Oct. 26, 2015

WE CAN…IF…

As our first round of Achievement Data meetings ends, I feel teachers battle with two things:

1. How do I help my students academically?

2. How do I address the factors I can’t change?

Let’s look at the first one. “The Why Behind RTI” states that: “Targeted Instruction + Time = Learning

Because learning styles and instructional needs vary from student to student, we must provide each student with targeted instruction—that is, teaching practices designed to meet his or her individual learning needs. We also know that students don't all learn at the same speed. Some will need more time to learn. That is the purpose of RTI—to systematically provide every student with the additional time and support needed to learn at high levels.”

Secondly, I know in my heart that you desire to meet the needs of your students. That becomes overwhelming when you literally think of the INDIVIDUAL needs of the scholars that you cannot change. Eric Jensen states that economically disadvantaged students’ deal with 4 issues:

· Emotional and social challenges.

· Acute and chronic stressors.

· Cognitive lags. (RTI & sound helps address this!)

· Health and safety issues.

Overwhelming not only because of the needs that you cannot address but also because of time constraints. “Kids raised in poverty are more likely to lack—and need—a caring, dependable adult in their lives, and often it's teachers to whom children look for that support.” Students need consistency and dependable relationships in which to succeed.

WE CAN be successful with any student IF we provide these 2 things to our scholars. Please discuss the needs of your students with your team so every scholar feels this dependable, consistent support.

References:

The Why Behind RTI http://goo.gl/YC23

Teaching with Poverty in Mind, by Eric Jensen http://goo.gl/nh0nOY

Sept. 14, 2015

As I listened to several of you talk about parent conferences that have already been set up and I think about some of the questions I fielded on curriculum night, I find it interesting the same comment I hear each year from parents.  “I was not good a math either.”  “He/she is NOT a math person.” 

In the English/Language Arts worlds there are several gurus, Penny Kettle and Donalyn Miller whose passion is to teach students to FALL IN LOVE WITH BOOKS.  My personal beliefs align with both Kettle & Miller I feel that helping students find their passion is reading very tangible.  But how do we teach students to find their PASSION in math?

I read an article from August issue of STEM Magazine discussing how students perceive their relationship with math.  Often students, even those who are confident about math, do not arrive at a LOVE for math.  Professor Zahra Hazari states, “If we want to empower students and provide access to STEM careers, it can’t just be about confidence and performance.  Attitudes and personal motivation matters immensely.”  Once again MIND-SET plays a roll in being able to develop a math identity!!!  Please take time to read this article. 

FYI:  We receive this resource in an email from Candi Amos that says: 

Here is the August STEM Magazine ready for distribution as you wish.

Remember, it's PDF printable and you have unlimited distribution.



STEM Magazine August 2015 Issue

January 19, 2015

As we begin our next round of Achievement data meetings, we become “ENGINEERS” in the truest sense when determining what each and every student at Cannon needs to be successful.  I recently read an article from the September 2014 issue of Educational Leadership about student motivation.  Carol Ann Tomlinson discusses a set of three concentric circles of influence that we need to be aware of to help a student’s motivation.

“The Personal Sphere (the outermost circle)—in which motivation links to a student’s concerns about his or her personal relationship with school and school adults—is often the most powerful. In this sphere, a student poses two fundamental questions: Does the teacher see me? and How does the teacher see me? Some students feel invisible in their classrooms; some feel judged and found wanting. In either condition, the student’s desire to learn is likely extinguished.

 A teacher does well to reflect on whether he or she sees each student as an individual. Considering an “unmotivated” kid, teachers should ask these questions: Do I believe in this student’s capacity to succeed in my classroom—and am I communicating belief in that potential? Do I give him or her support, voice, and autonomy in school work? What am I doing to know this child better today than I did yesterday?”

If you would like to read about two inner circles (The Social Sphere and The Academic Sphere) please stop by my office and pick up the 2 page article  (a quick  BUT powerful read ).  I like how it poses the two fundamental questions from the student’s viewpoint.  It aligns with my beliefs and is a great reminder to consider the whole child.

Carol Ann Tomlinson is the author of The Differentiated Classroom: Responding to the Needs of All Learners