZswhdqtF5e1dqXiIKW8NhaUlv2Ze8WJD5G2OEwEMw-eCLh6TdxzWml3Vf7z3wWVwJQ_4zwX546d-A5TwEtiNvI949prYMRlqWm_luejYISr0FkfwY/s1600/privacy+v+security.PNG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi1IvEiVyl8IGcBDR65dRE3PBcsPQZswhdqtF5e1dqXiIKW8NhaUlv2Ze8WJD5G2OEwEMw-eCLh6TdxzWml3Vf7z3wWVwJQ_4zwX546d-A5TwEtiNvI949prYMRlqWm_luejYISr0FkfwY/s1600/privacy+v+security.PNG" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Store/Literacylightbulb/Page:3" target="_blank">A LiteracyLightBulb! Lesson</a></td></tr>
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One of my favorites is a lesson on Privacy Versus Security. With laws regulating who has access to our smart phone data, this topic is both timely and of interest to teens. I begin with a discussion on the topic: Is it ever ok to invade someone's privacy. All or nearly all students will say no, some will even refer to the Bill of Rights. Sometimes I might need to provoke the discussion a bit by asking "well, what about at the airport?" and the discussion takes a different turn as most students agree that our security is more important in this setting. Now they are ready to look into the Bill of Rights where "unreasonable searches and seizures" is mentioned. We read an editorial on the laws dealing with phone data---which refers to "Big Brother" and is a perfect segue to the first chapter of Orwell's 1984. <br />
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Other Paired Passages include:<br />
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In addition to the <a href="https://www.teacherspayteachers.com/Product/Paired-Close-Reading-of-Chapter-1-of-Orwells-1984-and-Editorial-on-Privacy-910654" target="_blank">Privacy vs Security Paired Passages</a> lesson...<br />
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<a href="https://www.teacherspayteachers.com/Product/Close-Reading-of-A-Piece-of-Wood-an-Introduction-to-a-Debate-on-Gun-Control-957680" target="_blank">"A Piece of Wood" by Ray Bradbury and a passage on gun control</a><br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi7z2FDgq-Bt-K3oXW-d9wi70A8tzTWyzeTEgBTsZIgwcqO2u5E0SP3axZmzZmEr7n4eGUBk9BqrvSZmxGdhm8NZg-JU5MABHb4Y_j25IW2mhpcZ4-SQRpEgt_y5Uy7XwUdlGHzt9xaW60/s1600/paired+passages+2.PNG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="144" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi7z2FDgq-Bt-K3oXW-d9wi70A8tzTWyzeTEgBTsZIgwcqO2u5E0SP3axZmzZmEr7n4eGUBk9BqrvSZmxGdhm8NZg-JU5MABHb4Y_j25IW2mhpcZ4-SQRpEgt_y5Uy7XwUdlGHzt9xaW60/s200/paired+passages+2.PNG" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Store/Literacylightbulb/Page:3" target="_blank">A LiteracyLightBulb! Lesson</a></td></tr>
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<a href="https://www.teacherspayteachers.com/Product/Paired-Passages-Their-Bullet-My-Life-and-Concealed-Weapons-Laws-1218492" target="_blank">"Their Bullet, My Life" and concealed weapons editorial</a><br />
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<a href="https://www.teacherspayteachers.com/Product/Paired-Passages-The-Fan-Club-and-Cyberbullying-1687526" target="_blank">
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzXE_j1_UER8fV4hbZ2osSHkGoNcvW2v9cAm2Gslefb1fQiZw6312o0gb177MK4SAN3aBEU2rlqwxHHW6ficr7sxleLjsrfP-AJKWRlvPHB80BJJ72UToo3EXd-oKM3SMJU4s-aJ_Kxk4/s1600/paired+passage+3.PNG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="118" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzXE_j1_UER8fV4hbZ2osSHkGoNcvW2v9cAm2Gslefb1fQiZw6312o0gb177MK4SAN3aBEU2rlqwxHHW6ficr7sxleLjsrfP-AJKWRlvPHB80BJJ72UToo3EXd-oKM3SMJU4s-aJ_Kxk4/s200/paired+passage+3.PNG" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Store/Literacylightbulb/Page:3" target="_blank">A LiteracyLightBulb! Lesson</a><br />
<a href="https://www.teacherspayteachers.com/Product/Paired-Passages-The-Fan-Club-and-Cyberbullying-1687526" target="_blank"> </a></td></tr>
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<a href="https://www.teacherspayteachers.com/Product/Paired-Passages-The-Fan-Club-and-Cyberbullying-1687526" target="_blank">"The Fan Club" and an article about cyberbullying</a> <br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiHeBnhJeffEyevHv9EAJEcvYLgG4h4mubXfYQS-rR6fQuy8Kow716uezkd4wAGLW2ULCSXSozZxCFxfys1fISuwJx3AcSP-gotZlVfv6wDYdqJvdI4QuUQWQ0o59nnw4LjpjCAZtsg0l4/s1600/paired+passage+4.PNG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="112" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiHeBnhJeffEyevHv9EAJEcvYLgG4h4mubXfYQS-rR6fQuy8Kow716uezkd4wAGLW2ULCSXSozZxCFxfys1fISuwJx3AcSP-gotZlVfv6wDYdqJvdI4QuUQWQ0o59nnw4LjpjCAZtsg0l4/s200/paired+passage+4.PNG" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Store/Literacylightbulb/Page:3" target="_blank">A LiteracyLightBulb! Lesson</a></td></tr>
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Marie Garrido is LiteracyLightbulb!http://www.blogger.com/profile/06796285224639764065noreply@blogger.com1tag:blogger.com,1999:blog-6124341218271818889.post-41950520052639383422015-05-05T12:56:00.000-07:002015-05-05T12:56:05.290-07:00A Resource to Teach Teens about the Events in Baltimore<br />
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<span style="font-family: Calibri;"><strong>A Resource to Teach Teens about the Events in Baltimore</strong></span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQSY-b-uvh4HtQfW1hoS7IWmHbkl6Z2YUPLlb3lXfdGohMFSkpkFixXlXimM-z4S6KiBwXFlayMjvhAx7cGvgeClm68CAXfKe48jF5c5-IJiL-towbg8ktDhhjHVNxa7k2NV54P8aCMaY/s1600/baltimore.PNG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="210" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQSY-b-uvh4HtQfW1hoS7IWmHbkl6Z2YUPLlb3lXfdGohMFSkpkFixXlXimM-z4S6KiBwXFlayMjvhAx7cGvgeClm68CAXfKe48jF5c5-IJiL-towbg8ktDhhjHVNxa7k2NV54P8aCMaY/s400/baltimore.PNG" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Protest-Versus-Riot-A-historic-perspective-to-understand-current-events-1844287" target="_blank">A LiteracyLightbulb Lesson</a></td></tr>
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<span style="font-family: Calibri;"><strong><o:p></o:p></strong></span> </div>
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<span style="font-family: Calibri;"><strong>Developing Historic Perspective in Teens to Help Them
Understand the Events in Baltimore and Current Events<o:p></o:p></strong></span></div>
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<span style="font-family: Calibri;">Teenagers are quick to give their opinions on just about
everything—from their favorite brands, music, sports, and hot news topics like
the events that are now unfolding in Baltimore.<span style="mso-spacerun: yes;">
</span>Teens have not fully developed their reasoning capacity and often do not
have the background necessary to formulate an informed opinion, they are
susceptible to biased media coverage often make snap judgments based on
unverified facts.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>They need guidance and practice in analyzing
information and drawing conclusion based on valid sources.<span style="mso-spacerun: yes;"> </span>They need to build their historic knowledge
to give them perspective on current events.<span style="mso-spacerun: yes;">
</span>They need opportunities to listen and speak about issues that are
important to them.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<span style="font-family: Calibri;">Knowing this about teens, I was inspired by the events in
Baltimore to develop a unit of instruction.<span style="mso-spacerun: yes;">
</span>Through a series of <a href="https://www.teacherspayteachers.com/Product/Protest-Versus-Riot-A-historic-perspective-to-understand-current-events-1844287" target="_blank">engaging activities</a>, students are guided to build
their understanding of the concepts Protest and Riot and analyze examples of
each throughout history.<span style="mso-spacerun: yes;"> You can access the materials<a href="https://www.teacherspayteachers.com/Product/Protest-Versus-Riot-A-historic-perspective-to-understand-current-events-1844287" target="_blank"> here!</a></span></span></div>
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<o:p><span style="font-family: Calibri;"> <table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Protest-Versus-Riot-A-historic-perspective-to-understand-current-events-1844287" style="margin-left: auto; margin-right: auto;" target="_blank"><img alt="Protest Versu Riot" border="0" height="226" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgr3gehhbEKWYjdReW8Xi6LTzyUJ_SwmfK7WfeVujl7NzKEP6DkY2__CfAKKr8gR71v61KeOhC74Vn24nRQ5_pZwGdP9IP3hM6QT6HXOuc2ez2RzgxrS1aGtRg51CAKQgOQW3T9iUikYIo/s400/protest+versus+riot.PNG" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Protest-Versus-Riot-A-historic-perspective-to-understand-current-events-1844287" target="_blank">A LiteracyLightbulb Lesson</a></td></tr>
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</span></o:p></div>
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<span style="font-family: Calibri;"><strong>Sequence of Activities <o:p></o:p></strong></span></div>
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<span style="color: #202020; font-family: "Verdana",sans-serif; font-size: 10pt; line-height: 107%;"><strong>1. Historic Photograph Analysis:</strong> Students
examine details from several historic photos of an event and make and support
inferences then they read an article about the event and write an unbiased
summary of the event. The first event is the March on Washington. Notice how the sequence of photos draws students into the event. The same process is repeated with a series of photos from the Watts Riots. </span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYj-67cOVZ2203dfWKkdFM1d4c33ANx5R-2ChVTCN44aAljaKuNeTVra1ikUVE8wws39BcszFP3oFYC4mmO2dek6-tKq9UFDDz5mj_uQDt0eJWNuZWovJkgjxrfY6dpSF4Z1vVHQ30iPk/s1600/historic+photo.PNG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYj-67cOVZ2203dfWKkdFM1d4c33ANx5R-2ChVTCN44aAljaKuNeTVra1ikUVE8wws39BcszFP3oFYC4mmO2dek6-tKq9UFDDz5mj_uQDt0eJWNuZWovJkgjxrfY6dpSF4Z1vVHQ30iPk/s320/historic+photo.PNG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Protest-Versus-Riot-A-historic-perspective-to-understand-current-events-1844287" target="_blank">A LiteracyLightbulb Lesson</a></td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgX8YL_wE8U2CsSMWl4aqsHRMpJVgpRmQK6pf4yNiSecAPyvt8njpm3DK8emhUeJU6gnHVWPkms3cLL1DMqNt_pfWqtyPJa6WgtGkd1oGcn6YRChnzRi4y3HL8RriXWDnQ8SdGE5-wACzQ/s1600/pic+1.PNG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="195" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgX8YL_wE8U2CsSMWl4aqsHRMpJVgpRmQK6pf4yNiSecAPyvt8njpm3DK8emhUeJU6gnHVWPkms3cLL1DMqNt_pfWqtyPJa6WgtGkd1oGcn6YRChnzRi4y3HL8RriXWDnQ8SdGE5-wACzQ/s320/pic+1.PNG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Protest-Versus-Riot-A-historic-perspective-to-understand-current-events-1844287" target="_blank">A LiteracyLightbulb Lesson</a></td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgdv2qscvAdzbRWoki_IofAS0KSEpZ8T6TGos3GI2pAuYaqGqLELjReFTx0-JWnyYjMp2NdnSZ3A2APqB4KZyqu-Zg0_0ogqurxDYyltHsxViF9zMy8Y0KvWTiO6KRmHUXdoM2IeaPNS4Y/s1600/pic+2.PNG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="188" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgdv2qscvAdzbRWoki_IofAS0KSEpZ8T6TGos3GI2pAuYaqGqLELjReFTx0-JWnyYjMp2NdnSZ3A2APqB4KZyqu-Zg0_0ogqurxDYyltHsxViF9zMy8Y0KvWTiO6KRmHUXdoM2IeaPNS4Y/s320/pic+2.PNG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Protest-Versus-Riot-A-historic-perspective-to-understand-current-events-1844287" target="_blank">A LiteracyLightbulb Lesson</a></td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhmAk1Do85BXN7ncX-rLZFLDEiEiOei-mmfQ3gEks9ZWz_g4LBpRB5JVdv863wOICal4bhh9-E4O37UH9sfGt9OYVAZ38ytCWFo4LGLKyWdp9L8DyTggYSz6qsDBAZ-PSSImphZ7WPJ5ic/s1600/pic+3.PNG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="181" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhmAk1Do85BXN7ncX-rLZFLDEiEiOei-mmfQ3gEks9ZWz_g4LBpRB5JVdv863wOICal4bhh9-E4O37UH9sfGt9OYVAZ38ytCWFo4LGLKyWdp9L8DyTggYSz6qsDBAZ-PSSImphZ7WPJ5ic/s320/pic+3.PNG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Protest-Versus-Riot-A-historic-perspective-to-understand-current-events-1844287" target="_blank">A LiteracyLightbulb Lesson</a></td></tr>
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<strong>2. Concept definition Building:</strong> Students work together to build their
understanding of the concepts of Protest and Riot. Discussing examples and nonexamples in relation to the characteristics helps build critical thinking skills as students much justify their selections. </span></div>
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<tr><td style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Protest-Versus-Riot-A-historic-perspective-to-understand-current-events-1844287" imageanchor="1" style="margin-left: auto; margin-right: auto;" target="_blank"><img alt="https://www.teacherspayteachers.com/Product/Protest-Versus-Riot-A-historic-perspective-to-understand-current-events-1844287" border="0" height="171" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEim1Yb9owukT3QswTsBrHmwL71p4p08stLBxIdq9DBpbkFJx4vtooxq0-su4tmwdaLnqZHddLg2CUwdwixtA3p30gPanU56QR7Fdnx4eMTX_VNbgvZL0JtBVtHkXzOaa9as1l-MexwI6UQ/s320/concept+protest.PNG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Protest-Versus-Riot-A-historic-perspective-to-understand-current-events-1844287" target="_blank">A LiteracyLightbulb Lesson</a></td></tr>
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<strong>3. Word Splash-</strong> Students learn and interact with words related to Protest and
Riot.<o:p></o:p></span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgGcUcHP8NA4Xf2IunQghWBGNudr7Io-k4TAosTOW9AKOuzUCRgL8ePvyuHTSwwNRcZd1kQdiHUErU_VTYcl6VxkwrPuoaOQthHfPJsppOhCPCpW1iXpoSwXcFpch7a1g-LA1zrVQGJC4M/s1600/word+splash.PNG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="226" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgGcUcHP8NA4Xf2IunQghWBGNudr7Io-k4TAosTOW9AKOuzUCRgL8ePvyuHTSwwNRcZd1kQdiHUErU_VTYcl6VxkwrPuoaOQthHfPJsppOhCPCpW1iXpoSwXcFpch7a1g-LA1zrVQGJC4M/s400/word+splash.PNG" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Protest-Versus-Riot-A-historic-perspective-to-understand-current-events-1844287" target="_blank">A LiteracyLightbulb Lesson</a></td></tr>
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<strong>4. Voices Calling for Change through History:</strong> Students explore various text
based, video, and audio sources bout carious calls for change through history.
Students discuss these events and select one to learn more about. Here is a <a href="http://padlet.com/marie_garrido/rb57ftszedah" target="_blank">padlet</a> with resources for students to refer to.</span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqir8PzRDI9v4zK9ZU87a5PF00OEFxYQHvurCk7X2WmbnAg0H1eJuT7BbbX4Z0YpoGMS3Io1-D_wxTRvETGCl4wgdGIuUrRTFKJB4ofdEtFoW0H1XkAISMCkBvPf3C5bUE3JlHESGJS-E/s1600/voices.PNG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="179" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqir8PzRDI9v4zK9ZU87a5PF00OEFxYQHvurCk7X2WmbnAg0H1eJuT7BbbX4Z0YpoGMS3Io1-D_wxTRvETGCl4wgdGIuUrRTFKJB4ofdEtFoW0H1XkAISMCkBvPf3C5bUE3JlHESGJS-E/s320/voices.PNG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Protest-Versus-Riot-A-historic-perspective-to-understand-current-events-1844287" target="_blank">A LiteracyLightbulb Lesson</a></td></tr>
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<strong>5. Class Museum of Social Action:</strong> Students create a visual and report for their
selected event and present to visiting classmates.<o:p></o:p></span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjIoyNeM3RlhPcOctZHcD7Cz9SIWqtNeG2Hw2yVtlOXQr2zCTgCdVZygUhbJzu_Gdqugk0rDuaaHOMBLRne6DHkUKOMb-ylOqxr-0YGQPDiPK32_27ptgQv7ct9_vwZprD58rChZjU13yM/s1600/museum.PNG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="222" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjIoyNeM3RlhPcOctZHcD7Cz9SIWqtNeG2Hw2yVtlOXQr2zCTgCdVZygUhbJzu_Gdqugk0rDuaaHOMBLRne6DHkUKOMb-ylOqxr-0YGQPDiPK32_27ptgQv7ct9_vwZprD58rChZjU13yM/s400/museum.PNG" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Protest-Versus-Riot-A-historic-perspective-to-understand-current-events-1844287" target="_blank">A LiteracyLightbulb Lesson</a></td></tr>
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<strong>6. In The News: Baltimore-A Socratic Discussion</strong>:<span style="mso-spacerun: yes;"> </span>Students read several news articles and
participate in an academic discussion, incorporating all they have learned. <o:p></o:p></span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_lHCya01lzQvhy1ZauFHfzV4qA4ppEqM72vyXaBY7sx4V0TtbqDbRRZDGe4Rd-kdTEqAUjblSxxRHzpUTRvGFEW2sNAh2a7_GhGvgGqhFq-iCcYDiQkwmk5NfsLOqDFiSdTeyJbIAZIo/s1600/in+the+news.PNG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="222" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_lHCya01lzQvhy1ZauFHfzV4qA4ppEqM72vyXaBY7sx4V0TtbqDbRRZDGe4Rd-kdTEqAUjblSxxRHzpUTRvGFEW2sNAh2a7_GhGvgGqhFq-iCcYDiQkwmk5NfsLOqDFiSdTeyJbIAZIo/s400/in+the+news.PNG" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Protest-Versus-Riot-A-historic-perspective-to-understand-current-events-1844287" target="_blank">A LiteracyLightbulb Lesson</a></td></tr>
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7. Take Action! Service Learning Project:</strong> Students select a problem in their
school or community to raise awareness of and document their journey in a
scrapbook or video and journal.</span><o:p></o:p></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_0QV2GSPJa97eEi-qmi3RH6YOyC5HeKpxs5EmU7WMfkzkvxlw-UJNWWz7EsEokjtxGbPASjnIXOtfmJXOGBgnk_INpPlhj3Wew4z80PDMhGaqt1bF86Dui3P4Kjtyiv9ry3RGJ6jMEh8/s1600/call+to+action.PNG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="221" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_0QV2GSPJa97eEi-qmi3RH6YOyC5HeKpxs5EmU7WMfkzkvxlw-UJNWWz7EsEokjtxGbPASjnIXOtfmJXOGBgnk_INpPlhj3Wew4z80PDMhGaqt1bF86Dui3P4Kjtyiv9ry3RGJ6jMEh8/s400/call+to+action.PNG" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Protest-Versus-Riot-A-historic-perspective-to-understand-current-events-1844287" target="_blank">A LiteracyLightbulb Lesson</a></td></tr>
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Marie Garrido is LiteracyLightbulb!http://www.blogger.com/profile/06796285224639764065noreply@blogger.com0tag:blogger.com,1999:blog-6124341218271818889.post-42018112501600548762015-04-27T12:40:00.002-07:002015-04-27T12:43:18.204-07:00Are We Dumbing Down Our Girls?<br />
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<span style="font-family: Calibri;"><strong>Are We Dumbing Down Our Girls?<o:p></o:p></strong></span></div>
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<span style="font-family: Calibri;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhApWz9_8vr_8HucEmkAoUZZlqL0Su6nVch_3sHTwQj8OobM0iFGcQFSQrpLLrTd94Cxbd_zg28dZDw2H8vWHAEGFVcnIjgutGmcdFpmeBqYfsdCSgB-OkMQ1uIWiJV3AxJ4__fuuTEOVc/s1600/are+we+dumbing+down+our+girls..PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhApWz9_8vr_8HucEmkAoUZZlqL0Su6nVch_3sHTwQj8OobM0iFGcQFSQrpLLrTd94Cxbd_zg28dZDw2H8vWHAEGFVcnIjgutGmcdFpmeBqYfsdCSgB-OkMQ1uIWiJV3AxJ4__fuuTEOVc/s1600/are+we+dumbing+down+our+girls..PNG" height="246" width="400" /></a></span></div>
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<span style="font-family: Calibri;"><strong>“Jess”<o:p></o:p></strong></span></div>
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<span style="font-family: Calibri;">The following is an actual account of one of my students
from the beginning of my teaching career.<span style="mso-spacerun: yes;">
</span>Her name has been changed, but her story is true.<span style="mso-spacerun: yes;"> </span>Rather than being prescriptive about what actions
to take, I simply reflect on an event in my teaching career that had a big
impact on me and questions that it raises.<span style="mso-spacerun: yes;">
</span><o:p></o:p></span></div>
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<span style="font-family: Calibri;">Jess was a cute, petite, blonde haired eighth grader, with
bright blue eyes and suntanned skin.<span style="mso-spacerun: yes;"> </span>All
of the boys in her gifted class were enamored by her.<span style="mso-spacerun: yes;"> </span>She, however, was not enamored with her
classwork.<span style="mso-spacerun: yes;"> </span>My team of teachers worked
together to create a rigorous and engaging interdisciplinary curriculum and
really pushed the gifted class to achieve.<span style="mso-spacerun: yes;">
</span>Jess did just enough to get by, prompting one of the teachers on the
team to suggest that we move her to one of the “lower” classes.<span style="mso-spacerun: yes;"> </span>This, from a man who was an experienced
gifted teacher and strove to see the potential in every student; he simply did
not believe that this student had what it took to be in his gifted class.<span style="mso-spacerun: yes;"> </span>He put it quite bluntly one day saying that, “she
had no business being in a gifted class!”<span style="mso-spacerun: yes;">
</span>Since Jess had qualified for gifted services in elementary school, she
was required to continue in the program, much to his annoyance.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<span style="font-family: Calibri;">Jess didn’t do much better in my class.<span style="mso-spacerun: yes;"> </span>She seemed to like to read and write topics
that interested her, but would produce less on topics that she was not
interested in.<span style="mso-spacerun: yes;"> </span>She didn’t participate in
class, and when she was called on, she answered in a high falsetto voice,
claiming that she did not “get it”.<span style="mso-spacerun: yes;"> </span>She
seemed to get a kick out of the exasperated reaction from her classmates.<span style="mso-spacerun: yes;"> </span>I tried my best to encourage her and help her
“get it”.<span style="mso-spacerun: yes;"> </span>Then one day, I saw her in a
completely different light…<o:p></o:p></span></div>
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<span style="font-family: Calibri;">The class was working on a challenging project.<span style="mso-spacerun: yes;"> </span>Jess announced loudly “I don’t get it!”<span style="mso-spacerun: yes;"> </span>All of a sudden there was a swarm boys
surrounding her, all vying for her attention to explain it to her practically
fighting over the change to help her.<span style="mso-spacerun: yes;">
</span>Annoyed, I said, “Boys, sit down!<span style="mso-spacerun: yes;">
</span>She doesn’t need your help, in fact, I bet she can teach all of you how
to do it!”<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<span style="font-family: Calibri;">As they went back to their seats, I noticed the expression
on Jess’s face change---there was a flash of surprise, then she appeared to
size me up and a slight smirk appeared on her face.<span style="mso-spacerun: yes;"> </span>From that day on, Jess did all of my
assignments, earning among the highest grades, though she still did “average”
in the rest of her classes.<span style="mso-spacerun: yes;"> </span>I continued
to hear her other teachers complain that she did not belong in the gifted program,
and they were quite surprised to hear how well she was doing in my class. <o:p></o:p></span></div>
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<span style="font-family: Calibri;">At the end of the school year, the standardized test results
came in.<span style="mso-spacerun: yes;"> </span>The class as a whole did very
well, but one student in particular earned a perfect 5 on each test.<span style="mso-spacerun: yes;"> </span>Everyone-the students and teachers- were
shocked at who it was, expect for me…<o:p></o:p></span></div>
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<span style="font-family: Calibri;">I call it the “Pretty, Dumb Girl Effect”.<span style="mso-spacerun: yes;"> </span>It seems to happen around seventh or eighth
grade when girls are starting to become interested in getting attention from
boys.<span style="mso-spacerun: yes;"> </span>They quickly see that raising their
hands and asserting themselves in class is not the way to get the attention
they crave.<span style="mso-spacerun: yes;"> </span>Instead, they withdraw or,
as Jess did, adopt a new persona.<span style="mso-spacerun: yes;"> </span>Jess
did not want her teachers to know how smart she really was.<span style="mso-spacerun: yes;"> </span>She did not want to be “gifted” any
more.<span style="mso-spacerun: yes;"> </span>She wanted to fit in.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<span style="font-family: Calibri;">Since I “caught on” to Jess, she rewarded me by performing in
my class (but not enough to blow her “cover”).<span style="mso-spacerun: yes;">
</span>It has been over a decade since Jess was in my class and I have met many
more girls like her.<span style="mso-spacerun: yes;"> </span>They hide their
intelligence to fit in.<span style="mso-spacerun: yes;"> </span>Their teachers
are “tricked”.<span style="mso-spacerun: yes;"> </span>Instead of being assigned
to classes based on their actual ability, they get placed by their teacher
recommendation into less rigorous classes because they “don’t have what it
takes”.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<span style="font-family: Calibri;">What can be done to “outsmart” the Pretty, Dumb Girl Effect?<span style="mso-spacerun: yes;"> </span>While teachers do not have the power to
change society’s expectations, we can change our own expectations. As an aside,
I used to hate the character, Penny, on the television show, <i style="mso-bidi-font-style: normal;">The Big Bang Theory,</i> for perpetuating
the Pretty Dumb Girl Effect, but over the years her character has become much
more multifaceted.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgDw4wpXfEZ_kkZxflIZmYG_E67l9nYpNl1F-kIfx3gBH0FkEDJirVxUvy71N46N9lOHPMU0jnuNlSXXkjIcE870A6mzbhUkzN2DgY-WypkQaY5ItHDCZqjmbGY7Os7myVJ_R0xEJ6Ru3w/s1600/penny.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgDw4wpXfEZ_kkZxflIZmYG_E67l9nYpNl1F-kIfx3gBH0FkEDJirVxUvy71N46N9lOHPMU0jnuNlSXXkjIcE870A6mzbhUkzN2DgY-WypkQaY5ItHDCZqjmbGY7Os7myVJ_R0xEJ6Ru3w/s1600/penny.PNG" height="304" width="320" /></a></div>
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<o:p><span style="font-family: Calibri;"> </span></o:p></div>
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<span style="font-family: Calibri;">How do we recognize those students who may be hiding their intelligence?<span style="mso-spacerun: yes;"> </span>It is not about recognizing those particular students,
but having high expectations and encouraging ALL students.<span style="mso-spacerun: yes;"> </span>In this post, I specified a gifted girl-a
demographic that many believe is the highest risk of underperforming. <span style="mso-spacerun: yes;"> </span>Minority gifted girls are considered even more
at risk.<span style="mso-spacerun: yes;"> </span>It is widely documented that
there is a gender gap in STEM (Science, Technology, Engineering, and
Mathematics) classes and jobs. One could argue that there is not a gender gap,
but perhaps an expectations gap. <span style="mso-spacerun: yes;"> </span>In the
book, <a href="http://www.amazon.com/dp/0385349947/?tag=mh0b-20&hvadid=4963625923&hvqmt=b&hvbmt=bb&hvdev=c&ref=pd_sl_3vo2vwqkwk_b" target="_blank">Lean In</a>, Sheryl Sandberg provides a vivid example of this as she tells of
the store, <i style="mso-bidi-font-style: normal;">Gymboree</i>, selling baby
clothing that read, “I am smart, like Daddy” for boys and, “I am pretty, like
Mommy” for girls.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjy3bB3YL0RmeQA8-S1k3hEDFyc4fdC6llnt8OgexkiAj4Rzmf7LrmwZHvs5AAErX1tQk3kMWTppoV4HALLA_BCtn6rNm28aDArFJa-zDb44kgbUoXSPhzrCWyTOxfnlTx_PuD7iHHwI-w/s1600/smart+like+daddy.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjy3bB3YL0RmeQA8-S1k3hEDFyc4fdC6llnt8OgexkiAj4Rzmf7LrmwZHvs5AAErX1tQk3kMWTppoV4HALLA_BCtn6rNm28aDArFJa-zDb44kgbUoXSPhzrCWyTOxfnlTx_PuD7iHHwI-w/s1600/smart+like+daddy.PNG" height="191" width="400" /></a></div>
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<o:p><span style="font-family: Calibri;"> </span></o:p></div>
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<span style="font-family: Calibri;">I hope that the story of Jess will prompt teachers and
parents to reflect on their interactions with their girls in effort to reduce the
expectations gap.<span style="mso-spacerun: yes;"> </span>Often it is just
seeing the student in a new light that can make all the difference.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<o:p><span style="font-family: Calibri;"> </span></o:p></div>
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Marie Garrido is LiteracyLightbulb!http://www.blogger.com/profile/06796285224639764065noreply@blogger.com2tag:blogger.com,1999:blog-6124341218271818889.post-88856121345732695542015-04-18T11:35:00.002-07:002015-04-18T11:35:59.169-07:00Poetry Pair: "I Hope You Dance" by Lee Ann Womack and "If" by Rudyard KiplingI was just in the car listening to music and one of my favorites came on, "I Hope You Dance", by Lee Ann Womack. I am not usually into Country music, but her song transcends all genres. Such a lovely song and filled with advice for young people. As I pondered the lyrics I was reminded of another favorite: The poem "If", by Rudyard Kipling. A poem about advice to a young man growing into manhood. If I am ever lucky enough to have a son, this poem will be framed above his<span class="text_exposed_hide">...</span><span class="text_exposed_show"> bed. So, I am feeling another Poetry Pair Lesson coming on! Look for it soon at LiteracyLightbulb! Until then, enjoy my other best-selling poetry pairs! </span><br />
<span class="text_exposed_show"><br /> Tupac's "Dear Momma" and "Mother to Son" by Langston Hughes<br /> "Superwoman" by Alicia Keys and "Phenomenal Woman" by Maya Angelou <br /> "Firework" by Katie Perry and "George Gray" by Edgar Lee Masters<br /><a data-mce-href="https://www.teacherspayteachers.com/Store/Literacylightbulb" href="https://www.teacherspayteachers.com/Store/Literacylightbulb" rel="nofollow" target="_blank">https://www.teacherspayteachers.com/Store/Literacylightbulb</a></span><br />
<br data-mce-bogus="1" /><br />
My lessons are frequently inspired by music and current events all around us. I love to tie in something that is close to the lives of teenagers with something they normally think is not relevant to their lives. The result: I love hearing students say that they actually like the poem better than the song---usually from the students who were the loudest saying "I hate poetry!" :)Marie Garrido is LiteracyLightbulb!http://www.blogger.com/profile/06796285224639764065noreply@blogger.com0tag:blogger.com,1999:blog-6124341218271818889.post-14980263176458133472015-04-11T13:01:00.001-07:002015-04-11T13:01:44.511-07:00The Desk Warmers
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<span style="font-family: Calibri;">Go into any school, walk down any hallway, and peer into the
classrooms—you are sure to see at least a few of them:<span style="mso-spacerun: yes;"> </span>The Desk Warmers.<span style="mso-spacerun: yes;"> </span>Students curled up half awake or snoring on their
desk doing nothing except warming desks. <o:p></o:p></span></div>
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<o:p><span style="font-family: Calibri;"> </span></o:p><div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: Calibri;">Part of being a good teacher is developing your “teacher
senses”.<span style="mso-spacerun: yes;"> </span>As a master teacher conducts a
lesson, his or her teacher senses start to tingle as they scan the room for
students who don’t understand or are tuning out and Bam!<span style="mso-spacerun: yes;"> </span>Pow! The master teacher jumps into
action.<span style="mso-spacerun: yes;"> </span>Desk Warmers are a red alert
need immediate attention from teachers.<span style="mso-spacerun: yes;">
</span>Exactly what needs to be done, however, is not immediately obvious.<span style="mso-spacerun: yes;"> </span>There are at least four different reasons why
ordinary students turn into Desk Warmers.<o:p></o:p></span></div>
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<o:p><span style="font-family: Calibri;"> </span></o:p></div>
<br />
<div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">1.</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: Calibri;"><b style="mso-bidi-font-weight: normal;"><span style="mso-spacerun: yes;"> </span>Lack of Sleep</b>: <span style="mso-spacerun: yes;"> </span>Yes, this obvious cause is why some students
become Desk Warmer.<span style="mso-spacerun: yes;"> </span>Though, it too needs
to be delved into.<span style="mso-spacerun: yes;"> </span>Why, exactly is the
student so sleepy?<span style="mso-spacerun: yes;"> </span>Is there something
going on at home that is keeping Johnny awake?<span style="mso-spacerun: yes;">
</span>Is the student spending too much time at night playing video games or texting?<span style="mso-spacerun: yes;"> </span>Or is the student overwhelmed with after
school activities or work demands?<span style="mso-spacerun: yes;"> </span>Each
one needs to be addressed differently. <o:p></o:p></span></div>
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<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">2.</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: Calibri;"><b style="mso-bidi-font-weight: normal;">Sickness:</b><span style="mso-spacerun: yes;"> </span>The rare instance that I let a Desk Warmer do
their thing is if he or she is evidently sick and has no means to go home.<span style="mso-spacerun: yes;"> </span>Otherwise, off the nurse they go!<span style="mso-spacerun: yes;"> </span>A gentle, “I know you aren’t feeling good,
but try your best to participate” usually works wonders for those who have
minor ailments that do not need medical attention. <o:p></o:p></span></div>
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<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">3.</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: Calibri;"><b style="mso-bidi-font-weight: normal;">Boredom</b>:<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>There
are two sub varieties of this category.<span style="mso-spacerun: yes;">
</span>One is boredom because the task is too easy and the other is boredom
because of tedium or lack of activity.<span style="mso-spacerun: yes;">
</span>The latter is in epidemic proportions in secondary schools, but it is
also the easiest to address and can even be prevented.<span style="mso-spacerun: yes;"> </span>By varying the activity every 15-20 minutes, teachers
can ward off the Desk Warmers.<span style="mso-spacerun: yes;"> </span>Pausing in
the middle of a lecture for students to turn and talk to a neighbor about a
salient point, engaging in a class discussion, or building a model—anything that
gets the students doing something to engage with the content is vital.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">4.</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: Calibri;"><b style="mso-bidi-font-weight: normal;">Withdrawal</b>:<span style="mso-spacerun: yes;"> </span>This is by far the most complex and difficult
to deal with and where even some of the most talented teachers give in.<span style="mso-spacerun: yes;"> </span>These students have turned into Desk Warmers
because they have given up.<span style="mso-spacerun: yes;"> </span>These are
usually found in upper middle school and high school, are struggling learners, and
often behavior problems that teachers would rather just fall asleep instead of causing
a disruption.<span style="mso-spacerun: yes;"> </span>If a student is resistant to
the strategies above that address boredom, then that student has become
withdrawn.<span style="mso-spacerun: yes;"> </span>Letting these Desk Warmers
continue to warm their desk is the same as telling them that you have given up
too and have lowered your expectations of them.<span style="mso-spacerun: yes;">
</span>Take the long view with these students—it took years of low test scores,
disappointing grades, and lack of attention to get them to this point and it
will take a long time to develop their confidence and academic skills.<span style="mso-spacerun: yes;"> </span>Don’t give up on them, they already gave up
on themselves—they need you the most! <o:p></o:p></span></div>
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<o:p><span style="font-family: Calibri;"> </span></o:p></div>
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<span style="font-family: Calibri;">Desk Warmers are my biggest pet peeve as a
teacher, I do not allow students to stay in my class just warming up their desks.<span style="mso-spacerun: yes;"> </span>As soon as I get that red alert, I take
action.<span style="mso-spacerun: yes;"> </span>If multiple students start
lowering in their seats with heavy eyelids I know that I need to change things
up in the classroom and turn the activity into a group interaction or get them
moving in some way.<span style="mso-spacerun: yes;"> </span>It is one student in
particular, I need to talk to that student to see what is going on.<span style="mso-spacerun: yes;"> </span>It is important not to assume that the Desk
Warmer is being defiant.<span style="mso-spacerun: yes;"> </span>I always ask
the student if they are ok first in a sincere tone of voice.<span style="mso-spacerun: yes;"> </span>Often just having a person that is caring
talk to them in enough.<span style="mso-spacerun: yes;"> </span>Having strong relationships
with your students is important, but they do not develop overnight.<span style="mso-spacerun: yes;"> </span>If you ask a student “What is wrong?” they
might not feel comfortable telling your, but the fact that you asked is helping
to develop that relationship further.<span style="mso-spacerun: yes;">
</span>Don’t stop asking in the future just because they didn’t want to talk
today---eventually they may feel comfortable enough and started to trust you
enough to let you in.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<o:p><span style="font-family: Calibri;"> </span></o:p></div>
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<span style="font-family: Calibri;">So, the next time your teacher senses start
tingling, before your jump into action (and possibly jump to conclusions) dig a
little deeper so you can respond more effectively.<span style="mso-spacerun: yes;"> </span>That Desk Warmer in front of you might need
your guidance to adjust their schedule to get more sleep, might need to go to
the nurse, might need to get more involved, or might need to be more
encouraged.<span style="mso-spacerun: yes;"> </span>In any case, the Desk
Warmers need you. <o:p></o:p></span></div>
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Marie Garrido is LiteracyLightbulb!http://www.blogger.com/profile/06796285224639764065noreply@blogger.com0tag:blogger.com,1999:blog-6124341218271818889.post-21123881473392749192015-03-30T12:58:00.000-07:002015-03-30T12:58:42.039-07:00My Two Cents on the Book From Staff Room to Classroom: A Guide for Planning and Coaching Professional Development <div class="MsoNormal">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhcpCRtcFUC55zTPuqxxI_nMjfclPgfclfBlWtN7HPI4BIuT6Tov6KYj8eA5w3F9JuYGx9U_wMim_ygw7MSXp0hhII_CphDpTY1loPu4PC1cZvLAJZ6o07Y6v4-RGLp37WiaMiOfYX7CYg/s1600/imgres.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhcpCRtcFUC55zTPuqxxI_nMjfclPgfclfBlWtN7HPI4BIuT6Tov6KYj8eA5w3F9JuYGx9U_wMim_ygw7MSXp0hhII_CphDpTY1loPu4PC1cZvLAJZ6o07Y6v4-RGLp37WiaMiOfYX7CYg/s1600/imgres.jpg" height="200" width="140" /></a></div>
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<b>My Two Cents <o:p></o:p></b></div>
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<b><br /></b></div>
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A question that I had on my mind right now as I am getting
settled in my new role of staff developer is how to impact professional
development so that the teachers go back to their classrooms and implement the
strategies that are taught. The book, <a href="http://www.amazon.com/From-Staff-Room-Classroom-Professional/dp/1412926041" target="_blank">From Staff Room to Classroom: A Guide for Planning and CoachingProfessional Development, by Robin Fogarty and Brian Pete</a>, is a good start
to delving into the depths of my question.
At times the information is a bit obvious, like many of the “revelations”
about adult learners. It is also a bit repetitive
as it goes on to review several researchers who have similar conclusions. Overall, there are some valuable ideas about
planning and implementing professional development that can change what
teachers do in the classroom and impact student achievement, written in very
reader-friendly language and a very manageable length (155 pages). Perhaps the most important idea is the
necessity of on-site coaching to the professional development model. Coaching is often thought of as an induction
tool to train new teachers or as an intervention for struggling teachers, not
as an integral step for transferring skills from the staff room to the
classroom. A tool I plan in using in my
trainings to facilitate transfer is the “Transfer Window” coupled with the “Tiny
Transfer Book”, both described briefly in the book. I am also going to put my own spin on the
Levels of Transfer as a way of helping demystify teachers of their own process
of applying their learning to their classrooms.
I have summed up some the main ideas of the book below. <o:p></o:p></div>
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<br /></div>
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<b>Nuggets of Wisdom
from the Book<o:p></o:p></b></div>
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<b><br /></b></div>
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The book begins by describing the <b>change process </b>and <u>why change is so hard</u>. Contrary to popular belief, <u>a change in
practice must come first</u>, then a change in achievement, and finally a change
in belief. In other words, <u>teachers
must see the effectiveness of the strategy to change their beliefs and
professional development must focus on a change in practice</u>. <o:p></o:p></div>
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<br /></div>
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<b><i>Any learning that requires a complex process or shift in mindset needs
longer term coaching.<o:p></o:p></i></b></div>
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<b><i><br /></i></b></div>
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There are <b>three
stages of change</b>: <b>Initiation</b> (introducing the innovation)
, <b>Implementation</b> (applying the
innovation to practice), and <b>Institutionalization</b>
(monitoring the continued use of the innovation)<o:p></o:p></div>
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<br /></div>
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<b>Findings about the
adult learner include the following</b>:<o:p></o:p></div>
<div class="MsoNormal">
Control of learning, Immediate utility, Focus on issues that
concern them, Test learning as they go, Anticipate how they will use their
learning, Expect performance improvement, Maximize available resources, Require
collaborative, respectful, mutual, and informal climate, Information must be
logically and appropriately organized and paced <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
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<b>The “Cast of
Characters”</b> in a professional development training often include the
following:<o:p></o:p></div>
<div class="MsoNormal">
Caretaker, Know-It-All, Hitchhiker, Devil’s Advocate,
Omnivore, Inquisitor, Negotiator, Overachiever, Politician, Sage, Clown<o:p></o:p></div>
<div class="MsoNormal">
Designing a workshop requires the individual to be a <i>designer</i>, <i>organizer</i>, <i>artist,</i> <i>performer,</i> and <i>critic</i>.<o:p></o:p></div>
<div class="MsoNormal">
A presentation must <u>capture the attention</u> of the audience,
<u>keep them captivated</u>, and have a <u>strong closing.<o:p></o:p></u></div>
<div class="MsoNormal">
<u><br /></u></div>
<div class="MsoNormal">
A facilitator helps participants <b>process the information cognitively</b> by making good use of <b>whole group interactions</b> (Questions,
Human Graph, People Search, Partner Interview), <b>small group interactions</b> (Turn to Your Partner, Think Pair Share,
Trios, Quads), and<b> individual endeavors </b>(required
participation on a clear product and reflection).<o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
Participants must also engage in <b>affective processing</b> (Plus/Minus/Interesting Chart, I Appreciate..,
and metacognitive processing (Ah Ha/Oh No, How does this connect with what you
already know? How can you use it in the
future?)<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
There must be an emphasis on <b>transfer to the classroom</b> (Take Away Window, Tiny Transfer Book)<o:p></o:p></div>
<div class="MsoNormal">
<b><i>Coaching is necessary for full implementation of a strategy</i></b>. Coaches can be <i>“expert” content area coaches or peer coaches</i>. Coaching should be a mandatory component of
any professional development in which the expectation is transfer of the strategy
to the classroom.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b>There are 7 transfer
strategies</b>: 1. Learn about transfer theory 2. Set expectation for transfer 3. Model with authentic artifacts 4. Reflect on
levels of transfer 5. Plan applications 6. Try something immediately 7.
Dialogue about the process (here is where the coaching comes into play)<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b>Transfer theory</b>: Two types of transfer-Simple transfer is very
similar to the original learning while Complex transfer requires mindful
consideration of how to use in a new context and needs “bridging”<o:p></o:p></div>
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<br /></div>
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<b>Levels of transfer:</b> Ollie Head in the Sand Ostrich—overlooks the
opportunity to use the new idea. Dan the Drilling Woodpecker—duplicates strategy
exactly as it was learned (often these teachers ask for an extra copy of a
handout), Laura the Look a Like Penguin—replicates the learning by tailoring it
just slightly, Jonathan Livingston the Seagull—integrates the learning into
existing bag of tricks, Cathy the Carrier Pigeon—maps (propagates) the idea
intentionally, Sam the Soaring Eagle—innovates and invents applications for the
idea.<o:p></o:p></div>
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<b>There are four
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<b>Professional Learning
Communities</b> are an essential structure by which professional development
can occur. <o:p></o:p></div>
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Marie Garrido is LiteracyLightbulb!http://www.blogger.com/profile/06796285224639764065noreply@blogger.com0tag:blogger.com,1999:blog-6124341218271818889.post-89369091732678596332015-01-04T09:06:00.001-08:002015-01-04T09:08:51.769-08:00The Most Important Ingredient for Change in Education Part 2<!--[if gte mso 9]><xml>
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<b>The Most Important Ingredient for Change in Education Part 2</b><o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
In this post I discuss the facets of Dweck’s Mindset Theory
as I explain it to my middle schoolers and share some resources that you can
use to introduce it in your classroom!<span style="mso-spacerun: yes;">
</span>You may want to read <a href="http://literacylightbulb.blogspot.com/2015/01/the-most-important-ingredient-for.html">Part 1</a> explains the theory and rational<span style="mso-spacerun: yes;"> </span>before you move on to Part 2.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
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<br /></div>
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The facets of Mindset, according to <a href="http://www.amazon.com/dp/1780332009/?tag=googhydr-20&hvadid=45079237717&hvpos=1t1&hvexid=&hvnetw=g&hvrand=12006157427771438852&hvpone=&hvptwo=&hvqmt=b&hvdev=c&ref=pd_sl_2kmsr2n286_b">Dweck’s</a> theory are as
follows:<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;">Intelligence and
talent remain pretty much the same </b><b style="mso-bidi-font-weight: normal;"><span style="font-size: 16.0pt;">VS</span> Intelligence and talent can be grown and
developed<o:p></o:p></b></div>
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<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Challenges are to be
avoided </b><b style="mso-bidi-font-weight: normal;"><span style="font-size: 16.0pt;">VS
</span>Challenges should be sought out<o:p></o:p></b></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;">Effort is fruitless </b><b style="mso-bidi-font-weight: normal;"><span style="font-size: 16.0pt;">VS</span>
Effort is necessary for mastery<o:p></o:p></b></div>
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<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Criticism is ignored </b><b style="mso-bidi-font-weight: normal;"><span style="font-size: 16.0pt;">VS</span>
Criticism is used for improvement<o:p></o:p></b></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;">Success of others is
viewed as a threat </b><b style="mso-bidi-font-weight: normal;"><span style="font-size: 16.0pt;">VS</span> Success of others are used as role models<o:p></o:p></b></div>
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<b style="mso-bidi-font-weight: normal;"><br /></b></div>
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You can see Dweck explaining her theory <a href="https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve?language=en">here</a>. </div>
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<br /></div>
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In my middle school classroom I follow up the lesson in Part
1 with the explanation below as students self assess each of the facets,
analyze their “fail” that they discussed with the class,<span style="mso-spacerun: yes;"> </span>and discover their strengths and
weaknesses.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Intelligence and
talent remain pretty much the same </b><b style="mso-bidi-font-weight: normal;"><span style="font-size: 16.0pt;">VS</span> Intelligence and talent can be grown and
developed<o:p></o:p></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><br /></b></div>
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How many of you have ever said “I am just not a math person”
or “I am just horrible with directions”?<span style="mso-spacerun: yes;">
</span>Those are examples of fixed mindset thinking where it is believed that
your intelligence and talent remain pretty much the same throughout your
lifetime.<span style="mso-spacerun: yes;"> </span>If you don’t think you can
change, you won’t and you really won’t ever be a “math person” or “good with
directions”.<span style="mso-spacerun: yes;"> </span>If you believe that you can
grow and develop then you are more likely to reach your goals.<span style="mso-spacerun: yes;"> </span>Oh, and those of you who still don’t think
you can change you talent or intelligence, brain science has proved you wrong!<span style="mso-spacerun: yes;"> </span>Researchers tell us that the synapses, the connections
in our brain that help us to think better, grow throughout our lifetime.<span style="mso-spacerun: yes;"> </span>The more do and learn, the more connections
you make and the smarter you become.<span style="mso-spacerun: yes;"> </span>So
that means you can teach an old dog new tricks!<o:p></o:p></div>
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<b style="mso-bidi-font-weight: normal;">Challenges are to be
avoided </b><b style="mso-bidi-font-weight: normal;"><span style="font-size: 16.0pt;">VS
</span>Challenges should be sought out<o:p></o:p></b></div>
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<b style="mso-bidi-font-weight: normal;"><br /></b></div>
<div class="MsoNormal">
In high school I had a friend who told me that he was
amazing at basketball and couldn’t wait for me to see him play.<span style="mso-spacerun: yes;"> </span>I finally came to see him play in his
community.<span style="mso-spacerun: yes;"> </span>Instead of the regulation
height hoops, these looked like the ones you would see at an elementary
school.<span style="mso-spacerun: yes;"> </span>I though that was strange,
especially since he was 6’3!<span style="mso-spacerun: yes;"> </span>It was even
stranger when his opponents that he was playing with really did look like they
were in elementary school!<span style="mso-spacerun: yes;"> </span>I covered my
eyes out of embarrassment for him when he dunked on one of the fifth graders
and cheered himself on.<span style="mso-spacerun: yes;"> </span>Clearly he
didn’t have much of a challenge against these opponents.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEggfIbYbYslwJxxXQS4Ik-xU3VptVxyFFQVBppYl1BFn0zh4zTNW4Euzl74Hte6W5belD2n-FIhqu2S9P02zybfEweSvJ5YUjDKdxz2imr1WimcLY6ZM7oTXe5FOW1LJTq_2XgAacz6b8Q/s1600/Screen+shot+2015-01-04+at+11.53.00+AM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEggfIbYbYslwJxxXQS4Ik-xU3VptVxyFFQVBppYl1BFn0zh4zTNW4Euzl74Hte6W5belD2n-FIhqu2S9P02zybfEweSvJ5YUjDKdxz2imr1WimcLY6ZM7oTXe5FOW1LJTq_2XgAacz6b8Q/s1600/Screen+shot+2015-01-04+at+11.53.00+AM.png" /></a></div>
<div class="MsoNormal">
On the other hand, World Class soccer player, Mia Hamm did
just the opposite.<span style="mso-spacerun: yes;"> </span>She played with the older
boys in her neighborhood and that helped her to become the star she is
today.<span style="mso-spacerun: yes;"> </span>Sometimes coaches have their
players “play up” by going up to the next division to help them advance their
game.<span style="mso-spacerun: yes;"> </span>What does that have to do with
school?<span style="mso-spacerun: yes;"> </span>In high school you can “play up”
by<span style="mso-spacerun: yes;"> </span>taking<span style="mso-spacerun: yes;"> </span>challenges in school like honors and advanced
placement classes.<span style="mso-spacerun: yes;"> </span>You can choose a more
challenging science project instead of an easier one.<span style="mso-spacerun: yes;"> </span>You can challenge yourself go for all A’s
instead of being satisfied with C’s.<o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Effort is fruitless </b><b style="mso-bidi-font-weight: normal;"><span style="font-size: 16.0pt;">VS</span>
Effort is necessary for mastery<o:p></o:p></b></div>
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<b style="mso-bidi-font-weight: normal;"><br /></b></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgFhyphenhyphenTAu4-LFrDHlu-hJMBmcvRq7PBajFg-uE9AXZGVEkoSGzZUCHQfSloYkmkiag5xfwvE3L9A5ERReJ0ReiEJ-ooyetRKBcrL-zPXwdtcLlNLIV7KzWHk8ZAS2ywBCKjgFgN_8y_gmRo/s1600/Screen+shot+2015-01-04+at+11.54.43+AM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgFhyphenhyphenTAu4-LFrDHlu-hJMBmcvRq7PBajFg-uE9AXZGVEkoSGzZUCHQfSloYkmkiag5xfwvE3L9A5ERReJ0ReiEJ-ooyetRKBcrL-zPXwdtcLlNLIV7KzWHk8ZAS2ywBCKjgFgN_8y_gmRo/s1600/Screen+shot+2015-01-04+at+11.54.43+AM.png" height="123" width="200" /></a></div>
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Let me know when you know this famous athlete.<span style="mso-spacerun: yes;"> </span>When in the 9<sup>th</sup> grade, he was cut
from the freshmen basketball team.<span style="mso-spacerun: yes;"> </span>After
that, he worked hard to make it on the team and eventually become an NBA
player, probably the best ever.<span style="mso-spacerun: yes;"> </span>He also
tried his hand at baseball and dabbled as an actor.<span style="mso-spacerun: yes;"> </span>In case you still don’t know, a lot of you
are wearing his shoes.<span style="mso-spacerun: yes;"> </span>Many people think
that Michael Jordan could probably skip every practice and just show up at the
games because, well, he is Michael Jordan!<span style="mso-spacerun: yes;">
</span>Actually, Jordan had the reputation for being first in training sessions
and last one out---his hard work is what MADE him the Michael Jordan we now
today and not the reject from the freshman team.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
Scientists have a term for this illusion.<span style="mso-spacerun: yes;"> </span>It is called the Floating Duck Syndrome and
was coined by researchers at Harvard.<span style="mso-spacerun: yes;">
</span>Imagine if you will, a duck floating on a lake.<span style="mso-spacerun: yes;"> </span>It seems to float so peacefully and naturally
on the water, but what we don’t see is all of the work that goes on
underneath.<span style="mso-spacerun: yes;"> </span>The duck is actually moving
his flippers vigorously just to stay above water (readers miss seeing me make a
fool of myself by moving my arms in a modified breast stroke).<span style="mso-spacerun: yes;"> </span>So, what in the world does a duck have to do
with school?<span style="mso-spacerun: yes;"> </span>That’s right, that smart
kid who just seems to know all of the answers does a lot of work to stay above
the water, I mean stay at the head of the class.<span style="mso-spacerun: yes;"> </span>You can be the “smart kid” too, if you are
willing to do the work.<o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Criticism is ignored </b><b style="mso-bidi-font-weight: normal;"><span style="font-size: 16.0pt;">VS</span>
Criticism is used for improvement<o:p></o:p></b></div>
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<b style="mso-bidi-font-weight: normal;"><br /></b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEholgNhWXBNczu8SzBqnzqCHQgdCnxVBc22rLY3MOPnIkQWsyHCG_7G0GnL0YvSuXseVTRd795Gp12sh7tj0r7hjQPF6rYET9YvIZwOJ0S0FAmq4LHESdqTVzzUQgxf-zoHUQDK51y1nI0/s1600/Screen+shot+2015-01-04+at+11.56.26+AM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEholgNhWXBNczu8SzBqnzqCHQgdCnxVBc22rLY3MOPnIkQWsyHCG_7G0GnL0YvSuXseVTRd795Gp12sh7tj0r7hjQPF6rYET9YvIZwOJ0S0FAmq4LHESdqTVzzUQgxf-zoHUQDK51y1nI0/s1600/Screen+shot+2015-01-04+at+11.56.26+AM.png" height="200" width="163" /></a></div>
<div class="MsoNormal">
Does this situation sound familiar?<span style="mso-spacerun: yes;"> </span>You work hard on an essay in Language Arts
class, get it back with a bunch of red, purple, or green words on it with a big C- (or worse!) on it, and toss it in the garbage.<span style="mso-spacerun: yes;">
</span>Well, you just missed out on a valuable opportunity to learn.<span style="mso-spacerun: yes;"> </span>Your teacher didn’t write on your paper to
make you feel bad, but to help you improve.<span style="mso-spacerun: yes;">
</span>Kind of like what Dad did when he pointed out the A-, he wanted me to
improve to be the best I could be.<span style="mso-spacerun: yes;"> </span>The
students who have an 99% and want to know why they got that one question wrong,
have the right idea.<span style="mso-spacerun: yes;"> </span>Always listen
closely when a teacher goes over a test so you understand how to do better next
time.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;"><br /></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Success of others is
viewed as a threat </b><b style="mso-bidi-font-weight: normal;"><span style="font-size: 16.0pt;">VS</span> Success of others are used as role models<o:p></o:p></b></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjX6ev_lSOTZ4Lv0iRINfWR9kw5IX4FpseENMu6aEFPPjT0cuYYg7Tfx2vd_Tm_I4VGKTuo7TxHkLlHgxMGOB8BnymdX6gVhsv0bU3ILHg3mjafwfswRtxSn_b0KnB9vmivOU9oPzWuzvs/s1600/Screen+shot+2015-01-04+at+11.59.03+AM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjX6ev_lSOTZ4Lv0iRINfWR9kw5IX4FpseENMu6aEFPPjT0cuYYg7Tfx2vd_Tm_I4VGKTuo7TxHkLlHgxMGOB8BnymdX6gVhsv0bU3ILHg3mjafwfswRtxSn_b0KnB9vmivOU9oPzWuzvs/s1600/Screen+shot+2015-01-04+at+11.59.03+AM.png" /></a></div>
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<b style="mso-bidi-font-weight: normal;"><br /></b></div>
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<b style="mso-bidi-font-weight: normal;"><br /></b></div>
<div class="MsoNormal">
Ok, how many of you are secret “haters”?<span style="mso-spacerun: yes;"> </span>Don’t look at me all crazy!<span style="mso-spacerun: yes;"> </span>I know that some of you secretly get jealous
when a friend does better than you on a test or makes the team while you got
cut.<span style="mso-spacerun: yes;"> </span>Some of you aren’t all that secret
about it either, shouting our “Nerd!” or trying to sabotage someone.<span style="mso-spacerun: yes;"> </span>Instead of focusing your energy on jealousy,
focus it on your improvement.<span style="mso-spacerun: yes;"> </span>Really
look to the success of others to see what you can learn.<span style="mso-spacerun: yes;"> </span>It is said that you learn a lot from
mistakes, but you can also learn a lot from successes.<span style="mso-spacerun: yes;"> </span>Make them your secret role models.<span style="mso-spacerun: yes;"> </span>I have many people that I consider role
models, from our principal, to other teachers, and of course my parents.<span style="mso-spacerun: yes;"> </span>Surround yourself with positive role
models.<span style="mso-spacerun: yes;"> </span>You are who you hang out with—your
momma is right!<o:p></o:p></div>
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<div class="MsoNormal">
<b>Resources for teaching your students about Mindset</b></div>
<div class="MsoNormal">
<b><br /></b></div>
<div class="MsoNormal">
Larry Ferlazzo has an extensive list of resources on the internet for teaching students about Mindset <a href="http://larryferlazzo.edublogs.org/2012/10/13/the-best-resources-on-helping-our-students-develop-a-growth-mindset/">here</a>. I highly recommend that you read his blog! Go there immediately! </div>
<div class="MsoNormal">
You can see the powerpoint that I use with this explanation <a href="http://www.teacherspayteachers.com/Product/Motivation-Mini-lesson-Mindset-Theory-Learn-how-to-fail-835842">here</a>!</div>
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In the next post I will discuss the importance of teachers having a Growth Mindset and why it is an important leverage point for educational change. </div>
<!--EndFragment-->Marie Garrido is LiteracyLightbulb!http://www.blogger.com/profile/06796285224639764065noreply@blogger.com0tag:blogger.com,1999:blog-6124341218271818889.post-66825263343424831622015-01-03T08:14:00.000-08:002015-01-03T08:14:03.129-08:00The Most Important Ingredient for Change in Education Part 1
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<div class="MsoNormal">
<b>The Most Important Ingredient for Change in Education<span style="mso-spacerun: yes;"> </span>Part 1</b><o:p></o:p></div>
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<br /></div>
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At the start of the new year people are filled with hope of
something better and resolve to make changes.<span style="mso-spacerun: yes;">
</span>It takes more than mere hope to make a life altering change though.<span style="mso-spacerun: yes;"> </span>All improvement, in life and in the
classroom, begins first with your state of mind…<o:p></o:p></div>
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<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgkkXnNSLIeyidMYrjJdfCKSX0WktQQ7AGCY_ufXe8TMt1XnP7_Zt5FgRDYtxzir7FpihMrDRjUneQI7bw0Mv3SfQqt3WqSmvRAHahgMzz_iqkVynHxPH5TqNcE0DNo_A17ZtfsnwUnEx0/s1600/Screen+shot+2015-01-03+at+11.00.08+AM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgkkXnNSLIeyidMYrjJdfCKSX0WktQQ7AGCY_ufXe8TMt1XnP7_Zt5FgRDYtxzir7FpihMrDRjUneQI7bw0Mv3SfQqt3WqSmvRAHahgMzz_iqkVynHxPH5TqNcE0DNo_A17ZtfsnwUnEx0/s1600/Screen+shot+2015-01-03+at+11.00.08+AM.png" height="400" width="272" /></a></div>
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I read Carol Dweck’s book <i><a href="http://www.amazon.com/Mindset-The-New-Psychology-Success/dp/0345472322">Mindset The New Psychology of Success</a> </i>in 2009 and her
main points have stuck with me ever since---and changed the way I approach my
teaching.<span style="mso-spacerun: yes;"> </span>She argues that people have
either one of two mindsets that can help you reach your fullest potential or
keep you stuck where you are.<span style="mso-spacerun: yes;"> </span>A “Fixed
Mindset” is the belief that intelligence and talent is fixed, or
unchanging---we are just born with it. A “Growh Mindset” is the belief that
you can grow your intelligence and improve your talents.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
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<br /></div>
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In her book, Dweck blends brain science with stories of
familiar heroes that are examples of what she calls a Growth Mindset as well as
infamous characters who exemplify the Fixed Mindset.<span style="mso-spacerun: yes;"> Her work applies to sports, the workplace, family life, and of course education. </span>I highly recommend that you read her
book.<span style="mso-spacerun: yes;"> </span>What follows is my explanation of
Mindset Theory that I give to my middle school students at the beginning of the
school year.<span style="mso-spacerun: yes;"> </span>I call it “Learn How to
Fail!” and it is in big bold letters on the board the very first day of
school---and I reboot the lesson in various iterations each quarter or so. The <o:p></o:p></div>
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<br /></div>
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<o:p><br /></o:p></div>
</div>
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<br /></div>
<div class="MsoNormal">
Yes, most teachers tell you how to be successful in their
class the first day, not me!<span style="mso-spacerun: yes;"> </span>I am going
to teach you how to fail!<span style="mso-spacerun: yes;"> </span>We all have
moments where things don’t go our way and we fail to achieve what we wanted and
sometimes even have “epic fail” (video game term to draw them in) moments.<span style="mso-spacerun: yes;"> </span>It is the way that we respond to failure that
determines how successful we become.<span style="mso-spacerun: yes;"> </span>A
famous psychologist, Carol Dweck, studied responses to failure,<span style="mso-spacerun: yes;"> </span>and determined that there are two ways to
approach it, or two different mindsets<span style="mso-spacerun: yes;">
</span>One way will help you reach your fullest potential and the other will
hold you back no matter how smart or talented you are.<span style="mso-spacerun: yes;"> </span>Wouldn’t it be good to know which one you
are?<span style="mso-spacerun: yes;"> </span>That is what we are going to find
out today. The good news: Just as it is easy to change your mind, you can change your mindset to be more successful.<o:p></o:p></div>
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<br /></div>
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I share two stories of my “fails” from my childhood.<span style="mso-spacerun: yes;"> </span>One, from when I was in 5<sup>th</sup>
grade.<span style="mso-spacerun: yes;"> </span>I was so excited to show my Dad
my report card—All A’s and 1 A-.<span style="mso-spacerun: yes;"> </span>My
sister’s report card consisted of B’c and C’s.<span style="mso-spacerun: yes;">
</span>My plan was to have her go first and then shock my Dad with my amazing
grades---but as you know, this is a fail moment and it did not go that
way.<span style="mso-spacerun: yes;"> </span>“Wow, look at how much you improved
in Math.<span style="mso-spacerun: yes;"> </span>From a D to a C!”<span style="mso-spacerun: yes;"> </span>he tells my sister.<span style="mso-spacerun: yes;"> </span>I go next.<span style="mso-spacerun: yes;">
</span>Can you guess what he said to me?<span style="mso-spacerun: yes;">
</span>“What is the minus for?”<span style="mso-spacerun: yes;"> </span>That
made me so mad!<o:p></o:p></div>
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<br /></div>
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The other was in high school…I was walking down the hall
with one of the cutest basketball players in school and couldn’t help looking
into his big green eyes.<span style="mso-spacerun: yes;"> </span>For some reason
my school had these railings that came up to about here (up to my
stomach).<span style="mso-spacerun: yes;"> </span>And here I was walking,
looking up into those dreamy green eyes.<span style="mso-spacerun: yes;">
</span>Can you see where this is going?<span style="mso-spacerun: yes;">
</span>You guessed it!<span style="mso-spacerun: yes;"> </span>Not only did I
hit right into the railing, but I gave out a big “Ahhh” as I hit it, in the
middle of the crowded hallway.<span style="mso-spacerun: yes;"> </span>My friend
was extremely polite and he didn’t even laugh like everyone else did.<span style="mso-spacerun: yes;"> </span>He just switched sides with me, allowing me
to look back into his eyes.<span style="mso-spacerun: yes;"> </span>The whole
time I was thinking about those stupid railings!<span style="mso-spacerun: yes;"> </span>So what if handicapped kids might need them,
didn’t they know who I was walking down the hall with!?!<o:p></o:p></div>
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<br /></div>
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I give the class time to think of their own “fails” and<span style="mso-spacerun: yes;"> </span>they write them down before we share them
with the class.<span style="mso-spacerun: yes;"> </span>This serves several
purposes.<span style="mso-spacerun: yes;"> </span>One, it gets them reflecting
and we return to these moments to analyze their response to failure.<span style="mso-spacerun: yes;"> </span>Two, they introduce themselves to the class.<span style="mso-spacerun: yes;"> </span>Three, it gives me an informal assessment of
their writing and speaking skills.<span style="mso-spacerun: yes;"> </span>AND
four, these are often very funny and it gives us a positive bonding experience
as a class.<o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
<b>Next up…</b><o:p></o:p></div>
<div class="MsoNormal">
In the next installment I go through the different facets of
Growth versus Fixed Mindset and how I explain them to my middle schoolers, plus
share some resources!<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The infographic below from <a href="http://mindsetonline.com/whatisit/about/">Dewck’s website</a> summarizes them
nicely.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg5-AMiuoCHamE7Pc0cyaD5a4SBZKUEM9sNFK25CAp63v9JZAG0vmlEI74OEx0emLZwYDakTUhIBUp7trSK_p-SbSTtFYQSkflzfvB9YsBGDCqtc4r-H8uCXgdCPS-iUsLRt6GtmbjpQXE/s1600/Screen+shot+2015-01-03+at+11.01.51+AM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg5-AMiuoCHamE7Pc0cyaD5a4SBZKUEM9sNFK25CAp63v9JZAG0vmlEI74OEx0emLZwYDakTUhIBUp7trSK_p-SbSTtFYQSkflzfvB9YsBGDCqtc4r-H8uCXgdCPS-iUsLRt6GtmbjpQXE/s1600/Screen+shot+2015-01-03+at+11.01.51+AM.png" height="640" width="542" /></a></div>
<br />
<!--EndFragment-->Marie Garrido is LiteracyLightbulb!http://www.blogger.com/profile/06796285224639764065noreply@blogger.com0tag:blogger.com,1999:blog-6124341218271818889.post-14632034613559548062015-01-01T16:05:00.001-08:002015-01-01T16:05:42.066-08:00Having the Strength to Confront Your Weaknesses
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<!--StartFragment-->
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXZpL9B0nNpwBgd7NzXVcWhFJP1lZbLN6Yej6VUEhE8m_K6ajSqm-BPxXrxaFI8_jH_wEiVQXWvW3LN8QL1qJMMlf_bzlr0XuDYkL9SSgTGZ4LwAU71HFYar_2U496uUgwg-Hz17J9774/s1600/Screen+shot+2015-01-01+at+7.03.42+PM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXZpL9B0nNpwBgd7NzXVcWhFJP1lZbLN6Yej6VUEhE8m_K6ajSqm-BPxXrxaFI8_jH_wEiVQXWvW3LN8QL1qJMMlf_bzlr0XuDYkL9SSgTGZ4LwAU71HFYar_2U496uUgwg-Hz17J9774/s1600/Screen+shot+2015-01-01+at+7.03.42+PM.png" height="241" width="320" /></a></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Happy New Year! </div>
<div class="MsoNormal">
In this inaugural post I introduce myself, contemplate an important idea in education---strengths and weaknesses, and thank an influential mentor. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
It is common for people to avoid the unpleasant, and what can be more unpleasant than the sight of our own glaring flaws? It is much more comfortable to avoid them altogether. To reach our fullest potential though, we must find the strength to stare down our weakness, learn from it, take action, and improve. We are all capable of growth and development, but first we have to find the strength to confront our weaknesses. As I reflect on my fifteen year career as an educator I think back to that first challenging year and the person who helped my find my strength. </div>
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<div class="MsoNormal">
When I first wanted to become a teacher, I imagined being a
first grade teacher---teaching kids how to read was always my biggest passion.<span style="mso-spacerun: yes;"> </span>As a result, in college I selected courses
and based by projects and field experiences on primary education.<span style="mso-spacerun: yes;"> </span>So it was with a bit of culture shock that I
started my first year of teaching in middle school.<span style="mso-spacerun: yes;"> </span>The sixth graders with facial hair really
threw me!<span style="mso-spacerun: yes;"> </span>Class management was extremely
difficult.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
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<br /></div>
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My principal at the time had several mottos that he said
over and over to the large group of new teachers that year.<span style="mso-spacerun: yes;"> </span>One was “It wouldn’t be your first year of
teaching without tears” and the other, “If you can manage to keep all the
students in their seats and not kill each other by the end of the year, you
have done your job.”<span style="mso-spacerun: yes;"> </span>The first was true on
many occasions that year and the other wasn’t too far off…<span style="mso-spacerun: yes;"> </span>Something was not clicking, I was acting the
way I thought a middle school teacher should act, but the kids were not
responding.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
In the spring, I chaperoned the end of the year trip.<span style="mso-spacerun: yes;"> </span>Something happened there.<span style="mso-spacerun: yes;"> </span>I wasn’t trying to be a “middle school
teacher”, I was myself, relaxed and enjoying being with the kids.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>That
is when it all clicked.<span style="mso-spacerun: yes;"> </span>The
relationships built that day and my new found comfort with middle-schoolers
transferred over to my class management.<span style="mso-spacerun: yes;">
</span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The class behavior improved dramatically during that last
quarter.<span style="mso-spacerun: yes;"> </span>Before the class trip I was seriously
considering transferring to elementary school, now I liked the challenge of
middle school and I was finally feeling successful....so I was shocked when my grade level
assistant principal, Ms. Phillips, gave me an N-Needs Improvement, for classroom
management.<span style="mso-spacerun: yes;"> </span>Didn’t she see how much I
improved from the beginning of the year!?!<span style="mso-spacerun: yes;">
</span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
That summer I read every book on class management that I
could get my hands on, wrote down ideas and insights, and planned my new
approach.<span style="mso-spacerun: yes;"> </span>I created a list of Class
Procedures A-Z with every single class situation covered.<span style="mso-spacerun: yes;"> </span>A-What do during the announcements, B- Begin
class by coming to class on time and begin the Do Now, C…<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Ms. Phillips came to observe me on the first day
of school, first period.<span style="mso-spacerun: yes;"> </span>Instead of
thinking that she is out to get me, I focused on the class and my plan.<span style="mso-spacerun: yes;"> </span>She had one of those poker faces, so I
nervously awaited her evaluation. <span style="mso-spacerun: yes;"> </span>Before
my meeting with her, we had a faculty meeting to debrief the first day of
school.<span style="mso-spacerun: yes;"> </span>The assistant principal took the
podium and talked about how she saw that some classes were unruly in the hall
and suggested that they line up outside the class, like Ms. Garrido does with
her students.<span style="mso-spacerun: yes;"> </span>There was a lot of down
time at the beginning of class, she said, so she suggested that they have their
students complete a task as soon as they enter, like Ms. Garrido does.<span style="mso-spacerun: yes;"> </span>This went on for several more “suggestions” and
each time she said my name, I was in disbelief---but couldn’t resist smiling a
little inside. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Fast forward to the end of that second year in Ms. Phillip’s
office… <o:p></o:p></div>
<div class="MsoNormal">
She told me that she could not think of one negative thing
in the classroom, that she could see me being “Teacher of the Year” one
day.<span style="mso-spacerun: yes;"> </span>The one thing she did want to see
improve—that I get more involved in the school.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I went on to a new school that opened up in the district the
following year and Ms. Phillips went on to a different school as well and I
haven’t seen her since that day. I am grateful to Ms. Phillips for believing that
I can do better and holding me to a higher standard.<span style="mso-spacerun: yes;"> </span>With her words as inspiration I took on the
role as team leader that next year, my third as a teacher.<span style="mso-spacerun: yes;"> </span>The following year I became the head of the
Reading Department, in 2009 I was named “Teacher of the Year” and a few years
later became the Literacy Coach for the entire school.<span style="mso-spacerun: yes;"> </span>This year I will take on a district position
and work with several schools to improve literacy.<span style="mso-spacerun: yes;"> </span>I tried to contact Ms. Phillips to thank her,
but have not been successful.<span style="mso-spacerun: yes;"> </span>In case
you are reading this, Ms. Phillips, thank you for seeing my potential, pushing me to work harder to achieve things that I never even thought to try. I hope I can do the same for the students and teachers that I work with. <o:p></o:p></div>
<!--EndFragment-->Marie Garrido is LiteracyLightbulb!http://www.blogger.com/profile/06796285224639764065noreply@blogger.com2