HOW TO HELP STUDENTS MAKE NEW YEAR'S RESOLUTIONS

Dr. Wendy Ghiora – Posting #77 – December 31, 2010

According to Wikipedia,
A New Year's resolution is a commitment that an individual makes to a project or the reforming of a habit, often a lifestyle change that is generally interpreted as advantageous. The name comes from the fact that these commitments normally go into effect on New Year's Day.

We are almost halfway through the school year. This is a good time for teachers and students to reflect upon what they have achieved so far, and make plans to meet, or exceed, set goals by the end of the school year.

In the spirit of the New Year, why not give your students the opportunity to make some resolutions? Welcome your students back to class. Review all they have accomplished thus far. Ask them to take a moment to think about some things they would like to change in order to become even more successful in your class than they already are. Ask them to write one very specific New Year’s Resolution they want to achieve and are willing to work toward. Then model this by writing one of your own on the board. Once they have written a resolution they are happy with, have them write down what they can do to ensure their goal is met.

Here are some examples of New Year’s Resolutions actually written by teachers in this manner:
I resolve to emphasize respect among peers.
I resolve to prepare students for the State Writing Test.
I resolve to post more student work on the walls of the classroom.
I resolve to keep records in order. It’s important to know when a student was absent. It’s also essential to keep up with grading before it gets out of control.
I resolve to Be realistic: I will not make unachievable goals for my students. I will explain my expectations to my students, and keep them accountable.
I resolve to use more Cooperative Learning strategies to engage my students in my lessons.
I resolve to model to my students:
how to encourage and support each other
how to assume responsibility for their own and each other's learning
how to self-evaluate their progress.
I resolve to help others: I will provide support for other teachers in my school or district. I will not be a teacher who conceals all of their best projects or ideas from everyone. I will share, even with those who are stingy. Also, I will motivate my students to share their time by volunteering in our community.
I resolve to make a calendar for the entire semester to hand out when they get back from Winter break. I usually make unit calendars (about a month long), but maybe making this change will be a reality check about what we have to get accomplished this spring and help them be a little more motivated and organized.
I resolve to stop letting little things student's say hurt my feelings. Just like in real life, we tend to let the negative things (that guy cut me off!) stick with us more than the acts of kindness (someone letting you merge over). I will consciously focus on the positive things they say which will make me a happier, more patient and therefore better teacher.

The Positive Results of New Year's Resolutions
A New Year’s Resolution can help a child focus on a goal she believes she can achieve or on a behavior she believes she really can change for the better. The teacher can check students’ progress toward these resolutions at the end of each month. It is okay to tweak the resolution and the method by which the student has indicated he will make it a reality. This teaches the child the value of goal setting and constant follow-up until the goal is achieved.

A resolution is like a promise one makes to oneself. When the child keeps this promise, it makes her feel very good about herself. This teaches self-respect. When the goal is met and the child knows she is learning more and doing better, she has learned self-improvement is most definitely possible. A New Year’s Resolution can lead to a more productive and satisfying year.

I wish you all a very bright and happy New Year!

When you are through changing, you are through. ~Bruce Barton

WHAT CAN I GIVE MY CHILD THAT WILL LAST?

Dr. Wendy Ghiora - December 26, 2010

That Barbie or Xbox are temporary, but what gifts last forever? I believe they are the gifts and lessons our children not only learn, but actually apply to their lives. Lessons learned can hopefully become guideposts of their lives.

There are so many important ideas and lessons we want our children to have. I came up with ten I thought would be helpful to most children. I’m sure I left some out. So please let me know some of your thoughts on this.

Ten Important Ideas to Share with Your Kids:
1.Treat others the way you wish to be treated. (no explanation necessary)

2.Find something outside of yourself that will give your life meaning so that, when your life is over, the world is a little better place because you were here.

3..Never compare yourself with anyone who seems to have it better than you. Remember there’s always someone worse off than you are. If you must compare, compare how you are a better person today, than you were last month.

4.Every child should learn to believe in himself; know he is important and he is loved.

5.Find ways to help others without expecting anything in return. Random acts of kindness should be innate to you.

6.Self control- Learn to control yourself – your emotions, attitudes and behaviors in the face of adversity and you will be a very powerful person .

7.Do what is right, not because of a rule or out of fear of being punished, do what is right simply because you know it is the right thing to do. What you say and do matters, even if no one is watching. Most of the happiness you have, you create yourself by making choices that reflect the real you – even if no one is looking.

8.Life isn’t fair, so don’t expect it to be. When you have something really tough to live through, look for the lessons in every experience – and apply them in the future.

9.Teach your kids to set goals (Have a vision) –At least once a year, (New Years is a great time), sit down with your kids and have them each set a goal for the year.

10.Teach kids the love of books and learning.
If a man empties his purse into his head, no one can take it from him. Benjamin Franklin

Wishing all of you the happiest of holidays!

HOW TO FIND GREAT BOOKS FOR YOUR KIDS

Dr. Wendy Ghiora – Posting #75 – December 18, 2010

A few years ago, I had the privilege of coaching a team of fourth-grade teachers in a public school setting. I was constantly looking for cool resources to help spark students’ interest in reading. It was during this quest I came upon the California Young Reader Medal.

Each year, schools across the state are asked to send in nominations of the best book they’ve read during the year. The nominees are sorted and counted and narrowed down to the top five (in the primary category) and the top three in the other age group categories. Teachers at each school that would like to participate, read all three books to the class and then the students vote for their favorite book. The ballots are sent in and in this way, the winner of the medal is actually chosen by the students themselves!

Here are some more details about the contest:

NOMINATE!
Children, young adults, educators, librarians, parents, or anyone who works with young people and books may recommend titles. This recommendation process may take place in the classroom or may reflect work with children and young adults in a library. California Young

Reader Medal recommended titles must reflect what young people like to read.
Grade level categories are:

* Primary (K-2nd grades)
* Intermediate (3rd-5th grades)
* Middle School/Junior High (6th-8th grades)
* Young Adult (9th-12th grades)
* Picture Books for Older Readers (All Ages)

Criteria for Nomination:
* Must have strong appeal for the age group for which the recommendation is made.
* Often read or requested by children and young adults.
* Published within the previous four years and still in print.
* Written by an author who is still living.
* An original work of fiction available in the English language.

I found this to be an excellent way to find really good books for children of all ages to read. Here are this year’s nominees for all grade levels except Young Adult (high school).( I personally could not recommend the books in the Young Adult category due to the subject matter of one or all of them). Feel free to check out the California Young Reader Medal website to see these nominations and also the nominations of past years. In my humble opinion, over 90% of all the nominated books are excellent reads!

http://californiayoungreadermedal.org/

Primary Category
A Visitor for Bear by Bonnie Becker. Candlewick Press, 2008.
Pete and Pickles by Berkeley Breathed. Philomel, 2008.
Duck by Randy Cecil. Candlewick Press, 2008.
Martina the Beautiful Cockroach by Carmen Deedy. Peachtree Publications, 2008.
Thelonius Monster's Sky-High Fly Pie by Judy Sierra. Knopf, 2006.

Intermediate Category
Igraine the Brave by Cornelia Funke. The Chicken House, 2007.
Greetings from Planet Earth by Barbara Kerley. Scholastic Press, 2007.
Zorgamazoo by Robert Paul Weston. Razorbill, 2008

Middle School Category
Elijah of Buxton by Christopher Paul Curtis. Scholastic, 2007.
Cracker: the Best Dog in Vietnam by Cynthia Kadohota. Atheneum, 2007.
Skulduggery Pleasant: Scepter of the Ancients, Book 1 by Derek Landy. The Bowen Press, 2007.

Picture Book for Older Readers
Moon Over Star by Diana Aston. Dial, 2008.
John Paul George & Ben by Lane Smith. Hyperion Books, 2006.
Four Feet, Two Sandals by Karen Williams. Eerdmans Books for Young Readers, 2007.

You can also “Google” the book by title and find a short summary to learn the basic content of the story. Books are excellent gifts for any occasion. Happy hunting and Happy Holidays to you all!

The things I want to know are in books. My best friend is the man who’ll get me a book I haven’t read. Abraham Lincoln

COOL MEMORY TRICKS

Dr. Wendy Ghiora – Posting #74 – December 4, 2010

I’ve been thinking about the various devices I have used at one time or another to remember things. One of the methods is mnemonics, which can include rhyme, acronyms and various other wordplay devices.

Mnemonics in Music
When I was learning to play the violin, we learned the names of the notes by these catch phrases:
The notes directly on the lines are GBDFA:
Good Boys Do Fine, Always.
The notes represented by the spaces between the lines are:
A, C, E, G:
All Cows Eat Grass.

Mnemonics in Astronomy
Another use of mnemonics was in memorizing the order of planets in average distance from the Sun:
(Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto)
My Very Easy Method: Just Set Up Nine Planets.

Mnemonics in Spelling
In learning how to spell, most of us remember this helpful rhyme:
I before E, except after C, or when sounded "A" as in neighbor and weigh.
There are some exceptions to this rule, but it works most of the time.

More Mnemonics
The following mnemonic is used by pilots.
If temperature or pressure drops, you will be lower (in altitude) than the aircraft's instruments suggest if they are left uncorrected. On the other hand, a rise in temperature or pressure will result in the opposite effect.
High to Low; look out below.
Low to High; clear blue sky.

Here are a couple more tricks some students have used in art and biology classes:
Acronyms
Order of colors in the rainbow, or visual spectrum:
(Red, Orange, Yellow, Green, Blue, Indigo, Violet)
Richard Of York Gave Battle In Vain.

Order of taxonomy in biology:
(Kingdom, Phylum, Class, Order, Family, Genus, Species)
Kids Prefer Cheese Over Fried Green Spinach.

Do you know some more fun ways of remembering? If so, please share and I’ll include your contributions in next week’s posting.

What we learn with pleasure we never forget.
Alfred Mercier

Seriously, what can one Seven-Year Old Do?

Dr. Wendy Ghiora-Posting #73-November 27, 2010

As he approached his car, Jim spotted something lodged under his windshield wiper. It was a piece of paper but, as he got closer, he noticed a bill was attached to it. When he arrived at his car, it was clear; it was a note, written in a child’s handwriting, with a dollar bill on top of it. The note said, "This is a dollar I earned doing my chores today. I wanted to do something special with it, so I am giving it to you. God Bless You. I am seven years old and my name is Josh."

Jim’s car was parked in front of the Waukesha, Wisconsin YMCA. What was he going to do with that note and bill? He could just slip the dollar into his pocket and toss the note. Many would have done that. But the thought never crossed Jim’s mind. Instead, he was greatly moved by the words scrawled in the seven-year-old child’s handwriting. He must have thought it was some kind of sign or at least a good omen. Whatever the case, he was certain this was not an accident. He knew he had to do something. But what? He figured, if a little kid could make him feel that way with one selfless act, why not add to it?

So, instead of getting into his car, Jim walked the note and the dollar into the YMCA and approached the front desk. He added $10 of his own as a donation. He then suggested to the person in charge, this child’s kind gesture be used as a model for a program they were running called, “Strong Kids Campaign.” This effort enables children who cannot afford to participate in YMCA activities to do so without cost.

Somehow the word got out, and within days, more and more people started contributing to the fund. Good feelings began to spread, turning the child's original endeavor into a snowball effect. Before long, over $3,000 had been raised for the YMCA fund.

What if we, somehow, were able to communicate to children and adults that the charitable act of one person can make a huge difference? In this world where so many people have become cynical, it’s nice to know, sometimes good things, like Acts of Kindness, can be contagious.

CREATING A SUCCESSFUL PARENT TEACHER CONFERENCE

Dr. Wendy Ghiora – Posting #72 – November 20, 2010

As a parent and a teacher, I can fully appreciate both sides of the Parent-Teacher Conference. As a parent I was anxiously interested in the progress my children were making in school and wanted to know, from the teacher, how I could help my child at home. As a teacher, I can see things from the parents' perspective and treat the meeting much like I would a “family” meeting, where all members of the team are on the same page: wanting to create a successful and enjoyable learning experience for the child. Following are some recommendations, based on my experience, to help make the parent-teacher conference accomplish just that.

The Greeting
It is a good idea to greet parents at the door, lead them to the table where you’d like them to sit and then sit right next to them (rather than across from them). Thank them sincerely for showing such a keen interest in their child’s education.

Getting Comfortable
Start with some positive remarks about the child. Identify a strength and ask the parent to embellish upon one also. This will make the parent feel more at ease and sense that you really are there to work together.

The Appraisal
Continue by discussing the child’s performance in each subject, using assessment data and student work to show the parent both strengths and weaknesses their child is demonstrating. Always try to end with some of the student’s strengths both academically and socially.

Homework for Parents
At this point, most parents want to know what they can do to help their child improve in the areas of difficulty. Have prepared lists on hand of helpful websites with practical exercises and specific activities for parents to do with their children in each area of study. If necessary, present references for tutors (both private and free).

Q and A
At the end of the conference, answer any questions the parent has. Close by reviewing the important information covered. For example: “It was a pleasure meeting with you today. I really enjoy having Jeremy in my class. You are going to work with him nightly on his math homework and contact a tutor if you feel one is needed. His goal for this quarter is to raise his math grade. I am confident we can accomplish this as a team. “

Follow Up
Keep the communication open with all parents throughout the year. Let them know you are there working with their child at school and you are counting on their help at home to give the child whatever it takes to make him a confident, successful student.

"Teacher : The child's third parent." - Hyman Berston

WHICH TYPE ARE YOU?

Dr. Wendy Ghiora – Posting #71- November 13, 2010

It’s that time of year. Many parents are attending their first parent-teacher conference. I had originally planned to write about Parent-Teacher Conferences this week, however, while researching I came upon an interesting website. This website includes many helpful tips for both parents and teachers.

One of the entries under the subject of Parent-Teacher Conferences that caught my eye was a chart, presumably describing three parent “types.” The chart describes the three parent types and then goes on to give ten examples of how each type handles different situations with their child.

Here are the three types with the ten given examples, along with a few of my thoughts:

Over Protective:
This parent hovers over their children and rescues them from the hostile world in which they live.
1. Provides messages of weakness and low personal worth.
2. Makes excuses for their child, but complains about mishandled responsibilities. The child can do no wrong. It's always the teacher's (or somebody else’s) fault.
3. “Takes on” the responsibilities of their child.
4. Protects the child from any possible negative feelings.
5. Makes virtually all decisions for the child.
6. Provides no structure, but complains, “After all I’ve done for you…”
7. Whines and uses guilt: “When will you ever learn. I always have to clean up after you.”
8. Gripes about having an irresponsible child who causes “me” more work and responsibility.
9. Uses lots of words and actions that rescue or indicate that the child is incapable.
10. Protects the child from natural consequences, i.e. if you are mean to someone, they will probably be mean back to you.

Many of us have seen this “hovering” parent, who undoubtedly feels she is doing the right thing by making sure her child never has to experience anything negative while she’s there to surround the child with a buffer of protection. Has this parent thought of how the child will learn to deal with obstacles and make decisions on his own, when Mom or Dad isn’t around? Is this parent really doing their child a service or actually making their child more vulnerable and less self-sufficient?

The Dictator:
This parent commands and directs the lives of their children.
1. Provides messages of low personal worth and resistance.
2. Makes lots of demands and has lots of expectations about responsibility.
3. Tells their children how they should handle responsibility.
4. Tells their child how they should feel.
5. Deals out absolutes: “This is the decision you should make!”
6. Demands that jobs be done now.
7. Issues orders and threats. “You get that room cleaned up or else…”
8. Takes over ownership of the problem using threats and orders to solve the problem.
9. Uses lots of harsh words and very few actions.
10. Uses punishment; pain and humiliation serve as the teacher.

This is the parent we sometimes see and then understand why people living in a dictatorship are willing to do practically anything to escape. This parent doesn’t understand that by taking away the child’s willingness to do “what is expected,” he is taking away the child’s interest as well. When this happens, the child’s spirit is broken and the parent may have an obedient slave, but he will not have a child that respects his parent. Only when the child understands why, certain behaviors and decisions are best, is he able to make good decisions on his own.

The Guide:
This can also be called, "The Love and Logic Parent." The Love and Logic parent provides guidance for their children.
1. Provides and communicates messages of personal worth and strength to their children.
2. Very seldom is required to mention responsibilities.
3. Demonstrates by example how to take care of self and be responsible.
4. Shares personal feelings about their own performance and responsibilities.
5. Provides and helps their children explore alternatives and then allows them to make their own decisions.
6. Provides “time frames” in which child may complete responsibilities.
7. Models (and can also verbalize)doing a good job, finishing, cleaning up, feeling good about it.
8. Often asks self, “Who owns the problem?” Helps the child explore solutions to the problem.
9. Uses lots of actions, but few words. (“Actions speak louder than words.”)
10. Allows child to experience life’s natural consequences and allows them to serve as the teacher.

This is the type of parent that understands the importance of talking the talk and walking the walk. Through verbal encouragement and living examples of being responsible and making good decisions, the child learns. The child feels loved and wants to create the same great results he sees his parents enjoying. The child feels empowered and trusted to make his own decisions and has the opportunity to blossom into a productive member of society.

In most cases, a parent may possess qualities from each of the three examples given. However, one of these types usually tends to be dominant. Which type do you think is the most beneficial to the child?
- - - - - - -

The material for the Three Types of Parents is taken directly from the website: loveandlogic.com. This is the website mentioned that also provides numerous tips for parents and teachers.

Dr. Wendy Ghiora – Posting #70 - November 6, 2010

When I read this true account of the Thanksgiving Story, it gave the holiday a whole new meaning for me. Albeit, I will personally still consider the holiday as a day of thanks, I thought it only right to share this new knowledge I have encountered with you:

The Real Story Behind Thanksgiving
Paul Schmidt
Did you know that the first [Plymouth Colony Pilgrim's] Thanksgiving was a celebration of the triumph of private property and individual initiative?
William Bradford was the governor of the original Pilgrim colony, founded at Plymouth in 1621. The colony was first organized on a communal basis, as their financiers required. Land was owned in common. The Pilgrims farmed communally, too, following the "from each according to his abilities, to each according to his needs" precept.
The results were disastrous. Communism didn't work any better 400 years ago than it does today. By 1623, the colony had suffered serious losses. Starvation was imminent.
Bradford realized that the communal system encouraged and rewarded waste and laziness and inefficiency, and destroyed individual initiative. Desperate, he abolished it. He distributed private plots of land among the surviving Pilgrims, encouraging them to plant early and farm as individuals, not collectively.
The results: a bountiful early harvest that saved the colonies. After the harvest, the Pilgrims celebrated with a day of Thanksgiving -- on August 9th.
Unfortunately, William Bradford's diaries -- in which he recorded the failure of the collectivist system and the triumph of private enterprise -- were lost for many years. When Thanksgiving was later made a national holiday, the present November date was chosen. And the lesson the Pilgrims so painfully learned was, alas, not made a part of the holiday.
Happily, Bradford's diaries were later rediscovered. They're available today in paperback. They tell the real story of Thanksgiving -- how private property and individual initiative saved the Pilgrims.
- - - - -
What a great true story to share with your own children or with your students at this time of the year! In a classroom setting, this story would lend itself well to a group discussion about the message of this hard, true lesson learned. It would also be interesting to have partners or small groups of students come up with ways they can apply the knowledge learned here to their own lives and/or to the lives of others.

It sounds like the story is saying, in most cases, when individuals are responsible for putting their own bread on the table, and know they can personally reap the benefits of their own effort (large or small); they step up, and do so with a lot more resolve and enthusiasm.
Much is being said today about the direction our country is headed. When you look at this example with students, they can make up their own minds about government intervention vs. free enterprize.

The purpose of history is to avoid repeating the same mistakes and to emulate great successes of the past. Has this story of our forefathers suggested any possible applications to you?

Convincing Students Not To Cheat

Dr. Wendy Ghiora – Posting #69 – October 30, 2010

A recent study shows that 95 percent of high school students have cheated. Unbelievable! This makes it all the more imperative, we teach students why cheating is never the right path to choose.

Why Do Students Cheat?
Some of the reasons students give for cheating include: laziness, fear of failure, and the pressures of school. Some even believe, cheating is an acceptable method for succeeding in school. The truth is, cheating is a crime.

Some students cheat because they have no role models to demonstrate honesty on a daily basis in their lives. Another roadblock to deterring this crime is the teachers who simply turn a blind eye to dishonesty. Some cheating may be inadvertent, such as plagiarizing information off the internet. Students need to be taught how to properly use the resources available online.

How do Students Cheat?
According to the new national survey of 2,000 middle and high school students, 35 percent of teens with cell phones say they've used a cell phone at least once to cheat during a test and over half (52 percent) say they've used the Internet to cheat. I’ve heard some teachers have already wised-up to this, and collect cell phones at the door on test day. Anyone caught with a cell phone during the test (whether it is being used or not) automatically fails the exam. Wow! Look how far technology has brought us. I thought it was bad enough when a student turned in his final Senior Term Paper to me. He had downloaded it from the Internet and hadn’t even bothered to remove the original author’s name from the title page. Naturally, his parents were outraged that this actually did affect his final grade in the class. It’s a good thing I had all the students and parents sign an Honesty Policy at the beginning of the year. Oops! Oh yeah. The parents squirmed in their seats as they stared, wide-eyed at their signatures on the aforementioned document.

How do We Stop the Cheating?
What can we as teachers and parents do to encourage students to take the more difficult path, which includes their own critical thinking and organizational skills, rather than copying information word for word authored by someone else and freely available on the Internet? One way is for teachers to make the assignment as interesting and useful to the student as possible. Allow students to choose from a variety of topics, so they will want to use their own voice as they begin to compose.

It may also help to give the students an example of why the “quick and easy” route may not always be the best solution. Ask them to imagine they have been diagnosed with a fatal illness and that their only chance for survival is a very delicate surgery. Ask them how they would feel; if they discovered the doctor about to perform the surgery had cheated all the way through medical school. There will always be a time in life where one is held accountable and responsible for his actions.

Lastly, let your students know, you expect nothing but the best from them. You expect them to improve their critical thinking skills, writing and organizing skills and improve with each piece of work they turn in. You want each of them to acquire all the tools and skills necessary to make it on their own in college or in the career of their choice. They alone will know if they have put in the hard work and effort it takes to achieve this goal. Knowing this alone, will give them the confidence to make their dreams a reality.

Character is higher than intellect. ~Ralph Waldo Emerson

WHAT TO DO WITH STARFISH

Dr. Wendy Ghiora – Posting #68 – October 9, 2010

If you’ve ever been given a gift that changed your life, you will understand what I’m about to say. Have you ever had someone help you out? Make a difference in your life? Show you or teach you something that changed your world? Someone once gave me something that had such a significant impact on my thinking as a teacher, I felt compelled to pass it on to others. This is why I am giving you the gift now.

When I was a principal, I gave this gift to my teachers, every year. To do so, I gathered all of them in a room and sat them around a large table. I noticed how full of energy they were, anticipating the work that awaited them. There was Mark; he had a way of making even the most downtrodden child smile and feel good about something they had done. I remember Marie getting down on the pavement of the parking lot trying to calm one of our “special” students who was intent on remaining underneath his mom’s car. I waited until their conversations died down. I welcomed them to the fresh start of our school year, smiled and proceeded to read them this story:

The Starfish Story
(adapted from The Star Thrower by Loren Eiseley 1907 – 1977)
While walking down the beach, a man saw someone in the distance leaning down, picking something up and throwing it in the ocean.
As he came closer, he saw thousands of starfish the tide had thrown onto the beach. Unable to return to the ocean during low tide, the starfish were dying. He observed a young boy picking up the starfish one by one and throwing them back into the ocean.
After watching the seemingly futile effort, the observer said, "There must be thousands of starfish on this beach. It would be impossible for you to save all of them. There are simply too many. You can't possibly save enough to make a difference."
The young boy smiled as he picked up another starfish and tossed it back into the ocean.
"It made a difference to that one," he replied.
--------------------
After reading the story, I waited a few seconds, and allowed this awesome truth to sink in. I noticed wide open eyes and nodding heads. When the time was right, I asked, “So, what are you thinking?”

Each one of them had different thoughts about how this story applied to their job as a teacher. Each one internally made it a personal story. This is exactly what I wanted to happen. How much better is it when someone creates their own meaning, from which they can then build their own goals and dreams? Then, I gave each teacher a starfish pin to wear, in hopes that wearing the pin and seeing this symbol would keep the burning purpose of making a difference, alive throughout the year.

On one of our “Back to School Nights,” one of my teachers told this story to the parents as “his own.” He promised the parents not to leave even one “starfish” behind in the sand. He said the children would be safe with him and he would help guide them toward the kind of learning that would lead them beyond mere survival and onto a life where they would use their own abilities to thrive.

It is the greatest of all mistakes to do nothing because you can only do little - do what you can. ~Sydney Smith

If you know someone who you would like to give the gift of this story to as well as the starfish pin, here is the website I order them from. ( I am not connected to this website in any way):
http://www.masterteacher.com/product/detail.cfm?MT_Item_Number=240101

Find the Time for the Rhyme

Dr. Wendy Ghiora – Posting #67 – September 25, 2010



Why do kids love nursery rhymes? Could it be because they are sprinkled with adventure, or that they spark a child’s imagination? Is it that children innately enjoy the sound and the feel of rhyme and rhythm? Do nursery rhymes fill them with wonder? Is it because rhymes are teaching tools (oops, let’s keep that our little secret)? Or is it because nursery rhymes are just plain fun? Whatever the reason, we do know, nursery rhymes fill children with curiosity and therefore, with a desire to learn that will continue for a lifetime.

Tony Stead, senior national literacy consultant for Mondo Publishing in New York, in response to research that showed, in 1945, the average elementary school student had a vocabulary of 10,000 words, while today’s child has only 2,500, said:



"That is disastrous," Mr. Stead said. "So many parents are not reading to their children anymore." A lot of problems,” he added, “come from children not memorizing rhymes, the bread-and-butter of traditional early children's literature. Listening comprehension precedes reading comprehension," Mr. Stead said. "In order for a child to understand what they are reading, they have to be able to hear the language first. A lot of the traditional rhymes, such as 'Jack and Jill' and 'Humpty Dumpty,' were repetitious and allowed us to memorize basic structures and patterns in the English language, and then put it together. It's important that young children learn to memorize through verse. This is a powerful time to teach them to be readers and writers "Rhyme is important in developing phonemic [hearing] awareness in children," he said.

A typical nursery rhyme has simple vocabulary and a catchy rhyme:
Little Jack Horner sat in the corner
Eating his Christmas pie,
He put in his thumb and pulled out a plum
And said, “What a good boy I am!”

Some nursery rhymes are also songs. Children can quickly learn to sing along with a nursery rhyme, while at the same time increasing their vocabulary. Since counting is often integrated into a nursery rhyme (i.e. Five Little Ducks) as well, children can also start to learn to count using nursery rhymes. In addition, when a child learns a nursery rhyme, he or she can also learn to follow it on the page, and many children learn the fundamentals of reading this way.



Nursery rhymes have been used in early childhood education for years because it provides young children with a fun and exciting way to learn about math, letters, opposites, position words and other important concepts. But there are other reasons we should do nursery rhyme activities with our children. Here are a few reasons why.





Nursery rhymes encourage parent reading out loud
One of the most important reasons for doing nursery rhyme activities with your children is that they encourage you to read to them which in turn will show them how enjoyable reading is. But nursery rhyme activities are also good to help children read later on in life. They do this because they teach children about words that rhyme and silly words. Through hearing the sounds of the words your children will become enthralled with nursery rhymes.



Nursery rhymes teach memorization
Because nursery rhymes are read again and again, the activity teaches memorization through repetition. Memorization is a skill that will come in handy in just about every subject in school. Most nursery rhyme activities require you to say the nursery rhyme over and over again which will help your child memorize those words and if you are reading them from a piece of paper your child will soon learn to recognize certain words by sight, and they will be ahead of their class once they get started in school.



Quality time with your children
This reason has nothing directly to do with learning. However, it may be the best reason to do nursery rhyme activities. It allows you to spend time with your children and by spending time with your children you are showing them that they are important to you. Today’s world has become so fast paced that spending time with our children has stopped being a priority. It used to be that every child knew their nursery rhymes before they went to school because their parents spent time teaching them to their children. But now, for various reasons, many parents leave all the teaching up to other people. By doing nursery rhyme activities with your child you will be showing them they are the most important part of your life!





Children seem naturally drawn to poetry - it's some combination of the rhyme, rhythm, and the words themselves.
Jack Prelutsky

P.E. or no P.E?

Dr. Wendy Ghiora – Posting #66 – September 18, 2010

Some of us may have enjoyed Physical Education Class during our school years, others maybe not so much. One thing I think we can all agree on is, P.E. can be fun (if you have a well-trained teacher) and as a bonus, it is good for our physical health and mental alertness.

Due to ongoing school budget cuts, many schools are forced to prioritize. When this happens, physical education, music, art and other “extracurricular” courses are the first ones on the chopping block. Despite Michelle Obama's gung-ho "Let's Move" campaign, which encourages schools and communities to combat childhood obesity, the results of the American Heart Association and the National Association for Sport and Physical Education's Shape of the Nation 2010 report does not bear good news.

According to the report, 32 states make it easy for students to swap P.E. for other extracurricular classes. Even though there has been a 17 percent increase in the number of states that require P.E. over the past few years, only five require P.E. from kindergarten through twelfth grade, and just one (Alabama) requires the American Heart Association's recommended time allotment: 150 minutes per week for elementary school students and 225 for middle and high school.

So, when School Boards make these decisions, do they actually think it’s good for the kids to keep them in their seats all day long at school? A creatively designed P.E. program would not only include running around the track or playing baseball, P.E. could (and does, in some cases) include instruction on nutrition and healthy lifestyle habits, as well as other forms of movement, like dance, improvisation games, or academically-integrated activities. The rise in childhood obesity should act as a red flag. In contrast to the negative side of inactivity, research shows kids are more apt to be mentally alert for other subjects if they get a chance to move around. Any kindergarten teacher can tell you this.

Data indicates nearly 10 million children and adolescents in the United States ages 6–19 are considered overweight. The prevalence of being overweight in adolescents has quadrupled from 4 percent in 1971-74 to 17 percent in 2003-06. Increasing physical activity can prevent obesity. Schools can help in the effort by offering quality, daily physical education and other opportunities to recreate. Physical education not only gives children an opportunity to be active but it teaches them the skills they need to be active throughout their lifetime.

Unfortunately, very few states require daily physical education in grades K-12. In an era when increasing obesity and rising healthcare costs are threatening our competitive advantage and national security, we are cutting the very programs that could help reverse this trend. Schools should develop standards for student learning in physical education that reflect national and state standards and should require that physical education be taught by certified/licensed physical education teachers.

At the end of the day no healthy diet exists for a sedentary lifestyle. Encourage your children, friends and family to schedule physical activity into their daily lives. Be proactive by letting your local educators and school board members know that physical education is a priority. You can also contact your local congressman. Yes, it’s that important!

“Lack of activity destroys the good condition of every human being, while movement and methodical physical exercise save it and preserve it.” ~Plato

SMART 'N SASSY SCHOOL SNACKS

Dr. Wendy Ghiora – Posting #65 – September 11, 2010

During “Nutrition” period at many schools, the most common snacks I see children eating are: hot chips, cookies and candy bars. Now don’t get me wrong, I’m sure all of these treats are quite tasty. However, how will they add to a child’s mental and physical capacity?

Recently, the focus on children's health and well-being has shifted to poor eating habits accompanied by inactive lifestyles and the overwhelming increase in childhood obesity. A recent article in the academic journal, Appetites stated, "Children who replace proper breakfast with chocolate bars and carbonated drinks have the reaction levels of a 70 year old by the end of the morning."

Poor nutrition affects all walks of life
Research has shown that a child's behavior, learning capacity, cognitive performance and school attendance are negatively impacted by inadequate nutrition. When a child's body has no food, their brain lacks the fuel necessary to start their day off on the right track, alert and ready to concentrate at school.

A healthy lifestyle begins with a proper diet. Healthy eating is important in children for the proper formation of bones, teeth, muscle and a healthy heart. Diet can affect growth and development in small children as well as teens. As we all know by now, childhood obesity is on the rise. If we, the adults, promote a healthy diet, our children can maintain a healthy weight be more mentally alert, and stay healthy as they grow into young adults.

Things to Keep in Mind

The important thing is to provide children with nutritious snacks that don't undermine the primary goal of keeping them healthy and fit. We can do this by avoiding foods that are fried, processed, too oily or too salty; and, definitely keep sugar to a minimum. If your child eats healthy snacks from the start, they'll likely continue to make good food choices throughout their lives.

As for serving sizes, young children don't need large portions. Many experts agree that servings should equal about one tablespoon of food for each year of a child's age. Enjoy serving them those small portions now, because your grocery bills will increase dramatically as they get older!

A few Do's and Don'ts
Many common snacks that children “go to” include chips, baked cheese crackers, a variety of cookies and chewy fruit snacks. While these snacks may be marketed as healthy and low fat, often times they are made from refined grains and are high in sugar and sodium. These components pose a variety of health risks as noted in “The Dangers of Unhealthy Ingredients in Packaged Foods,” dated April 28, 2009 and found on the Wellsphere website.

Dont's

•Refined grains- cause insulin resistance and high blood pressure.
•Sodium- salt helps to regulate blood pressure and maintains the balance of body fluids. Too much salt can cause blood pressure to go up.
•Sugar- sugars are rapidly absorbed into the bloodstream which causes a rise in insulin. Insulin acts to clear sugar and fat from the blood and stores it in tissues for future use. This causes weight gain.

Do's
Smart parents can really “out-do” the hot chips and candy bars by sending kids off to school with snacks that will very likely start a trend among your child's friends of healthier eating during nutrition period.

Healthier Snack Ideas:
Crunchy vegetable sticks (carrots, celery, jicama, sugar snap peas)
(with peanut butter or any nut spread, or ranch dressing).
Ants on a Log: Peanut butter on celery with raisins
Whole-wheat crackers or whole-wheat tortilla with cheese
String cheese
Sliced apples, oranges, berries (any kind)
Mixed raisins (or other dried fruit) with nuts, sunflower seeds, soy nuts
Hummus and pita wedges

Many of these can be mixed & matched. Here you have a fairly easy way to make an important impact and really help your children function better mentally and physically. These “smart ‘n sassy snacks,” will keep their faces smiling and their engines burning mightily.

"The wise man should consider that health is the greatest of human blessings. Let food be your medicine."
- Hippocrates

Ready For Middle School?

Dr. Wendy Ghiora – Posting #64 - September 4, 2010

Getting your five-year-old ready for the first day of Kindergarten is quite a memorable experience. However, another equally challenging day, especially for the child, is going from elementary to middle school. Here are a few suggestions to help you and your child prepare for and feel confident on that day.

Early Visit to School: Take your student to her new school ahead of time so she can familiarize herself with the new territory. If she already has her class schedule, she can even walk around the campus and see exactly where each of her classes will meet. Other places to visit are: restrooms, cafeteria, auditorium or multi-media room and the main office.

School Supply List: One of the most difficult tasks for children is getting and staying organized. Most office supply stores such as Office Depot and Staples have a generic “School Supply List.” Generally speaking, your child should go to school on the first day with a pen, pencil and some kind of planner/notebook. That way, when the teachers send home their own “supply lists” during the first week of school, you won’t have to make two trips to the office supply store.

School Website: If you haven’t received any mail from your child’s middle school by the middle of August, look for the schools’ website or call the school to find out when the school orientation will be held.

Proper Place for Homework: Another way to help your child get organized is to set up a specific spot for homework, a quiet place with proper lighting, and few distractions. Make a supply box with extra pencils, pens; paper a three-hole punch and things like extra calculator, rulers, and compasses. A homemade one-page, six or nine week calendar is a good idea to mark project due dates and special test dates.

Proper Time for Homework: You and your child should agree on a specific time each day for homework and stick to it. Also, get your child used to placing finished homework directly into a folder inside their backpack. That way, they never have to worry they’ve forgotten the homework and left it at home.

The Binder: I suggest their main notebook (a zippered three ring binder) for school has two pockets for loose papers. One pocket should be only for things going home for parents (and things returned from parents to school). The other pocket is for any papers they get that they may not have time to organize at school.

Communication/Monitoring: As a parent of a middle school child, you will need to maintain constant communication and connection with your child. Keep in mind that while your child may need more space and independence to discover new interests and build skills and knowledge, he or she will also need your continued support and guidance throughout the middle school years.

How Can I Help My Child Move From Elementary To Middle School?
Other ways to help your child through this transition include:
•Attending open house at the middle school
•Meeting with your child’s teachers
•Helping your child get organized.

It is important to encourage your child to do his or her best in school and in any outside activities. As a parent you can do this by:
•Showing love. Provide support and encourage your child to develop his or her interests.
•Teaching responsibility. Encourage your child to be responsible for chores, completing homework assignments, taking on community activities, and acknowledging good decisions that he or she has made.
•Being a role model. Show that you value education and exhibit the values and behavior you hope your child will develop.
•Providing and encouraging your child to try a range of experiences in sports, music, volunteer activities, travel, etc. This will allow your child to discover and develop his or her strengths.
•Talking to your child. Be aware of what your child is doing. Talk to your child about his or her day, activities, school work, friends, and interests.

Stay Involved In Your Child's School And Other Activities. So many parents show up at elementary school activities. It always shocks me to see that only a handful of parents attend middle school activities. Your child may need more independence in his or her early teens, but it is still important for you to remain involved and interested in your child’s school and after-school activities.

You can keep on top of how your child is doing by:
•Keeping in touch with your child’s school
•Attending school events and volunteering in your child’s school
•Being aware of your child’s homework and school demands
•Monitoring your child’s progress

Even though your child may protest outwardly, deep inside, your child knows you are keeping an eye on him because you love him and really care about his future.

“I have found the best way to give advice to your children is to find out what they want and then advise them to do it.” Harry S Truman

Interesting Findings in Recent Gallup Poll About Education

Dr. Wendy Ghiora – Posting #63 – August 27, 2010


I belong to Phi Delta Kappa, a national professional educators’ association. Each year, PDK solicits the Gallup Organization to conduct a poll concerning the public’s opinion regarding a myriad of educational issues. Here are three major issues addressed in the recently published poll I would like to share with you:

1.The Importance of Professional Development and Training
The annual poll, administered for the Phi Delta Kappa professional association by the Gallup organization, indicates that parents view teacher learning as a critical factor in improving outcomes for students.
"The findings of the PDK/Gallup poll demonstrate that the public recognizes professional development is key to offering quality teaching and improving student performance," said Stephanie Hirsh, Executive Director of the National Staff Development Council.
"Education stakeholders from classroom teachers to superintendents and elected officials can use these findings as incentives to shift professional development from an occasional event to a cycle of continuous improvement that is grounded in research, addresses student performance data and is incorporated seamlessly into every school day," Hirsh added.
Nearly half of the respondents – 44 percent – ranked "having teachers spend more time learning new ways to teach" as the tactic that would have the greatest impact on improving student learning. Respondents also routinely selected "improving teacher quality" as the single most important need for our nation's schools.

I totally concur with the above finding. Not only is it research based, but I have witnessed firsthand on many campuses the positive impact correct teacher training can have on student learning and achievement. This is the area where school districts can really get the “most bang for their buck!”

2. Performance-based Pay
WASHINGTON, D.C. -- The large majority of parents with children in the public K-12 school system would like to see teacher pay revolve around teacher performance, not the standard scale of pay. Seventy-two percent of public school parents say teachers' salaries should be tied to the quality of their work. Additionally, 75% say teachers' salaries should be somewhat or very closely tied to their own students' academic achievement.

In theory, this sounds good. However, I would want to see this proposal include a way to measure actual improvement from baseline data in September up to the end of the school year in May. It’s not as difficult for children of college educated parents, living comfortably with three meals a day to do well in school as it is for students living below the poverty level, with virtually no parental supervision or support.

3.What About Charter Schools?
The annual PDK/Gallup poll on public education shows a significant jump in public support for public charter schools—from 51 percent in 2008 to 64 percent this year. While almost two out of three Americans support public charter schools, they continue to admit confusion about whether they are public schools and whether they can charge tuition, teach religion, or select their own students.

To answer the three confusions above: no, no, and no. Charter Schools are public schools, supported by our tax dollars, so “No” they can’t and don’t charge tuition. “No,” as a public school they can’t teach religion. Finally, “no,” they can’t select their own students. Every student that applies will be accepted, except in cases where the charter school cannot offer specific services for the child. For example, if a student is severely autistic, and the school can’t afford and doesn’t have a special teacher to meet that student’s needs, the child may have to attend a different school. In addition, since most charter schools have a fairly tight budget, they tend to have fewer non-essential personnel, such as nurse, school psychologist, etc. Nonetheless, parents don’t seem to mind. Go figure.

“Education is a better safeguard of liberty than a standing army.” ~Edward Everett

Please read this book of true, inspirational stories about "my kids."

http://www.publishamerica.net/product89724.html

What About Charter Schools?

Dr. Wendy Ghiora

Posting #62 – August 21, 2010


After a long career as a public school teacher and principal, I decided to leave the “traditional” school system in 2004 and join a public Charter School. Many former colleagues joked and said, “Oh, so you’re going over to the dark side?” I took this in good humor.


Joining a charter school was the best career decision I ever made. As an educator and school principal, it was like a breath of fresh air. I saw school leaders working together with their teachers not to find the easiest, fastest way to raise State Test Scores, but to find the best methods to really get through to the kids so they could understand and use the tools and the information being taught. After retiring, I continue to work in the education arena as an author and consultant.


Currently, I am keeping my eye on the nation-wide growth of the Charter School Movement. As an educator I attend numerous professional events. As I do so, I notice a lot of “bad mouthing” of Charter Schools by administrators and teachers employed by traditional schools. One example I hear a lot is: “Charter Schools steal the cream of the crop students from our schools.” I have to hold myself back from laughing out loud when I hear this one. I know for a fact that most charter schools are besieged with parents wanting to enroll their children, who have been suspended or even expelled from the traditional school system. Although most folks wouldn’t consider these kids the “cream of the crop,” they seem to thrive in charter schools and become some of the best students you could ever want to meet.


I attended the 2009 National Annual Meeting of the NEA (National Education Association) in San Diego, California. It was difficult for me to believe that so many of the resolutions being voted on had virtually nothing to do with education. It was also quite disconcerting to discover several “anti-charter school” resolutions being voted on and passed. Being the idealist that I am, I assumed all teachers and teacher organizations would want “what is best for the student,” and support those endeavors unconditionally. It was a rude awakening to realize, the NEA (which, by the way, is the largest labor union in the country) does not like charter schools for the simple fact that charter schools do not mandate their teachers to belong to the teacher’s unions and pay annual dues. Could it be? No, that’s impossible. Is the NEA trying everything possible to stop the Charter School Movement and try to insult the integrity of teachers and staff of charter schools solely for political and financial reasons? Aw, come on.


That said, I recently encountered the following article I would like to share with you:


Charter schools don't work? Results say differently
By: Gregory Kane
Examiner Staff Writer
June 21, 2010
There's bad news on the charter school front. All 107 seniors at Chicago's Urban Prep Charter Academy have been accepted to college.
That's only bad news for opponents of charter schools who've been railing against them for years, claiming that such schools "don't work."
In mid-May, I attended a symposium sponsored by the Institute for Advanced Journalism Studies, which is located on the campus of North Carolina Agricultural and Technical University in Greensboro. The subject was the racial achievement gap in education and what can be done to eliminate it.
(Full disclosure: I'm a fellow at the institute, which has sent me on several assignments over the years. The most recent: a visit to Canada in mid-March to investigate and write about Toronto's achievement gap.)


Attending the symposium were Mary Frances Berry, former head of the U.S. Civil Rights Commission, former National Association for the Advancement of Colored People President Kweisi Mfume and National Action Network chief Al Sharpton, among others. Even after IFAJS founder and Director DeWayne Wickham urged those attending to "think outside the box" when it came to solutions to close the achievement gap, I still heard the same refrain:
Charter schools don't work.


The implication is that because charter schools don't work, then we shouldn't have them. What the charter school bashers don't realize is that if this logic applies to charter schools, then it applies to failing public schools that aren't charter schools as well. They clearly aren't working; that's why proponents of charter schools support charter schools in the first place.


It would be more accurate to say "not all charter schools work." Chicago's Urban Prep Charter Academy is clearly one that does.
Its students have eight-hour school days, not six-hour days. They wear uniforms that consist of tan slacks, white shirts, red ties and dark blue blazers. When a senior is accepted to college, he then sports a tie that's red with gold stripes.
And that "he" is, in this case, gender-specific: The Urban Prep Charter Academy is all-male. Students are selected by lottery and most of them are black, reflecting the Chicago neighborhood where the school is located. When Tim King founded the school in 2006, news reports say, only 4 percent of the current graduating class was able to read at grade level.
Chicago's Urban Prep Charter Academy isn't just working, it's absolutely rocking. Geoffrey Canada's Promise Academy charter school in Harlem isn't doing too badly either.


Canada is the guy who started the Harlem Children's Zone as a way to combat poverty and poor education. Promise Academy is the middle school in the HCZ. According to several news reports, students there have shown fantastic gains. One study showed that the achievement gap in math separating Promise Academy's students and white students in New York has been eliminated.


Lesser known than Canada's Promise Academy or Chicago's Urban Prep Charter Academy is Baltimore's KIPP Ujima Village Academy, a charter school for students in grades five through eight. In the 2008-2009 school year, KIPP had 343 students: 334 black, three white, three Asian, two Hispanic and one American Indian.


It's a predominantly black school in a poor, crime-ridden section of Baltimore. But in 2009, 78.6 percent of KIPP's students scored at the advanced or proficient level in math on state assessments. That compares to 63.5 percent for Baltimore City and 77.9 percent for the state. (In reading, 83.2 percent of KIPP's students were advanced or proficient, compared to 72.4 percent for the city and 84.4 percent for the state.)


When will critics of charter schools just be honest and admit that they just don't want them to work?

In my opinion, many of these critics have been fed distorted data or outright lies by supporters of the traditional public school system. Don’t’ get me wrong, there is a myriad of great traditional schools with awesome teachers working their assets off to give their students the best education they can. However, there are also “traditionalists” who are afraid that if charter schools start outshining traditional schools, some of the gravy train of funding which mostly goes to traditional schools will be re-examined, and a portion of it will go to charter schools; not that money has anything to do with decision-making about children’s’ futures . . .


Charter Schools and Traditional Schools both offer free education. Both are capable of getting outstanding results, but many don’t. Isn’t it fair to allow parents to have alternatives and choices in the type of education their children receive? Couldn’t the Charter School Movement be viewed as the impetus to get traditional schools to try whatever it is that is working in Charter Schools instead of as the villain, luring teachers and students over to the "Dark Side"?

Never let your sense of morals prevent you from doing what's right. ~Isaac Asimov

WHATEVER HAPPENED TO SELF-CONTROL?

Dr. Wendy Ghiora – Posting #61 August 14, 2010

"Steven Slater, JetBlue Flight Attendant, Curses Passengers, Jumps Down Emergency Chute, Becomes Folk Hero" and "Rage at McDonalds Drive Thru over Lack of McNuggets".
How can we expect our children to exhibit self-control, when adults (who will probably soon be appearing on the Jay Leno Show), aren’t modeling civility as illustrated in the recent news headlines above.

We can only hope there are enough adults to serve as good role models out there to far outnumber the poor role models. As every good parent and pre-school teacher knows, teaching a child self-control involves helping them to:

• Think before acting
• Control impulses
• Weigh consequences
• Make safe and acceptable choices

It is important to be a good model of self-control for your child. Controlling the urge to yell when in a frustrating situation will show your child it can be done. Considering consequences by thinking aloud will give your child a living example of thinking before acting. Your everyday display of kindness, patience, consideration, tolerance, and thoughtfulness will go farther than anything else!
How many times have I seen an adult, with a teen in the passenger seat, driving a car like a wild person, yelling at the car ahead of them? Not exactly the best example setter.

Letting children know that everyone loses control sometimes allows them to view themselves and others with compassion. Frustrations and disappointments are universal experiences. We can encourage self-control by pointing out the times and ways our children are successful at demonstrating good manners and self-control. This will encourage them as they grow older and face new challenges. As children become more able to exercise self-control, they develop confidence in their ability to make good choices, an awareness of what is fair and right, and a working knowledge of how to use their personal power appropriately. Helping your child learn self-control is not an easy job, but may be the greatest gift you have to offer. I wonder what role models Steve Slater and the McDonald’s customer learned from.

Here are a few ways all adults can demonstrate good manners and self-control for children.

1. When the child hands you something, say “thank you.”
2. Rather than yank an item from the child, politely ask for it.
3. If you don't get your way in any situation, let your child see a mature, respectful manner rather than ranting. He will also be less likely to misbehave when he doesn't get his way.
4. When your child shows respect and good manners, praise him by telling him. Mention the specific good behavior he exhibited.
5. If he appears to have forgotten what he's supposed to do, gently and discreetly remind him in a way that won't embarrass him in front of peers or family. By doing this, you'll be showing respect for his feelings, which should be another example of how to handle uncomfortable situations.
6. If he is calm, allow him to return to the setting to show that he can use good manners.

When a toddler is angry he lashes out. When the adult is angry, she realizes that if she lashes out she may suffer undesirable consequences. As a result, she controls her impulse, sacrificing immediate gratification in the interest of a more satisfactory long-term solution. The mature person has a sense of the future, and thinks in terms of it as well as the present. Rational control of our emotions and impulses depends on the ability to wait and see. We must be able to take into account all of the likely consequences of our actions for us and for others.

Mature adults seeking to promote and continue our civilized way of life, usually have an internal sort of check list they follow when confronted with a very annoying and possibly explosive situation. It may include some of the following:

1.Take a personal time out.
2.Put the shoe on the other foot. Chances are you don't have all the facts.
3.Look before you leap. Consider the consequences. Will you have regret?
4.He who plans to take revenge could have to dig two graves.
5.Make your decision a win-win.

Well, Mr. Slater may or may not be a Folk Hero. He did wind up having a ballad written for him by Jimmy Fallon. Perhaps the next time one is “as mad as hell and not going to take it anymore,” rather than blurting out profanities on the speaker system, grabbing some beers and then exiting the scene on the Emergency Slide, one can try one of the above to help revive some self-control. I’m just sayin’.

Our actions and reactions to people and situations are the true tale of our maturity and ability to behave and be successful in a civilized society. We all have our daily challenges, some which are extremely difficult and aggravating. Ultimately, it is our choice to handle these challenges in a way that sets a bad example or a good example. What will your choice be?

He who conquers himself is the mightiest warrior. Confucius

PROFESSIONAL LEARNING COMMUNITIES: FOUR AREAS OF ENGAGEMENT

Dr. Wendy Ghiora – Posting #60 – August 7, 2010

Last week I introduced a growing movement in the educational arena known as, “Professional Learning Communities” (PLC). As a seasoned educator, I am wary of new “improvement methods,” as I have witnessed so many of them come in with a myriad of promises and then go down in flames. Therefore, I am studying this one closely and value your feedback.


In Learning by Doing: A Handbook for Professional Learning Communities at Work, DuFour, R., Eaker, R., & Many (2006), begins by examining four areas of engagement for the Professional Learning Teams, school staff teams that unite to provide solutions to help their school turn around.


1. Collective Inquiry Into Best Practice and Current Reality
2. Action Orientation: Learning by Doing
3. A Commitment to Continuous Improvement
4. Results Orientation


Collective Inquiry Into Best Practice and Current Reality


Professional Learning Teams engage in collaborative inquiry into both best practices in teaching and in learning. They are avid learners full of curiosity and openness to new possibilities. Gradually, a heightened awareness through collective inquiry and success as new strategies are tested (learning by doing). This transforms into fundamental shifts in attitudes, beliefs, and habits which, gradually transform the culture of the school.
“Working together to build shared knowledge on the best way to achieve goals and meet the needs of clients is exactly what professionals in any field are expected to do, whether it is curing the patient, winning the lawsuit, or helping all students learn. Members of a professional learning community are expected to work and learn together.” R. DuFour


Action Orientation: Learning by Doing


Professional Learning Community team members understand that the most powerful learning always occurs in a context of taking action. They understand the value of engagement and experience as the most effective teachers. “Members of PLCs recognize that learning by doing develops a deeper and more profound knowledge and greater commitment than learning by reading, listening, planning, or thinking. “ R. DuFour


Traditional schools often use a variety of strategies to resist taking meaningful actions, preferring the comfort of the familiar. Professional learning communities recognize that until members of the organization "do" things differently, there is no reason to expect different results. (PLC's take schools out of their comfort zones to show them the possibilities.)


A Commitment to Continuous Improvement


Learning Teams are continually evolving organisms, always reaching for excellence and searching for a better way. They believe anything can be improved. Here is the systematic process used to ensure continuous improvement:


1. Gathering evidence of current levels of student learning
2. Developing strategies and ideas to build on strengths and address weaknesses in that learning
3. Implementing those strategies and ideas
4. Analyzing the impact of the changes to discover what was effective and what was not
5. Applying new knowledge in the next cycle of continuous improvement


This is where PLCs differ from most traditional Professional Development methods used in schools. “The goal is not simply to learn a new strategy, but instead to create conditions for perpetual learning—an environment in which innovation and experimentation are viewed not as tasks to be accomplished or projects to be completed but as ways of conducting day-to-day business—forever. In other words, the goal is to change the culture into a learning community where everyone is involved in the process of improvement. Participation in this process is not reserved for those designated as leaders; rather, it is a responsibility of every member of the organization.”


Last week, I mentioned that according to Richard DuFour, pioneer of PLCs, the answer to this question is what separates learning communities from traditional schools:


Accountability for results


Because the school develops its own plans for improvement, it takes full responsibility for the results. To create a professional learning community, focus on learning rather than teaching, work collaboratively, and hold yourself accountable for results.


As stated in the previous paragraph, “participation in this process is not reserved for those designated as leaders; rather, it is a responsibility of every member of the organization. The willingness, indeed the zeal of all members of the PLC to participate, put in the extra time and effort it takes to create the conditions for perpetual learning, is what separates PLCs from traditional schools. No action = no results.


Results Orientation


Members of a PLC realize the culmination of their efforts in these areas—a focus on learning, collaborative teams, collective inquiry, action orientation, and continuous improvement—must be assessed on the basis of results rather than intentions. Assessments must be done on the basis of tangible results, otherwise they represent random floundering in the dark rather than purposeful improvement. As Peter Senge and colleagues conclude, "The rationale for any strategy for building a learning organization revolves around the premise that such organizations will produce dramatically improved results."


Measurable improvement goals that are aligned to school and district goals for learning are vital to knowing true results are occurring. Teams are eager to create a series of common formative assessments that are administered to students multiple times throughout the year to gather ongoing evidence of student learning.


Team members review the results from these assessments in an effort to identify and address program concerns (areas of learning where many students are experiencing difficulty). They also examine the results to discover strengths and weaknesses in their individual teaching in order to learn from one another. Most importantly, the assessments are used to identify students who need additional time and support for learning. Frequent common formative assessments represent one of the most powerful tools in the PLC arsenal.

Teamwork is the ability to work together toward a common vision. The ability to direct individual accomplishments toward organizational objectives. It is the fuel that allows common people to attain uncommon results. Andrew Carnegie

What Is A 'Professional Learning Community?'

Dr. Wendy Ghiora – Posting #59 – July 30, 2010

What is a “Professional Learning Community?” Is this yet another fad de jour someone has come up with to wreak havoc on school administrators and teachers? Or is it a research-based workable solution to the downward spiral that seems to be submerging many of our schools beyond the point of no return?
A professional learning community (PLC) is an extended learning opportunity to foster collaborative learning among colleagues within a particular work environment or field. It is often used in schools as a way to organize teachers into working groups. (Web definition)

The three components of a Professional Learning Community are:
1. A Focus on student learning rather than teaching: You haven't taught until the students have learned.
2. Collaborative grade and subject-alike problem solving: With supervision and direction given by a knowledgeable facilitator, teachers work together to plan solutions to problems that hinder student success. This includes creating uniform lesson plans that all teachers then use, test, and provide feedback about. Collaborative problem solving is also called, "Continuous Improvement."
3. Accountability for results. Because the school develops its own plans for improvement, it takes full responsibility for the results. To create a professional learning community, focus on learning rather than teaching, work collaboratively, and hold yourself accountable for results.

Richard DuFour, one of the pioneers of PLC’s advises:

As the school moves forward as a Professional Learning Community every professional in the building must engage with colleagues in the ongoing exploration of three crucial questions that drive the work of those within a professional learning community:
What do we want each student to learn?
How will we know when each student has learned it?
How will we respond when a student experiences difficulty in learning?
The answer to the third question separates learning communities from traditional schools.

In the weeks to come, we will investigate exactly how “the answer to the third question separates learning communities from traditional schools.” Anyone care to conjecture?

Today, I’d like to share this Success Story with you from a middle school right here in Orange County, California.

Pioneer Middle School
May 29, 2007
By: Mike Mattos, principal (Tustin, CA)
In his book Good to Great, Jim Collins asks, “Why try for greatness? If you’re doing something you care that much about, and you believe in its purpose deeply enough, then it is impossible to imagine not trying to make it great. It’s just a given. Greatness is not a function of circumstance….it is largely a matter of conscious choice, and discipline.” Three years ago, the staff of Pioneer Middle School faced this very choice…would we settle for being a good school for most students, or would we be a great school for all students? With an unquestionable passion for our students and learning, our staff’s decision was “a given”.

Collectively, we worked with the Pioneer community to create our current mission: To maximize every student’s academic potential and personal responsibility. This singular purpose is firmly grounded in our fundamental belief that all students can learn at high levels. We believe it is not merely our job to teach; instead, it is our steadfast responsibility to ensure that all students learn. While our mission is quite simple in concept, its creation and implementation has proven to be powerful and dynamic.

To ensure high levels of learning for all students, we work collaboratively as a professional learning community to identify essential standards, share best instructional practices, create common assessments, and analyze student assessment data. Failure is not an option, so we have developed a “Pyramid of Interventions” to provide additional time and support for all students. We meet weekly with at-risk students to monitor progress and to provide additional help if needed. Because our mission is to maximize every student’s academic potential, our focus extends beyond assuring grade-level proficiency, and challenges students to master more rigorous curriculum. Over half of our students take accelerated level coursework, including honors language arts, geometry, foreign language, and science. At Pioneer, it is “cool” to be smart, to help others, and to take pride in your school. Last semester, almost half our students received Principal’s Honor Roll (3.5 GPA or higher) and over 900 students were recognized for their school achievement.

While academic success is important, we also believe that middle school should be a place for all students to explore new disciplines, to experience new opportunities, and to have fun learning. To this end, all students set quarterly, “REAL Wildcat” goals for academic achievement, extra-curricular involvement, exploration, leadership, and service. Currently over 100 students participate in student government, over 700 students in our fine arts programs (band, orchestra, chorus, art), over 800 students in our sports programs, and over 1000 students in academic competitions. Grade-level programs transition our students from the nurturing attributes of elementary school to the flexible and age-appropriate expectations of future high school students. Eighth grade mentors meet weekly with our sixth grade students to teach them the “Wildcat Way”, helping to prepare them for success at Pioneer, in high school, and beyond.

Steadily, we are making our mission a reality. Over the past two years, Pioneer’s state test scores rank in the top three middle schools in Orange County and top 2% in the state. Recently, Pioneer was named a 2007 California Distinguished School. While our staff is honored by these recognitions, what we most celebrate is the knowledge that we are ensuring the learning and future success of our students.

I am anxious to receive feedback on what you think of Professional Learning Communities so far. I’ll have more on this for you in the weeks to come.

No member of a crew is praised for the rugged individuality of his rowing. ~Ralph Waldo Emerson

A Lifetime of Influence

Dr. Wendy Ghiora – Posting #58 July 24, 2010

This morning, when I went out to jog, I randomly grabbed a T-shirt from the drawer. I didn’t notice which one it was until I saw it in the mirror. I remembered receiving it while teaching high school. In fact, many other teachers have also been given this very same T-shirt. Who knows, you might have one too. The printing is lined up like an addition problem, and reads:

2 teach is
2 touch lives
______
4 ever
On each side of the equation is a picture of an apple.

I began pondering this statement, and decided that for me, it was definitely true. My combination 2nd and 3rd grade teacher indeed “touched” my life forever. In fact, she is the one that made me want to become a teacher myself. But, is this statement true for you?

To help you as you consider this question, I did a bit of research to learn about how teachers impact our lives. Of all the articles read, I would like to present some highlights from this one, primarily because it is in the words of the students themselves.

The Learning Network posted the following question:
“Who Is the Best Teacher You Ever Had? Why?”
Here are a few of the answers received:

1. My best teachers (both in the United States and the Philippines) have given me not just book knowledge but the strength and passion to pursue my career in chemistry. The best teachers are the ones who instill discipline, patience, critical thinking, and inspiration. No amount of money in the world can do that.
— Maybelle
2. My favorite teacher was when I was in 9th grade–45 years ago. She taught both English and World History and she was tough and demanding. But at the same time she had the ability to instill a genuine interest in the topics she taught. Believe me, even the “class jokers” never gave her any problems. I should know, because I was one of them. She made me WORK and I have had a lifelong love of history and Shakespeare because of her.
— Donald
3. My best teacher was Mr. Smith. He was not my favorite teacher. However, he insisted that we become independent learners. The capacity for lifelong learning outweighs any facts, details, theories I’ve been exposed to since.
— Andrew
4. My favorite teacher was my 4th grade teacher. She was the person who actually made me care about school and my future. Without her, I don’t know where I would be right now.
— Abram
5. There is no need to complicate the issue with learning standards and rubrics. It simply comes down to competence and caring. Does your teacher know the subject matter and do they have a sincere desire to share that knowledge with others? My favorite teacher had both in the field of musical theater, and though I didn’t know it at the time, it was what helped me decide to go into education. They are the ones who care enough to spend the time, and find a way to engage each and every student in the fun/challenge of a memorable experience. That is what you remember, and that’s what counts.
— Greg
So, what do you think? Can a teacher have an impact so great, it touches one’s life forever?

Conclusion
My best teacher taught me to be courteous, curious and committed. Like great teachers have done for centuries, she used class assignments to teach about life. She used realistic simulations in our classroom. She encouraged us and gave each student a daily dose of confidence and love. The work of a teacher sometimes seems thankless and exhausting. Yet even now as the school year has come to an end, the presence of my greatest teachers linger. Although I left their classrooms long ago, their teachings never left me.

The advent of new technology has brought many new opportunities. I know this because I have recently been contacted by several former students. How wonderful it is to discover where life has lead each one of them. If there is a teacher you always wanted to thank, it is likely they can be located on Face Book or similar site on the Internet. Give it a try. What have you got to lose? And what a great gift your contact can bring to that “special” teacher