Pit Crew To Do's

Next Advisory- Thursday, February 20th:

Give your students the Mindset Survey during advisory. 

Return the surveys to Katie Fitch. (A303 or her mailbox.)

Before Next Pit Crew- April 10th:

Interview at least 2 students using some of the questions posted on the blog. 

Elicit more student responses about some of the questions by allowing students to write about the some of the questions. 

Having students write before they are interviewed might allow for a more successful interview.

Bring videos and and student writing to the next pit crew.

Questions to Ask Students for Interviews

·       Think about classrooms you like to be in—

o    Why do you like to be there?

o    What are the characteristics of that classroom?

o    What makes that room different from other classes?

·       Think about classrooms you don’t like to be in-

o    Why don’t you like to be there?

o    What are the qualities that are not so great?

o    What would make the class better?

·       Names

o    Are names and knowing people’s names important to you? Why or why not?

o    How fast do you think teachers should learn their students’ names?

o    How does it make you feel when people do know your name?

§  Follow up: How does it feel when they don't?

·       Outside interests and conversations--- Getting personal----rapport

o    What makes your feel connected to students/teachers in a classroom?      

o    What makes you feel comfortable sharing things with a teacher? What would   you share or not share?

o    What do like to learn about your teacher?

·       Creating a Safe space (use of language)

o    What does safe classroom feel like? Look like?

o    Do you feel safe in class? Emotionally? Physically?

o    Are there any classes that you feel comfortable taking risks?

o    How do teachers make you feel safe and comfortable?

·       Outside resources--- parents, teachers, students---- creating community outside the classroom

o    How can your class connect to the outside world?

o    When do you feel involved in your class?

o    How do you feel when your parents are involved with your school?

Possible research for "Names" Podcast

Learning Students' Names
http://www.unl.edu/gradstudies/current/teaching/names

Articles About Praise and Effort

Praise Can Make Children Feel Worse
http://www.theatlantic.com/education/archive/2014/01/lavishing-kids-with-praise-can-make-them-feel-worse-about-themselves/282772/

Praise for Effort
http://www.nytimes.com/1998/07/14/science/praise-children-for-effort-not-intelligence-study-says.html

Teachers are trained to praise Students
http://www.theatlantic.com/education/archive/2013/12/report-teachers-arent-trained-to-praise-their-students/282190/


Inflated Praise and Low Self-esteem
http://researchnews.osu.edu/archive/inflatedpraise.htm


Fixed vs. Growth: The Two Basic Mindsets that Shape our Lives
http://www.brainpickings.org/index.php/2014/01/29/carol-dweck-mindset/

Presence, Not Praise
http://www.brainpickings.org/index.php/2013/05/23/stephen-grosz-examined-life/

Debunking the 10,000 Myth
http://www.brainpickings.org/index.php/2014/01/22/daniel-goleman-focus-10000-hours-myth/

Podcast stuff

Here is the podcast I built with Emily Newton. It's about how she uses Twitter in the classroom. This particular podcast was modeled after 99% Invisible (which has an emphasis on design).

Here is a great episode about money design.

For all the pop-culture and comic fans, I give you Superman.

And this is a student favorite about a broken window.


Another big podcast that I go to on a consistent basis is Radiolab. This podcast tends to delve into science topics more so than 99%.

Here is one about Beethoven. It's an inquiry about the tempo markings in his music. How fast did he really intend for the pieces to be played?

Here is another one from Radiolab about Noel Blanc. He's the voice for Bugs Bunny, Pork Pig, and Tweety.

Podcast Episodes

1) Names---- "Say My Name, Say My Name"
2) Outside interests and conversations--- Getting personal----rapport
3) Creating a Safe space (use of language)
4) Mindset--- Effort based praise
5) Outside resources--- parents, teachers, students---- creating community outside the classroom

Drop Resources Here: J:\NHS\Fitch_Katherine\Drop

Early Release Brainstorming

To go with the visual that was provided below of the last time we met, here is the list we came up with:

Teachers Should

• Learn each student’s name
• Have a personal conversation with each student every six weeks
• Learn at least one outside interest of each student
• Tell other teachers about students’ success
• Create a safe space
• Avoid derogatory language
• Give students specific praise about effort
• Make positive phone calls home
• Share their own interests/learning styles

Students should

• Call each other by their given name
• Call the teacher by their name
• Feel comfortable asking questions
• Honor the safe space
• Avoid derogatory language
• Not be afraid of wrong answers

**For our next early release meeting, we will be evaluating the items we brainstormed above for importance in the classroom as well as decide on a final product we will create. See you soon!**

Grit...

Enjoy.

Mouse and Cracker = Grit

Productive Meeting

I know we typed it up, but I thought everyone would want to remember the work we did on the white board.

I realize that creating a infographic might in the end be too difficult, but if you were still at least interested in what an infographic is, check out my Pinterest board of infographics.

Grit

After reading the book "Mindset" by Carol Dweck, I have been continuing my search on ideas that get people and students in a growth mindset. Growth mindset being the idea that through effort and hardwork we can continue to grow out intelligence and ability.

One of the reserachers I have found doing this work is Angela Duckworkth. Here is a link to her TED talk on grit.Angela Duckworth: Grit

I pose these questions to our group:
How can we be grittier in our work?
How can we set up a classroom culture where grit is part of the culture?
How can we help our students to become grittier?

Here also is a picture of the conversation I had about grit with my AP Chem students:

Confidence

To help students increase their confidence it is important to praise them.

How you praise them is just as important.

If you praise them for their intellect or physical ability, what happens if they start to feel they are losing that characteristic?

If you praise them for their effort, the perseverance, the improvement (which is what they actually did) they can do these things even in difficult situations. This sets them up for success in spite of their circumstances.

I researched two books on this subject.

How to NOT talk to your kids  Carol Dweck

How to Talk  Faber, Mazlish

I also tell my students to NEVER EVER GIVE UP! It's a motto I'm using this year.

The Texans (football team) won a game in the last 2 minutes of the game. The next day I asked my students - What did the Texans do to win the game? They all rolled their eyes and said the motto. At least they said it!

Self esteem

So after reading several articles about increasing/ fostering self esteem in the classroom several simple strategies seem to be mentioned over and over again. 
1- Give students specific praise - this should be done in front of the class as well as individually
2- Make random calls to the students home to praise what they are doing in class
3- Post students work around the classroom or in hallways
4- Put positive post-it notes around the room - make them specific to students randomly
5- Greet all students at the door.
These all seemed so simple, basic, routine - and what many of us do already.
Another strategy I cam across was using self - affirmations.  Making a list of qualities or attributes you know you have and believe are valuable. 

Establishing music culture in the classroom

Northbrook orchestra program is moving in the directions to establish the music
culture education that is appropriate for all students in the classroom.
Students were approached to diversity style, music area, composers, music history, instrument techniques development and performances. Creating the instrument practicing ethic, participating in all sectionals and rehearsals after school, is challenge for all orchestra students that we will have to work for the coming months.

Self advocacy and Reflection

Self advocacy is knowing: who you are, your strengths, your weakness.  Also, knowing what you want, what you need, and how to get what you need.

As others have posted, i also use many of the tools that others use: calling students by name, being a community where everyone counts, letting students learn by failing are a few of them.

Confidence through the Individual

In the choir classroom it is important to create an atmosphere where they feel safe to sing alone.  I've worked hard to build up students through individual interaction.  I explained how much I need them to model and demonstrate for the other students.  This had the greatest effect in giving them the confidence to sing for themselves.  And the class sings better and more confidently after the individual sings.  My goal is to eventually help all the kids to feel confident to sing by themselves in class.

Culture In Progress

In my classroom I am currently changing the classroom culture.  When we were charged with examining what our classroom culture looks like I didn't necessarily like what I saw.  I did not like being driven to the point of anger by my students behavior, so I made the decision not to get angry.  I no longer elevate my voice and what I have discovered is that the students will reduce the volume of their voices to match mine.  This has cause a tremendous shift in my attitude, in the students attitude, and thus the overall culture of my classroom has changed.  This began a conversation with another teacher about how classroom culture is something that is created and if the teacher is not intentional about their culture the students will create the culture based off of previous experiences because that is their default setting.  There are many aspects of my culture that are in the changing process, and I am excited about how these changes will impact  student learning as the year progresses.

Classroom Culture with Respect

One of the things that I try to incorporate into my classroom culture is respect. Students are to address any adult that comes into the classroom as "ma'am" or "sir". I also address them as such. Students are also taught to listen (not talk) while someone is talking in the classroom, whether it be myself or another student. They are reminded to show respect to fellow classmates and teachers throughout.
I believe that respect is something that many students have lost, no matter their socioeconomic situation.

Identity in Classroom Culture

Finding and developing identity is, in my opinion, the most crucial aspect of student development through their middle and high school years.  I believe that identity in the classroom has two major aspects:  student and individual.  What type of student are you?  What type of person are you?  I think the goal should be to have both of these questions as the same.

Students should see their academic and personal lives intertwined.  That's what I'm attempting to do with the implementation of an expansive independent reading revolution in my classroom that changes how students think about reading, not only in school, but also outside of school.

My classroom, for the most part, has a positive classroom culture.  I post student work, motivational quotations, and use bright colors to keep kids engaged.  There's a purpose behind where everything goes.

In regards to identity in my classroom, I allow students to explore their identity to the fullest extent...that's the basis behind my independent reading revolution. Students are able to make their own choices and "choose their own adventure" when it comes to independent reading.  Students are aware of their backgrounds in some regard, but also learning about other identities is vital for the continued development of their own.  Through reading books from perspectives other than their own (whether gender, sexual orientation, religion, ethnicity, etc.), so they can better solidify who they are, while appreciating others' identities.

This was last minute--my apologies.  I just kept on rambling............

Thoughts from Band World

Classroom culture in band starts from the beginning, usually 6th grade when the students first learn about band.  From 6th grade up until they stop playing, from one year to fifty years, musicians do things the same way all the time. We are creatures of habit.
Students are held to a very high standard and they have to work at it, some more than others.  But, the foundation is; you have to work at it, practice many times, to achieve your goals. It is good to make mistakes while we are still learning, that is how we fix things. But, the end result should be as close to perfection as we can, the final performance.
We talk to our students everyday about using these tools in all areas of their lives, education, family, work, and wherever they may need it.

Setting up a classroom culture: Solidarity

One of the big things that I use in my classroom early on is the notion of solidarity. I tell the kids early on and try to emphasize that everything I ask them to do in class, I do with them or have in my handwriting. If they are writing in journals, I write in my journal. If they take an AP multiple choice passage, I show them the passage I've taken. If I require them to read a book, I show them the book I'm reading.

In doing so, there is a sense of community that, I feel, cuts down on behavior issues. In addition, by writing and reading with the students I'm telling them that what we do is important. It's important not because I said to do it, but important because I'm taking the time to do it. Does it mean that I have to structure my day differently to get the grading in? Yes. However, it cuts down on discipline issues and makes me more aware of the cognitive processes that I require of my students. It provides me with a greater sense of timing and problems in my lesson design.