2:30-3:30
(I have this book)- brief handout provided
Bob Sullo
Three things worth remembering...
Behavior is Purposeful
Everybody is doing the best they can
Why did you do that
External Control Psychology
(the "carrot and stick" model)
Outside events "make" us do things - I can control your behavior through the systematic presentation of rewards and punishments
"You can't motivate other people... they are already motivated"
Coercion, Fear and learning
The limit of coercion is compliance - learning beyond boundaries
If you aspire to inspire, coercion is not effective
Impact of fear on learning - "Downshift" to survival
We are born with a natural desire to learn and achieve
What about rewards?
"Do this and you'll get that" makes people focus on the "that" and not the "this" Alfie Kahn - Punished by Rewards
Impact of external rewards...
We unintentionally devalue academic learning
Students work for reward rather than develop a love of learning
Need for freedom drives us to resist control even when rewarded
Responsibility
Behavior is predictable and control able response to outside stimuli
Teacher who uses the right "rewards" and punishments has a well-behaved class
THIS MEANS THE TEACHER IS RESPONSIBLE FOR THE BEHAVIOR OF THE STUDENT - the students just react to rewards and punishments
Internal Control Psychology
Outside events provide us with information but never "make" us do anything
We are internally motivated by what we want at that moment
People are fee and accountable for their actions
'Create a shared vision with the kids of what you want as an educator"
Monday, March 16, 2009
Activating the Desire to Learn - ASCD Conference
Engaging the English Language Learner: Strategies for Success - ASCD Conference
12:30-2
Dr. Gerard Buteau, Dr. Marianne True, Plymouth State University, NH
Manchester School District - Bakersville Elementary School - 1 of 14 schools in the district - 40% ELL (Cultural and Linguistic diversity) - 80% free and reduced lunch - Mt. Pleasant School
Developmental Phases of Second Language Acquisition
Home Language Use
Non-verbal Period
Telegraphic and formulaic language
Productive use of language
(Tabors, 2008)
THIS TAKES TIME!
Language Acquisition Phases
Preproduction/Silent Period - Several Months
Pearly Production - 6 months
Speech Emergence - 1 year
Intermediate Fluency - 1-2 years
Academic Fluency - 5-7 years
Social and Academic Language Acquisition
Social and Survival language
Academic language - Listening, speaking, reading, writing related to academic content
(Cummins 2003)
Common Challenges in Both Urban and Rural Settings
Logistics Around Scheduling
The "territorial" classroom teacher
Respect for and knowledge about the position of the ESL teacher
Communication between classroom teacher and ESL teacher - Curricular, Pedagogical, Cultural
Getting to Know the ELL Student
DIEBELS
Language and Culture Questionnaire
Classroom Practice questionnaire
Goals Chart
W/APT
Classroom Organization
Routines to increase comfort
Visuals to reinforce routines
Safe Havens - Manipulative Tables, Sensory tables, Quiet Reading area, Dramatic Play Area, Opportunity to show competency rather than feel pressure.
Circle Time/Morning Meeting - areas that can be modified for ELLs
Meeting Area
Days of Week
Weather
Attendance
Songs and Movement
Introduction of themes
Personal stories
Classroom Strategies
Language Techniques - Non-verbal communication, keep the message simple, talk about here and now, emphasize important words in sentence, combine gestures with talk
Tell the story rather than read
"Read Alouds" in small groups
Read books more than once
Encourage book sharing
Choose books carefully
(Tabors, 2008)
Additional Techniques
Story Reading: fiction and non
Use Cognates
Choral reading
React and mimic facial expressions associated with language
Act out stories
create an individualized word library
Arrange for peer support - unconditional companion
Lesson Format - dvd clip
Cue to the organized plan (e.g. "folders in")
Relaxation techniques
Discuss last night's story
Read the story (create success from the start)
Review sounds that are in the story
Play a game with the words
Make personal connections to the story
Provide visuals that highlight vocabulary
Engagement throughout!
Dvd lesson - use of idioms (wrong side of the bed), opposite of grumpy, "how do we know...?", each read/then choral read, making predictions, another idiom (blow his top), story done - recall questions, homonyms, digraphs, sky-writing
Resources
Classroom Practice Questionnaire
Language and Culture Questionnaire
Goals Chart
Article Provided - Differentiating instructional strategies to support ELL - Buteau and True
Sunday, March 15, 2009
Suspensions are Old School: A Proactive Approach to Student Management and Discourse - ASCD Conference
3-4:30
Dennis G. Queen, Principal Seneca Valley High School, Montgomery County, Maryland
Slide Show handout provided
Pillars to the Success of a School
Teacher Empowerment
High Expectations
Transparency
Invitational Schools
Stakeholder Accountability
Focused Staff Development
Student Centered
Why is is up to the administration to create a safe classroom for the teachers? This is not necessarily true.
Change - Culture, Leadership, Proactive, Celebrate - paradigm shift
If you are constantly reacting to students, they are running the class/school.
Teacher Empowerment
Give teachers control over their classroom
Accountable for Student Achievement
Accountable for Student Management
Documentation - get you out of a "he said, she said" every time
High Expectations
Students - attendance, homework, behavior
Staff - relationships, relevance of instruction, rigor, data
Parents - active participation, emails, phone calls, conferences, mandatory meetings involving achievement and/or behavior
Transparency
Sharing of Data
Parent Classroom Observations
Volunteers
Invitational Schools
Legendary Service
Parent Welcome Center - coffee, brochures, TV/Computer access
Stakeholder Accountablity
Same as "High Expectations" above
Focused Staff Development
Identify top 5 areas of need based on data
Staff Development Process - Introduction, Modeling, implementation, Evaluation
Student Centered
Schedule built around around student needs
Do school activities focus on student interests
Tough Love - honesty
Relationships - staff, student, community
Relevance of Instruction
Rigor
Transforming the Challenging Child: The Nurtured Heart Approach - ASCD Conference
1:30-2:30
Going to try to sneak in... sign on door says "session full"...
Was not able to get in... oh well.