TURN READING INTO MAGIC WITH "READERS' THEATER"

Dr. Wendy Ghiora - Posting #37 - January 24, 2010

What exactly is Readers’ Theater, you ask? It is an activity where students, while reading directly from scripts, can tell a story in a very entertaining form, without props, costumes, or sets. Students are not asked to memorize their lines; since they read from a text. They are definitely encouraged to “ham it up,” and use vocal expression, intonation, facial expression and gestures appropriate to their characters and their characters’ words. The performance that ensues becomes a “magical moment.”

Is Readers’ Theater a waste of time or is it productive; will it help students learn? Following are some arguments for the latter.

1.Fluency: Readers Theater provides repeated reading practice- an important factor in building fluency (prosody, word attack, comprehension and accuracy) Repeated reading practice also improves students’ confidence in, and enthusiasm for reading. Students are so thrilled at their newfound skill; they ask to perform for the younger students.

2.Self-Esteem: Readers’ Theater provides a wonderful opportunity for children who are used to feelings of failure, to provide outstanding entertainment for others.

3.Variety: The use of Readers Theatre can offer a different context in which students are exposed to texts focusing on poetry, science, social studies, or other content-related topics.

4.Comprehension: Readers Theatre is another way to enhance comprehension of text, as well as to create interest in and enthusiasm for learning. When text is read orally, within the context of an actual performance, meaning and understanding come alive in a new and “magical” way.

Here are some simple steps to use in order to bring the Magic of Readers’ Theater to your students:

Reader's Theater: A Quick Guide
Here is a suggested weekly plan to roll out your Readers Theater Program from Dr. Tim Rasinski, Professor of Reading at Kent State University

The Week Before: Before the week begins, choose a script or prepare one based on a text. Make copies for the group, two for each member.
Monday: On Monday, discuss the purpose and procedures for Reader’s Theater with the class/group. Assign students parts by having them volunteer or audition. Practice needs to be done aloud and also silently.
Tuesday Wednesday and Thursday: On Tuesday, Wednesday, and Thursday, have students practice their parts in class, on their own, in their groups and at home. This activity can also been done during center time or as part of an anchor activity.
Friday: Friday is performance day. Students can read/perform their scripts for an audience of classmates, parents, or even the principal. Remember, this is not a performance based on memorization. They are reading the script they have practiced over the week.

The Power of Reader's Theater
How can you magically make dramatic changes in kids' fluency, writing, listening, and social skills?
As you observe very young children at play, you’ll notice quite naturally, they invent characters, scenes, and stories, infusing their creations with expressive voices and invented dialogue. Settings are developed; dramatic conflicts arise and are solved. “Readers’ Theater” provides a similar experience.

Drama, as many teachers are discovering, is not only fun and natural for children, it also promotes self-confidence, motivation, and engagement. One form of drama, known as Reader's Theater, has been found to be particularly effective in building reading fluency. Called simply "RT" by many advocates, Reader's Theater can also boost listening and speaking skills and magically transform reluctant readers into book lovers.

Tim Rasinski, a professor at Kent State University, in Kent, Ohio, points out that "research has demonstrated that practiced reading or repeated reading does lead to significant gains in fluency, which is a key element in effective reading programs."

Building fluency is one of the five major dictates set up in Reading First, part of the No Child Left Behind Act. Put Reading First, a booklet published by the U.S. Department of Education et al (2001), states that "Readers' theatre provides readers with a legitimate reason to reread text and to practice fluency. [RT] also promotes cooperative interaction with peers and makes the reading task appealing."

How to get started
The best news about Reader's Theater is it does not require extensive preparation, fancy costumes, props, sets, or memorization. While staged plays might be limited by a school's budget or supplies, RT is limited only by one’s imagination, and determination to “make magic” happen in the classroom. It's also especially nice for the shy student or teacher, because you have a script in front of you — kind of nice to hide behind — and that gives you a sense of security.
Since kids need to understand and become comfortable with the format of a script, using a prepared script is the best way to start. Finding one is easy — there are numerous free scripts available online and in books. It’s best to start with short scripts — no more than two or three pages.

Most teachers find that even the most resistant readers practice their RT scripts as if they were doing a full-time job — and one that they love. "Most children have a desire to perform and express themselves orally," says Rasinski. RT gives them the opportunity to do so.

Mack Lewis, a third- and fourth-grade teacher from Central Point, Oregon, writes "Because we've inadvertently trained kids that books should only be read once...few second graders will read Stellaluna more than once or twice. Give kids a script and schedule a public performance, however, and they'll be more than happy to read and reread it 20 to 30 times. Twenty to 30 times!" Lewis, who has won national attention for his method of using drama to meet the standards in reading and history, explains that plays are the perfect format to teach repetitive reading. Kids don't resist it because they don't see it as a chore. Before they even know it, they gain mastery over the text. And their confidence grows immeasurably. He’s using the “magic” of Readers’ Theater to teach fluency.

Performing
The simplest way to perform Reader's Theater, explains teacher, Rick Swallow, is for the teacher to "assign parts and simply have the students stand in a straight line at the front of the room, facing the audience, parts in hand to read when it is their time." Some teachers like kids to stand as they read their parts. Music stands can be a nice addition, leaving kids' hands free to turn pages and gesticulate.

Once you have your makeshift stage set up, kids take turns reading their lines with as much creative expression as they can. It's that simple. However, kids need to be aware of one another and to listen respectfully.

RT and Emotional Needs
Another boon of RT is its ability to promote and develop interpersonal, social, and collaborative skills. Sometimes overcoming shyness and mastering reading can come together in one magical confluence. Another teacher, Ms. Stern remembers the moment it happened for one emotionally disturbed third grader, a nonreader who "would always sit on the periphery when the rest of the class did scripts on stage. He absolutely refused to participate."

By the next year, she recalls, the child had "edged in slightly toward the stage. He'd started to pay attention." Edging in closer all the while, the child finally reached fifth grade and, almost overnight, became "a full and active participant in the theater activities." More important, he had suddenly become a reader.

"This child looked up at me with a smile," recalls Stern. "He knew what he'd done, and he was so proud. He had broken the code to reading. Truly, this child had blossomed forth from nothing."

Conclusion
Students become excited and enthusiastic about reading when they are presented with the opportunity to participate in Readers Theatre. This activity affords students the opportunity to develop fluency and further enhance comprehension of what they are reading. It makes the reading experience “magical.”

Much of the data in this posting was culled from an article by Jennifer O. Prescott the managing editor of Instructor. The article was originally published in the January/February 2003 issue.

TURN YOUR TEACHING INTO MAGIC PART 2

Dr. Wendy Ghiora – Posting #36 – January 16, 2010

In the previous posting we looked at the value of adding a bit of magic to your teaching repertoire. The example given was a card trick, (used to teach a simple Algebraic formula), which is a sure fire way to grab anyone’s attention, especially a classroom full of curious children. When you have students focused, magic becomes an excellent vehicle that can be used to teach a wide variety of subjects. This week, I would like to feature a gentleman whose use of magic, sparks great enthusiasm and interest in learning science.

Alan McCormack, a San Diego State University professor teaches the principles of convection currents, static electricity, basic chemistry and engineering to elementary school science classes using magic, and has mentored student teachers in his methods.

Recently, Professor McCormack watched as three elementary school students poured vials of colored liquid labeled “stink of a thousand frogs,” “kisses of a princess giant,” and “tears of a unicorn” into a black caldron. Then, McCormack himself added the final ingredient – a pinch of “ground dragon’s bones.”

Next, McCormack covered the caldron with a plate, turned it upside down and set it on top of a student’s head. When he slid out the plate, the caldron was empty.
“We made a nothing potion,” the professor told 75 third, fourth and fifth graders, seated on mats on the floor of the school auditorium. (The magic used in this trick will be explained at the end)…

McCormack calls his presentation, “Science of the Magic from Hogwart’s Academy,” cleverly based on the Harry Potter novels. He gives these performances at schools and science fairs both locally and nationally.

The Professor has been honing his sleight-of-hand skills for several decades. As a former junior high teacher, he tried everything to engage his students, including playing the banjo, singing and drama. He makes many of his own props. He is happy to have finally discovered what he considers to be perhaps the greatest “hook,” magic.

Many kids think science is kind of boring. When the Harry Potter phenomenon entered the scene, McCormack blended its story into his show. McCormack’s techniques enhance the joy of learning about science both for students and teachers.

At the end of his magic and science show, McCormack explains that the powder he sprinkled into the caldron was actually sodium polyacrylate, a substance used in disposable diapers, which sucked up the liquid and adhered to the inside of the caldron.

Just think of all the other scientific principles that can be taught with such “charm.” Once you have the students’ attention totally focused on you, the possibilities of what they can learn are endless. Try using a little magic in your classroom. It will open new windows of wonder for your students.

“And above all, watch with glittering eyes the whole world around you because the greatest secrets are always hidden in the most unlikely places. Those who don’t believe in magic will never find it.” Roald Dahl - Author

TURN YOUR TEACHING INTO MAGIC

Dr. Wendy Ghiora – Posting #35 – January 2, 2010

Let’s start the New Year right by making magic in your classroom. The other day, it occurred to me, there is a definite similarity between being a magician and teaching. I know what you’re thinking. “Yeah, you have to be a magician to get kids to learn anything these days!” And you would be correct in a way.

What is one of the big differences between a great teacher and a mediocre teacher? Actually, it’s the same as the difference between a great magician and a mediocre magician. Most teachers have the same basic knowledge to present to students in a similar way that all magicians have the same basic illusions to demonstrate. The thing that makes a magician great is how the illusion is presented. The same is true in teaching.

Take a moment right now and recall the last time you watched a magic trick being performed. Many of us have seen live magic shows or the ones now shown on TV. As the anticipation grows, so does our interest. Our eyes are glued to the performer as we try to see how the trick is really done. Then, when the magic happens, we think, “How did he do that?”

A good lesson is like a good magic trick. Great magicians begin enticing their audience well before the illusion is performed. They use riddles, magical sounding words, and speak as though they are talking to you as a member of the audience, personally. Basically, they build up the interest and anticipation, thus gaining the audience’s complete attention. This is called “The Hook,” and can be applied similarly to a teaching lesson.

In teaching, a “hook” can be an interesting story, a joke, a riddle, or a video clip. The key is that it grabs the students’ attention and is somehow linked to the lesson at hand.

Once the “hook” takes hold, you can launch into your magical teaching presentation. Magic can be used in several teaching disciplines. Here is one example. Tell your math class they are about to see how an Algebraic Formula can be used to perform a magic trick.

Magic Card Trick
1.
Hand your friend a stack of twenty-one playing cards. Instruct them to pick one out, without showing or telling you which card they chose, and to place the card back into the stack at random.
2.
Deal the cards out face-up in three columns, working row-by-row (1st column-2nd column-3rd column, 1-2-3, 1-2-3, etc). You should have three columns of seven cards in front of you. Have your friend tell you which pile contains their card (without telling you which card it is, of course).
3.
Gather the three columns into one stack of cards again. This time, be sure to put the pile that holds their card in the middle of the three piles. For example, if the first pile contained their card, then you could pick up the third pile first, then the first pile (containing the card) and then the second pile—or the second pile, then the first, then the third. It is very important that the pile containing their card goes into the middle.
4.
Repeat the past two steps two more times. When done, you will have dealt the cards out a total of 3 times. If you have done the card trick correctly their card with be the 11th card in the pile of cards. Do not flip the deck over at the end, or else you won't be correct.

Your amazed students may ask you how you did this. You can tell them, "it was magic;" or, you could explain the simple math that makes it work. Each time you deal out the cards, you are dividing the placement of the card. By the third time, you have gotten the card into the middle of the pile. Thus, you are able to tell where their card will be every time.

The formula is Y=(X + 1)/2, where X is the number of cards and Y is the placement of the card in the pile after the 3rd deal. In this case, since X is 21, Y = 22/2 = 11.
To add to the lesson, before revealing the “magic” formula, divide the class up into groups and see which group can figure out how the trick works. It’s up to you, which clues you give them to get them started.

The magic “trick” is just one example. Magic comes in many forms. Tune in next week for more ways magic can be used as an enchanting learning and teaching tool.

A lesson presented the right way, like a magic trick performed well, leaves your students with a sense of wonder. Teachers, use your great and enchanting presentation skills, and create some magic in your classroom!

A Special Gift

Dr. Wendy Ghiora – Posting #34 – December 26, 2009

Since we have just experienced the season of giving, I’d like to ask you to ponder for a moment a very special gift. It is the gift of teaching. There is nothing I can think of that compares with this very special gift. If you are fortunate enough to have been blessed with the gift of teaching, you have most likely discovered it is all but impossible not to share it abundantly.

In fact, the feelings good teachers have about teaching haven’t changed much over the years. Here is a portion of an article I found in Time Magazine, dated May 5, 1947:

Considering a teacher's lot and a teacher's pay, why should anybody want to be a teacher? Well, there are reasons. In the National Education Association's monthly Journal, Wisconsin Teacher Dorothy McCuskey recalled a couple of her own: "The day you help Johnny discover that multiplication is really a short form of adding, the day a whole class cooperates to write a poem which expresses the fresh new beauty of a child's world, you know why teaching holds people. . . . All farmers and even tenders of city ivy pots know the fascination of watching things grow. But for the teacher it is not things—it's people."

Added California Schoolmarm Kathryn H. Martin, in the educational magazine Clearing House: "People who are too smart rarely make good teachers because they can't understand why other people make so many mistakes. . . . If I didn't remember how I felt about long division, I'd go berserk some day when I see 'there' and 'their' mixed up for the one-millionth time. . . . The most interesting thing about teaching is not what-you already know, but how much you learn and need to learn. A teacher who 'knew it all' would be nothing but a sad automaton, but I've never met one. Most of us don't know very much, but we keep on trying because the children insist. . . ."

You see, the more things change, the more they stay the same. The best teachers are there to learn as much as they are there to teach. They guide and nurture children and revel as they see their students grow. That part is included with the gift wrapping.

Yes, teaching is a unique gift, one that can be used to change lives in so many wonderful ways. Teaching is not really a choice, but rather a “calling.” If you are one of the few who has this gift, use it wisely; its power can illuminate the future of our world with bright smiles and caring young men and women who show thanks to their teachers, through their many accomplishments. This is definitely one gift you won’t want to “return.”

So, during this season of giving, be thankful for the teachers who have made a difference in your life, but be even more thankful if you have received the special ability to teach others. It really is “the gift that keeps on giving!”

Wishing you a brilliant New Year!

Is Teaching 'Respect' Important?

Dr. Wendy Ghiora – Posting #33 – December 19

As good teachers know, it’s not about the lesson plan; it’s all about the student. We also know, it is imperative we teach the “whole” student. Possibly, one of the most important things we can teach our students is respect.

Please note that respect is not the same as obedience. The difference is, a student (or child) might obey because they are afraid. When a student respects you, they obey because they know you really care and want what’s best for them.

Like it or not, when we sign up as a “teacher,” we sign up for being a role model who, by example, has powerful influence on students, over the course of a semester or year. The period of time we spend with our students is enough to, by example, gain the respect of the student. How does a teacher receive respect? By showing it. That said, the best way to teach respect is by example and demonstration. When a student experiences respect, they know what it feels like and can begin to understand its importance. Just keep in mind the golden rule: “Do unto others as you would have them do unto you.”

Respect is a learned attitude. It is a part of one’s behavior that will greatly help a student succeed in life. If children don’t have respect for peers, adults, or themselves, it will be almost impossible for them to attain success at anything.

Would you like some tips on how to not only “talk the talk,” but also “walk the walk?” That old saying is still true, “Actions speak louder than words.” These pointers should get you off to a great start as a good role model of respect for your students.

How can we best model respect as a teacher or parent?

Be polite- Say the magic words, “please” and “thank you.” Say “excuse me,” when you must speak to someone who is otherwise engaged in a conversation.
Be fair- Listen to the child’s side of the story and get all the facts before reaching a conclusion. “Let me see if I heard you correctly. You said,…….?”
Be honest- If you do something wrong, openly (yes, in front of the whole class) admit it and apologize. “Class, I am so terribly sorry I led you astray. I was wrong about that. Here’s the correct answer. You learn something every day.”
Be a good listener- Give the student your full attention. Do not interrupt until they have completed their communication. You may well be the only adult they can talk to.
Be positive- Don’t ever get close to embarrass, insult or make fun of a student; encourage them and compliment their progress and success. Think hard before saying something about a student in front of the others. Actually, comments made to a student in front of their peers should only be positive ones.
Avoid poor role models- When you see examples of disrespect, discuss them. “Students, did you notice how the boy in the film just grabbed Johnny’s toy without even asking permission to touch it? What do you think about that?”
Be reliable- Keep promises. Show students you mean what you say and that they can count on you. If you promise to be there at 6:00 A.M. for the pancake breakfast, be there!
Be caring- Demonstrate your concern for people, animals and the environment.

Important steps

It is vital to place much emphasis on teaching students to respect themselves. Self-respect is indeed one of the most important kinds of respect. Once children respect themselves, it is easier for them to respect others.

If a student makes a mistake, or breaks a rule, remind them you still care for them and turn the mistake or transgression into a learning opportunity, where the child can still make amends and feel like a winner.

Help your students set and achieve personal goals. Watch their self-respect skyrocket as they see themselves achieving those goals!

Encourage honesty frequently. Let your students know they may be able to fool some people, but they can’t fool themselves. There is no pride in stealing, cheating or lying; for they will only be hurting themselves and holding their own abilities down.

Your opinion means the world to your students. If you believe in them, voice that belief in them and in their success and they will believe it too. It is also important to show you care. It’s okay to say, “I really care about you,” “I know you can do it!” If appropriate, give hugs or encouraging pats on the shoulder.

Is teaching respect important? What do you think?

A youth is to be regarded with respect. How do you know that his future will not be equal to our present? Confucius

BUILDING CONFIDENCE IN YOUR STUDENTS

Dr. Wendy Ghiora – Posting #32 – December 12, 2009

The dictionary defines confidence as: freedom from doubt; belief in yourself and your abilities, the quality or state of being certain. How does one gain confidence? Let’s take a look at something you personally feel very confident about being able to do. For example, if you are a good, accurate typist, you know with certainty you can complete typing a full-page document fairly quickly with a minimal amount of correction needed. How did you acquire this confidence? Through practice, practice and more practice.

Confidence and mastery are inextricably linked in a continuous cycle, each helping the other to grow. Once mastery is gained, confidence is its shining glory. Unfortunately, many kids give up when tasks become challenging because they lack self-esteem and need encouragement from another (like you, their teacher, parent or coach). This is the missing ingredient necessary for these children to tackle new learning enthusiastically.

Without self-assurance, kids won’t reach their full capability. Their failure to achieve goals will reinforce their low sense of self worth, and a different kind of cycle will occur. How can you keep this from happening to the kids you work with and care about? Here are some suggestions that have shown great success:

Provide Opportunities
Get kids involved in tasks that are slightly above their current level of functioning. Anything less is too easy, anything too steep may be frustrating. Helping kids to stretch a bit gives them experience accompanied by appropriate challenges. Varying the types of tasks given, helps keep interest levels high.

Model Positive Thinking
Exhibiting a negative attitude can easily rub off on kids. They look to us for examples of how to respond to challenging situations. Let them observe you eagerly tackling challenges while verbalizing self-assurance. For example, if you opened up a kit containing a new teaching tool to put on display in the classroom, and you were having a difficult time assembling it; instead of getting upset, making nasty comments (or worse, yelling obscenities), calmly talk through the situation, making positive remarks, take it one step at a time and work the problem into a solution.

Model Problem Solving
Many kids are often uncomfortable when things don’t come easy because they don’t have the skills to manage roadblocks. If a pattern of giving up when things get tough has been established, help them work through it by changing their thought processes. Help normalize the process of challenge: when you hit obstacles, explain how you think your way around them. When you feel frustrated, verbalize your feelings, but keep going in spite of it. When you need help, ask for it. Kids often have trouble with this skill, too.

Don’t Rescue
Avoid the urge to jump in at the first sign of frustration. Kids need to develop the ability to work through this often difficult emotion. It’s a balancing act: you don’t want frustration levels to get too high, either. You might need to restructure the task so that mastery is possible. Or better yet, have kids verbalize ideas about what would help make the situation less frustrating.

Use Praise Properly
Don’t waste praise on simple or effortless tasks. Kids can see through the smoke. Plus, praising them for something that didn’t require any work on their part sends them the message that you don’t think they’re capable of more. It can lead to frustration or playing the helpless victim. Instead, make your words count. Save your accolades for accomplishments that require true effort, and thus help kids reinforce their own successes.

Setting an example is not the main means of influencing another, it is the only means.
Albert Einstein

TEACH LIKE A COACH, COACH LIKE A TEACHER PART II

Dr. Wendy Ghiora – Posting #31 – December 6, 2009

Learning a New Skill

Experience indicates that until a new skill becomes routine, the coach should not introduce another new skill. This could create significant learning problems. If you accept this premise, you may want to rethink the entire process with which you teach new skills to your athletes. This is one practice experienced teachers should do, but unfortunately, many do not. For example, if you try teaching long division to a child who still can’t multiply, the child will fail miserably. The same will happen in sports. If you teach an advanced skill based on an easier, more fundamental skill, if the athlete never fully grasped the fundamental skill, he will fail at the more advanced skill.

Teachers, learn from the coaches. When a child is learning new vocabulary words for example, give them plenty of opportunities to practice using the new words learned over and over again. It is common knowledge that a new word must be used at least six times before the person knows it cold. This is why we see athletes practicing a new skill or a new play for an upcoming game over and over again until the players know it cold.

Reflection Time

We know that students learn best when they are given the time to reflect upon what they have just learned, how it is connected to what they have previously learned, and how they will use it in the future. They require time for the learning to take root or to absorb to the point that the “aha moment” happens. It is difficult for a classroom teacher to find the time to make this work, but it is crucial to the long-term teaching process.

Coaches should do the same. They have to build the athletes' skills patiently and solidly piece by piece, in practice. A small investment in reflection time in the daily schedule will usually produce tremendous results.

In practice, those times of reflection are numerous. Each time the team does something right, the coach can say, “Now think about what just happened. Why did that play work?” At the end of practice, as well as at the end of a classroom lesson the team or the class can reflect on the goal for the day and whether they achieved it and if so, how.

Lowering Performance Anxiety

There isn't a coach who hasn't had an athlete perform poorly because of his high level of anxiety. Whenever a player begins getting excited every time the action heats up, the coach simply can't tell him to calm down. It won't work. Coaches have to teach players to focus on their role in the team pattern, and to flow with the action--not hurry or overdo things, the byproducts of anxiety. Yes, they have to teach them, but how? It is taught during practice with constant reminders and by example. If the coach gets excited about an error, the players will also. If the coach approaches it as a teaching moment and learning moment, players will eventually think of error as success in work clothes. Teachers must do the same. In the classroom setting, students become anxious on test days. This is their performance time, similar to “game day” for an athlete. Teachers should remind students to focus on what they have learned and how well they have performed in this subject during class time. They can gently remind students to take their time and rely on the knowledge they have previously demonstrated.

Getting Your Athletes and Students to Listen

Research shows that most children from a very early age receive at least six negative comments for every positive one. How about if we try giving each student at least one or two positive comments each day? We have all heard the saying, “You catch more flies with honey.” Give specific positive comments and compliments on a task done well by a student or an athlete. Instead of saying, “Good job Eddie,” make it real and meaningful. Say, “Eddie, I noticed how well you were focusing when you caught that fly ball!” This encouragement will go far to build that child’s self-esteem, and make him much more interested in listening.

The task of the excellent teacher is to stimulate "apparently ordinary" people to unusual effort. The tough problem is not in identifying winners: it is in making winners out of ordinary people.
K. Patricia Cross