Tuesday, July 23, 2013

Effective learning patterns for successful Students

Always keep one thing in mind – “Good Leaders are Good Readers”. To become a successful student, you must have good study routine. Successful kids apply many good habits to all their classes. Read about some excellent study routine and try to develop the study pattern that you do not comprise.
Superior study practice for booming kids:
  • Try not to read too much at a time: If you attempt to study to a larger extent at a time, you will get exhausted and your schoolwork will not be very effective. Distribute your work to be done in short periods. Taking short breaks will bring back your mind power.
  • Map specific time period for studying: Study time is any time that you do something related to schoolwork such as completing some assignments, or preparing for an exam etc. Being punctual in life is very important. Schedule specific times throughout the day for your learning time.
  • Study at the same times each day: If you can try to study at the specific time daily, set up a routine that becomes a regular habit of your life, such as eating or sleeping. When the scheduled time arrives on the day, you will be mentally prepared to begin studying.
  • Set objectives for your study hours: Goals help you stay focused and observe your improvement. Only sitting down for study has slightly less value. You must be clear about what you want to achieve during your study times.
  • Begin to study at the scheduled time: Can you delay your beginning time for study because you do not like an assignment or think it is very complicated. Any holdup in studying is called “leaving it for later.” If you leave things for later for whatever reason, you will find it more difficult to get things done when you need to do them. You may have to hurry to make up for the time lost at the beginning, which can result in careless work and errors.
  • Work first on assignment which is most difficult: Your most difficult assignment will require the most effort. Start with the most difficult assignment since at start you have the most mental energy.
  • Review your notes before every assignment: The re-analysis of your notes can help you make sure you are performing properly on the assignment. Also, your notes may include information that can help you complete the assignment in effective way.
  • Keep concentrated during your hours of study: Two problems may occur if someone calls you during your study times. First, interruption to your work. And not so easy to pick up the thread of what you were doing previously. Second, the other person can talk about things that can distract you from what you need to do. Simple ideas - turn off your cell phone, switch off your TV and shut the doors during your study times.
  • Don’t hesitate for friends help with a difficult assignment: This is a case where “two heads are better than one.” You can solve out problems effectively if you work in collaboration with your friends.
  • Review your work over the weekend: Of course, weekend should be a time for entertainment. But there must be some time to review your previous work. This will help you be ready to start on Monday morning when another school week begins.
These are some of the study habits that can help you in improving your learning skills and knowledge. Make sure they are your learning practice.
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Monday, July 22, 2013

Social Networking : It Belongs In The Classroom

 
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Perhaps the title of this post is bold, but I strongly believe in the use of social media and social networking (including, but not limited to, Twitter, YouTube, Skype, Scoop.it etc.) in the classroom to promote learning. I recognize that social media and social networking are nothing more than another tool in a pool of options available to us as teachers. However, social media and social networking allow teachers to provide students with a learning experience that is not possible within the confines of their own classroom walls.

There are many arguments for and against the use of social media in the classroom. Lederer (2012) states that the pros of social media in the classroom include fostering collaboration and discussion, creating meaningful dialogue to share ideas, boost student interaction and prepare students for successful employment. Alternatively she discusses how social media can be a distraction, increase opportunities for cyber bullying and discourage face-to-face communication. Although I respect her arguments against social media, I do not fully agree with them.

Digital Citizenship is one of the competencies outlined by Alberta Education in the “Framework for Student Learning: Competencies for Engaged Thinkers and Ethical Citizens with an Entrepreneurial Spirit” (Alberta Education, 2011). A goal of the digital citizenship competency is to “help [students] find information, communicate with others, solve problems and make decisions” (Alberta Education, 2011). The point of integrating social media into the classroom is to promote student understanding of the benefit of it’s use. Social media can be used to teach students about exercising integrity while interacting with others online. If we are to genuinely teach our students about digital citizenship, we must use technology to do so. Discussing the online world that exists, and that our students are already involved in, without allowing them to engage in real world applications does not promote learning.

Bullying has been a reality in our schools for years and with the influx of technology use, cyber bullying is on the rise and becoming a more pertinent issue. Teaching our students about their digital footprint and how to interact with individuals online in a professional manner will help to decrease cyber bullying. Many students don’t understand that what they do online is tracked throughout their life and follows them into their adult life; this is not like a nasty note passed around a classroom that can easily be destroyed. If we discuss, with students, the implications of their actions this will help to deter students from making poor choices. The key to success is early education, we cannot begin this in high school, but need to begin in elementary. If we start educating our students at younger ages, they will grow up with an understanding of the intricacies of the Internet and in the older grades we can continue the discussion of digital citizenship, but with a focus on their future and not on cleaning up, or burying, their past.

To discuss Lederer’s (2012) argument pertaining to the affect social media has on face-to-face communication, I believe that it could actually increase face-to-face interaction if this is done properly. Sawmiller (2010) discusses the way blogging, a form of social media, gives silent students a voice. I believe that as students engage with one another online, they will become more comfortable in their classroom environment and this will transfer directly into the face-to-face classroom. It is also important that the teacher engages students in conversations in the classroom, not just online. Combining these forms of interaction will increase the positive learning community in the classroom and promote student learning. As with anything there are drawbacks, however with careful planning and implementation negatives can be reduced to provide students with a fantastic opportunity to learn.

Before exposing your students to social media, I recommend you get involved yourself, so that you can model exceptional practice to your students. I have personally had a fantastic experience with Twitter since becoming active in PSI. Below is a selection from a previous post, “Twitter: A Social Media Platform that Promotes Collaboration & Learning by Teachers & Students”:

“What I didn’t see coming, was the pure enjoyment and excitement I would find in reading other professionals posts, developing my Personal Learning Network (PLN) and composing my own relevant educational tweets. I couldn’t believe the vast number of resources that are available on Twitter; it is absolutely wonderful! In the past six weeks I have enjoyed and learned a lot through this simple social media platform and made connections with some extremely interesting professionals. The importance of collaboration is one of the key lessons I have taken away thus far from my Education degree; there are few ways easier to collaborate with professionals worldwide, than through Twitter.”

What I have learned from my personal experiences with Twitter is directly transferrable to the classroom and our students. Before you resist the use of social media in the classroom, take the time to learn it yourself and you will see the wonderful learning tool it can be for your and your students.

References

Alberta Education. (2011). Framework for student learning: Competencies for engaged thinkers and ethical citizens with an entrepreneurial spirit. Retrieved on July 8,2013 from http://education.alberta.ca/media/6581166/framework.pdf

Lederer, K. (2012). Pros and cons of social media in the classroom. Retrieved on July 10, 2013 from http://ht.ly/8GiRd

Sawmiller, A. (2010). Classroom Blogging: What Is the Role in Science Learning?. Clearing House: A Journal Of Educational Strategies, Issues And Ideas, 83(2),44-48.
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Sunday, July 21, 2013

Top 20 behaviour strategies

As a quick reference point and a reminder of strategies, this Behaviour Matters lists the top 20 behaviour strategies to include in your toolbox of behaviour management techniques
Everyone has their own range of strategies and styles of managing the behaviour of pupils in their classroom; however, it is sometimes worth reviewing the effectiveness of these strategies and also adding some perhaps forgotten ones to your list.
It is also quite easy to fall into the trap of using, or attempting to use, strategies which either do not work, or have long ago lost their impact. A typical example of this is the school that uses detentions as a strategy. When staff were asked if they used the strategy, the reply was a very firm: ‘Yes!’ During one week a member of staff issued 17 detentions to a variety of pupils. All detentions were logged, parents were informed, rooms were allocated and staff were scheduled for supervision. By the end of the following week, only five of the pupils had actually turned up for their detentions, which then led to further actions and more staff time being used but no change in the day-to-day behaviour of the named pupils. In fact, the message that some pupils had not turned up for detention had a major impact on the behaviour of others!
Detention is a perfectly acceptable response to some behaviours, but if it is failing to change behaviour and is causing stress and more work for staff, it’s time to review, modify or dispense with this approach.
Use the reminders list of the top 20 strategies to review your own techniques and school procedures, and consider adding some you feel comfortable with to your toolbox.
Practical Tips
1. Voice matching: Your voice should be at the volume and intonation you expect from the pupil. A loud and aggressive voice will usually result in a loud and aggressive response.
2. Self-calm: Practice all your self-calming skills. Remember that the first person who needs to calm down in a confrontation is you!
3. Move in: If you are speaking to an individual pupil, don’t shout across the room or remain rooted behind your desk; move in. Be aware of your speed of approach!
4. Move out: Once you have spoken to the pupil, the temptation is to remain close by, waiting for compliance. You are far more likely to see success if you move away, expecting compliance. This enables the pupil to make a good choice without the stress of your presence.
5. Personal space: For most of us, personal space is approximately the radius of an outstretched arm; any further away, and it is difficult to work out who is being spoken to. Any closer and you begin to invade intimate space. If you need to be that close, consider standing slightly sideways and avoid a confrontational manner.
6. Hurdle help: Use positive posters as rule reminders (written and illustrated) to help pupils overcome the hurdles that prevent them from complying with your rules and expectations.
7. Positive ethos: Set a positive ethos in your classroom from the outset. Be on time, be prepared and concentrate initially on the pupils who are on-task and complying with the classroom guidelines.
8. Proximity: This is similar to personal space — remember that simply standing near the off-task pupil will be sufficient to make them consider their behaviour.
9. Proximity praise: Rather than giving random praise, spot the off-task pupil and make sure you praise the pupil nearby who is on task and complying. This is far more positive than simply noting the wrong behaviour.
10. Non-verbal language: Be aware that more than 60% of all communication is non-verbal. What is your body language saying?
11. Antiseptic bounce: This is a classic strategy. Send the target pupil to a colleague with a note or message. The note says, ‘Tell (pupil’s name) “Well done” and send him or her back!’ The pupil has been removed from the problem situation, received praise and has returned in a fresh state of mind.
12. Meet and greet: Some pupils are simply not in the right frame of mind at the start of the day or the lesson. Set up a system with you or a TA to meet and greet and settle the pupil.
13. Track behaviours: It is vital that you have an accurate and objective system for tracking, monitoring and evaluating behaviour.
14. Refocus: Don’t be verbally misled by arguing pupils. Refocus them on the issue by using a statement of understanding (‘Yes, I see, but that is not the point; you need to…‘)
15. Broken record: Avoid engaging in an argument, and be prepared to repeat your instruction or direction up to three times (use the exact same wording) before raising the level of your response
16. Time out/Change seat: A change of environment will often help to focus a pupil. Don’t forget, the emphasis should be on time. Make sure you have a plan of how to reintegrate the pupil back into your teaching group.
17. Think sheet/Self-review: A simple process to enable the pupil to reconsider their actions and to decide on a more appropriate course of action next time.
18. Rules/Rewards/Consequences: Involve pupils in the development of rules.
19. Hierarchy of response: Have at least five levels of response and remember that your role is to use the responses to keep the pupil at the lowest level possible; not to escalate the problem!
20. Communicate: Make sure that you have systems in place to enable the sharing of information with parents, other staff and the named pupil. It is easy to determine ‘hot spots’, problem lessons, personality clashes and how different adults perceive the pupil if information is shared.
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How to motivate a negative teacher

A teacher recently wrote me requesting advice on how to keep herself motivated. Here are some quick suggestions on self-motivation:
1. Hang around other self motivated teachers…it’s contagious.
2. Make a “FIRE STARTER” list about what motivates you (internally).
3. Keep your FIRE STARTER list someplace where you can see it and
read it every day.
4. Learn ways on how to become even better as a teacher (hint: keep visiting NewTeacherSuccess.com).
5. Teach others how to do what YOU love.
6. Help other teachers improve themselves. We get stronger when we strengthen others.
7. Ask God to strengthen your faith and fuel your passion. If you ask, you shall receive.
A teacher recently wrote me requesting advice on how to keep herself motivated. Here are some quick suggestions on self-motivation:
1. Hang around other self motivated teachers…it’s contagious.
2. Make a “FIRE STARTER” list about what motivates you (internally).
3. Keep your FIRE STARTER list someplace where you can see it and
read it every day.
4. Learn ways on how to become even better as a teacher (hint: keep visiting NewTeacherSuccess.com).
5. Teach others how to do what YOU love.
6. Help other teachers improve themselves. We get stronger when we strengthen others.
7. Ask God to strengthen your faith and fuel your passion. If you ask, you shall receive.

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Saturday, July 20, 2013

12 Reasons to Be Thankful You Are a Teacher

Teaching is not a profession known for instant gratification. Sometimes, we teachers can feel completely unappreciated.
Dubbed a “thankless job”, teaching comes with many daily challenges. Grading, meetings, more grading, planning and the seemingly hundreds of tasks we are charged with can make us feel frustrated and burned out.  More often than not, we take on much more than our job description.  Everything from improving student’s academic abilities to making up for their inadequate home life leads to a feeling of overwhelm and negativity.
In  his 2009 Reader’s Digest article, “How to Be Thankful and Improve Your Life”, David Hochman discovers that “life gets better when you adopt and attitude of gratitude.”  In other words, look at life from the “half full” point of view instead of the “half empty” one. Take time to appreciate yourself and the positive aspects of your profession.
Here are 12 unexpected reasons to be thankful for being a teacher.

Teachers, Be Thankful For…

1.  Your heavy teacher’s bag…
because it symbolizes your employment.  Take a moment to think about how many people you know who have been laid off.  According to The Wall Street Journal, there were over two million people collecting unemployment in early October. Be grateful you are not one of them.
2.  The deductions from your paycheck…
which account for your health insurance.  Insurance is expensive.  Many of our students go without medical attention, medication or glasses.  In fact, The US Census Bureau tallied nearly 50 million people without health insurance in 2010.  Appreciate your health coverage.
3.  Monday mornings…
because they come after weekends and holidays off.   Not everyone is fortunate enough to have weekends and holidays off.  Many of our spouses may be required to work Columbus Day, Veteran’s Day and even Thanksgiving or Christmas.  Feel fortunate to have these days off from work.
4.  Rising at an early hour…
since going to work early means you can leave early.  Although most of us take work home at night or on weekends, the actual hours we are required to be “at the office” allow us to be home at a reasonable hour.  Welcome the idea that you can get home before dinner actually begins.
5.  Parent meetings…
because they are an opportunity to reach out to parents and students.  Meeting with parents is a chance to connect with a family and demonstrate your willingness to help.  Take advantage of the possibility that may make a positive impact upon parent and student.
6.  Student loan statements…
which are invoices for an educational investment.  A good percentage of the  world’s population does not have the opportunity to seek higher educated. Be thankful for yours.
7. Wearing an ID…
which can be very useful.  Yes, it is annoying – getting caught on everything and constantly misplaced – but flashing your school ID can get you discounts at many retail stores.  Money saved is certainly something to be thankful for.
8. A noisy classroom…
which signifies productivity.  Learn to embrace the racket that comes with learning.  Noisy students are discussion books or significant classroom topics. Be thankful that your students are excited to learn.
9. The pile of unread books on your desk…
because it is evidence that you can read. According to a 2009 USA Today article, a federal study found that one in seven US adults cannot read well enough to comprehend a newspaper article.  Acknowledge that the ability to read makes your life better.
10. A full email inbox…
which symbolizes your ability to communicate. Out of all the email or voicemail correspondence we get, there will be a “thank you” from a parent or a commendation for a job well done.  Appreciate the ability to  communicate.
11.  A lesson that doesn’t follow the script…
because it means your students are thinking. Embrace those teachable moments that may not be part of the master plan.  Pride your self on being confident enough to teach off the cuff once in a while.
12.  Challenging students…
who help you become a better teacher.   Meeting a challenge only makes us stronger and helps us learn more about ourselves.  Be thankful for the opportunity to grow as a person and as an educator.
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Thursday, July 18, 2013

What do we unlearn when we actually learn?

The author shares his views on "education" in the present day, voicing his thoughts on the changes that need to be brought about to ensure that learning "supports individual creativity, cultural diversity, economic justice, and a sustainable relationship with the environment".
Today, there is a huge debate going on between various educationalists about 'whether schools are the panacea of the educational inequity and our problems’ and I have to admit that until a few months ago I was convinced that it was. May be it is the way that schools are branded that makes us believe that education is the only path which can lead us to prosperity. Although the educationists question this, it is not that they don’t think that the education is important. Rather, they are questioning the current education system, taking into consideration the pedagogy right from ab-initio, and questioning whether it is serving its purpose and whether it is somehow making us ‘unlearn more than we are able to learn’.
The education system dictates a linear path i.e. you go to school, you do hard work, you go to college and finally you get a good job and then..well, you just keep walking down this path. On the other hand, if you look at any successful person, you  realize that life was never linear for them. This begs the question..why do we teach our children for 20 yrs to act in a linear manner?
Education has been proclaimed as the ‘Ultimate way to prosperity’ but today there are millions who are graduates but remain unemployed. Somehow they seem to have lost one of the most important skills of human beings - the act of survival. For centuries, human beings have been known to make their own way and make it through the toughest of conditions. But today, most of the young graduates know only the one skill they have trained for.  Many have lost touch with their own culture and the work of their ancestors (like handloom, agriculture etc.) and getting an 'education' has raised their expectations while the reality has not kept up.
The linear path of education has become so steep that today around 17 million college graduates ( in USA) are working in sectors which do not require a college degree. Wouldn’t it have been more useful had they invested their time in learning more skills? And are we doing the right thing by making everything so linear and putting everyone through the same production lines? When did it become about ‘our society needing only one kind of professional’ and when did we start to assume that humans can be made in the same fashion as a production line, irrespective of their individuality?
Today, every society in the world is trying to change it's public education? But why? Two reasons pop up as the biggest issues:
1.Economics of providing education to everyone
2. Cultural Identity.
People have started realizing that while we are learning, we are also unlearning the old traditions, old cultures and old languages. It is often said that ‘There is no future without the History’, so we need to ensure that while we learn and grow, we don't lose our culture and our history,
Also, it feels like it’s not only the students who are unlearning. Today, when a child doesn’t learn we label him ADHD. When a student doesn’t sit without fidgeting in class we label him ADHD. Don’t you think there is some flaw in this conception?  Before this 'Attention deficit Hyperactivity Disorder Epidemic' children used to learn by playing, by interactions. By labeling them ADHD we are forcing them to conform, we are giving them medicine to behave a certain way.
So, today the need of the hour is to unlearn rather than learn. We have to take the time to reflect on how the meaning of education has changed and admit that we have done  something that needs to be changed. We could inculcate a Buddhist’s ‘Beginner’s Mind’ – an attitude of openness, questioning, and listening, without an attitude of expertise that entitles us to prescribe solutions for other people, and we can learn the nuances of education from other societies and understand how our own current system is failing to support creativity and diversity.  
How can we re-imagine learning in a way that supports individual creativity, cultural diversity, economic justice, and a sustainable relationship with the environment?
Some quotes that I would like to end with:
“It is, in fact, nothing short of a miracle that the modern methods of instruction have not yet entirely strangled the holy curiosity of inquiry; for this delicate little plant, aside from stimulation, stands mainly in need of freedom.”  – Albert Einstein
“Education...makes a straight-cut ditch of a free, meandering brook.” – Henry David Thoreau
“Real freedom will come only when we free ourselves of the domination of Western education, Western culture, and the Western way of living.” – Mahatma Gandhi

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