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?
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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.