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| Little Gems |
Chapter
26-
There were
many leadership-training ideas described in this chapter for helping students
become leaders. I particularly liked the concept of counting off students
by 1s, 2s, 3s, and 4s. Whether students are reviewing a rule or leading a
Teach/Okay session, this strategy allows specific students an opportunity to be
the leader. I also loved the "small group" advanced technique
of meeting with different students and introducing material to them and
creating gestures. This small group session is a perfect way to spend quality
time with students while creating leadership roles. Both of these
techniques allow students a leadership role while creating more time for the
teacher to observe, monitor, and assist individuals or small groups of
students. When students are better leaders, I am a better teacher, so
these strategies will definitely help me improve.
Chapter
27-
Wow!
It was difficult to pick just one idea from this chapter that will
improve my teaching, and it is important to note, I plan on incorporating all
strategies from this chapter. If I had to pick one it would have to be
the Scoreboard. I have tried the Scoreboard several different ways, and I
have to say, it is so very important to use it like it is described within the
book. The +/-3 rule and the student Mighty Oh, Yeah and Mighty Groan
responses work. There's something about the whole setup of the Scoreboard
that is appealing to students, especially middle school kids. They love
competing and having an opportunity to beat the teacher, and this is a reward
that motivates kids for months. Other rewards, like extra recess or talk
time, can be added later in the year. The board is a great way to unite
the class as a team. It offers a fabulous way to reward positive
individual/group behavior and a great way to correct off-task behavior.
This is the best technique I have ever found to motivate my students and
by far one of my favorites for improving my own teaching.
Chapter
28-
This
chapter was filled with what I call "little gems." I loved the
Positive Behavior Reinforcement section best. I have found my sixth grade
middle school students love the Scoreboard (as described above) and one simple
phrase, "It's cool!" When a student makes a mistake during
class, the others reply, "It's cool!" This little gem works
wonders for creating a positive environment where my students were not afraid
to be wrong. Last year, when I made mistakes, my students even told
me, "It's cool!" I can't wait to introduce this phrase early in
the school year, as I know it will help improve my teaching.
Chapter
29-
This
chapter proved to be the most difficult to discover a way to improve my
teaching. After thinking about the question and the message delivered by
this chapter, I think I need to pay more attention to my own classroom data.
The schools mentioned in this chapter showed measurable growth across
multiple subject areas and in the area of behavior. By tracking and
periodically monitoring my own classroom data, I will be more aware of both
individual strengths and weaknesses and how much growth and progress my
students make. Monitoring individual student behavior, assessing students
through a pre/post test, and comparing student end-of-year test scores from 5th
grade to 6th grade will most certainly help my teaching.
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