Finally...

The final CREDE standard, Emphasizing dialogue over lecture, is probably one of the hardest things for teachers to do. It is natural as an educator to want to lecture, but as we've all experienced going throughout our educational careers, we get BORED and begin to daydream. In the end, do we even remember what the lecture was about? NO!

Gosh, I hope I'm not one of those teachers! I don't think I am - I try to turn my lessons into more of a student-lead discussion than teacher-lead. Teachers should be facilitators. My students are usually in small groups, which goes hand-in-hand with strategy number 15: Partner Work (pg. 88). While students are engaged in partner work, they are more or less forced to create a dialogue in the learning process. This is an excellent way for me to be able to drift from group to group and eavesdrop on the many conversations. It is also an opportunity for me to steer the conversation in the direction I want them to go. Students have proven to learn more when they teach each other than they do by listening to a boring ol' lecture, (BUELLER....BUELLER) so by working in small groups/partners, dialogue is emphasized over lecture! Voila!

Back Off Jerry Springer!

In order to accomplish the 4th CREDE standard - Engaging students with challenging lessons - I think that strategy number 34 would work well. This is called the Talk Show (pg. 198). While I have not personally used this method in my classroom, I can only imagine how much fun it could be. On page 199, several ideas are given about how to use this suggestion. The ones I would probably use the most would be interviewing characters in books, historical characters and people in the news. I have very often suggested that my students make a list of interview questions for characters before, but I've always had them answer as the character themselves. I can't help but think how funny and fun this activity would be while the kids were working on setting up their very own "Jerry Springer Show" - except for the whole nudity, cursing, and fighting thing - pretty sure I'd get fired for that! Anyway, this would be a super way for the kids to apply some higher order skills as they analyze all aspects of putting the show together. This would also be a great way to incorporate other curriculum areas such as math for building the set and technology for learning how to record and present the program. I am definitely getting excited just thinking about it! I'm all over this idea for the upcoming year!!!!

I Heart Rap Music!

This is probably one of my favorite things to do! The third CREDE standard is connecting school to students' lives. I feel like I do this pretty well. I also feel like the younger you are, the better you relate to the kids. However, I realize they are not getting any younger and neither am I! So, I have to take some time to actually get to know the students and find out what their interests are. I also connect to the students by using manipulatives, which is represented in the 14th strategy (pg. 84). I have used Hershey bars for fractions, M&Ms for graphing, and even current popular music to teach pronouns. Of course students are going to pay more attention to lessons where I use things they like than they would a lesson out of a text book. It is also helpful to know what the kids like such as video games, music, TV shows, or actors/actresses so that I can use them to my advantage in discussions. I can't tell you how many times I have talked about Hanna Montana to my 4th graders and tried to relate the character to a math problem or a reading concept. While this example is not necessarily considered a manipulative, it is a great way to get them thinking about something they already know and apply it to something they don't.

A Little of This, A Little of That...

For standard 2, Developing literacy and language skills across the curriculum, I will discuss strategy number 8, Supporting Student Use of Language (pg. 50). This is where I believe a word wall would come in handy. If the students are immersed in new words and are able to see them and use them on a consistent basis, they are more likely to recognize and use them in the future, whether in verbal or written usage.

It is also important to remember to model and repeat (echo) what you want your students to accomplish. If my class is doing a group project, I can't expect them to know exactly what to do if I don't show them what their project is supposed to look like. I also like to give short and sweet directions and have the students repeat them to me - especially after I have gone through all the motions. That way, all the students are held accountable for knowing what I expect. I usually also post the steps on my projector, so if they forget a step in the process they can refer back to it. Hopefully, this is a good way for me to support the students use of language. I also like to write the main vocabulary words on the projector and ask the students to refer to them throughout the lesson. I think this is a good way to reinforce new language.

Give me some CREDE-T!

So this week, I have to look at the five CREDE standards and connect them to some of the 50 Strategies for Teaching ELL students. I will first list the five standards and then try to address one each day. Here are the five:
1- Teachers and students working together
2- Developing literacy and language skills across the curriculum
3- Connecting school to students' lives
4- Engaging students with challenging lessons
5-Emphasizing dialogue over lecture

For standard 1, I feel this can be addressed with Guided Reading (pg. 222) because the teacher and the student must work together in order to effectively engage each person in the lesson. In my classroom, I use small guided reading groups weekly because our reading series is designed to create small groups with teacher and student led interactive lessons. It is important for the students to feel they have just as much of a right to discuss as the teacher does. In fact, it is popularly felt that students should be discussion MUCH more than the teacher. This leads to higher order thinking and learning. It is still important that the teacher be there to facilitate and guide the students in the right direction.

I prefer to use small groups in almost all my lessons, but especially reading and math. I find I have more individualized time with the students for them to ask questions and get direct answers. Plus, it gives me a better understanding of where each student stands academically.

Until next time...

I'm Just a Girl!

Oh, this is a good one...

How has being a man or a woman influenced my life? How has it limited me? Sustained me? Opened up possibilities?If I had been a man instead of a woman or vice versa, how would my life have been different?Finally, think about how your personal attitudes and beliefs might influence you as a teacher. How might your identity impact your perceptions, actions, and beliefs in the classroom?

Well, just let me start off by saying I'm proud to be a girl. I wouldn't have it any other way! There are many opportunities I don't believe I would have ever experienced if I had been a boy - or...the experiences would have been WAY different! ;-)

First of all, I don't believe I would have ever wanted to be a teacher if I were a man. I probably would have gone off into the business world...OR I would have been a major player! Second of all, I don't think I would have had the drive or determiniation I have today. Men often have it pretty easy...they don't have to deal with womanly problems such as "that time" or worrying about multiple things at a time, or even contemplating what to wear and with which shoes, jewelry, and bag?! I have heard the word NO many, many times in my life. Now, do I think all of those times were because I am a girl? Absolutely not. However, I am sure that many of those times WERE in fact for that very reason.

I remember back in high school I had a group of friends who started a band. They were looking for a lead singer, so I offered to help them out. They told me no because they "weren't looking for that kind of sound." Now, I'm was not about to beg to be heard, but I did insist (demand, rather) that they give me a try. One verse was all it took and we successfully formed "Khaki's Ex" (don't ask...) the most fabulous high school band EVER! Well...not ever, but EVER for that year! We even went on to win the talent show that year and played several gigs around town. If I had been a guy - I don't even think I would have been interested in doing that.

In my classroom, obviously I relate to the girls more than the boys. I only have six girls in my class this year, so we've stuck together ;-) I also think I can relate to the boys, but on a different level. I've always been a jokester, so I'm good at forming a relationship with them that way. However, when it comes to actual "boy stuff" I have no clue what to do! That's usually when I seek out a man's perspective. I ask my husband or the male teacher next door what to do. I don't even pretend to think I know how to deal with that! The students are so impressionable at this age and I want to make sure I do all I can steer them in the right direction. Plus, many of the boys in my class do not have readily accessible dads at home, so bringing in a positive male influence is a good thing.

There are many times when I believe that the boys in my classroom do not respond well to me because I am female. Like I said, most of the boys are raised by their mothers, so to them I am just another mother figure. I am easily ignored and disobeyed. When these circumstances arise, there isn't much I can do - the boys don't respond to any female authority. Again, this is the time I seek out another male teacher in the building to get my point across.

As far as my personal beliefs and attitudes go, I try not to delve into that too much in front of the kids. They know I am "no nonsense" but that I am also fun and sarcastic. That has always been a very helpful and bonding thing for me - especially in my classroom management. I try not to discuss those taboo topics, such as religion, at all if possible. In this day and age, parents are sue happy and I would prefer not to be on the receiving end of that. On the other hand, I like to keep a relaxed atmosphere and want the kids to be comfortable, so I try to encourage them to discuss what is on their mind. They are actually pretty good about knowing what is an acceptable school discussion, so I don't worry too much.

All in all, I hope to make a positive and enlightening impact in my students' lives - whether I'm a woman or not...

Foreign Tongue

Whew...it's been a hectic weekend. Here's a blip for this moment:

How do I feel when I interact with a person who speaks a native language other than English? Do I treat the person differently than when I am speaking to a person whose first language is English? What assumptions do I have about linguistically diverse people?

I have had many students in my class who did not speak English. In fact, I have one right now. At first, I looked up common Spanish phrases so we could communicate. I was also fortunate enough to have several other students who speak Spanish in my class to translate - they were a HUGE help! I try to learn as much as I can to help them transition easily. Within a few weeks, they are able to communicate better and it is easier for us to understand one another.

When it comes to adults, most often I only meet with non-English speakers at parent conferences in which case I have an ESL assistant to translate. I don't think I treat them any differently, but I'm sure they are aware of my uneasiness. I am uncomfortable not knowing what is going on (that goes for any situation) so I just try to listen and pick out as many familiar words as I can to piece together what they are saying.

I think it would make my life easier if I were linguistically diverse. I would be able to understand much more than I can now. I would think that people who do know multiple languages have an easier understanding about languages in general and could probably pick up just about anything. I would also think they would have an easy time finding a job with a very high status because they would be able to communicate with people around the world. They would be in demand quite a bit!