Teaching since Fall 2001 – 3rd year in 2nd grade

Posts tagged ‘book study’

Tools for Teachers Chapter 13 Study Questions

1) Schools produce the same number of office referrals year after year. What payoffs does Larry get for being suspended? Why doesn’t the School Discipline Code “put the lid on” as we would hope? (pages 140-143)

Larry gets a free day off from school, when he is suspended.

2) Why must a teacher embody these rules if they expect to “mean business?” • No means no. • I am not going to stand here and listen to your yammering.

If an adult changes their mind after being pestered by a student for a period of time, the student learns if I pester I get my way.

3) What is funny about someone saying that they are “pretty consistent?” (pages 144-147)

Either you are consistent or you are inconsistent.

4) How do “Weenie” parents build brat behavior? (pages 147-148)

Poor parents build brat behavior by either giving in and being inconsistent with discipline or actively encouraging their children to behave poorly by consistently blaming the people in authority for their child’s poor behavior.

Tools for Teaching Chapter 7

1) Why is it so easy to “backslide” into verbosity after having mastered the art of giving simple verbal prompts? (Pages 63-64)

It is easy to backslide into verbosity, because that is the norm we grew up with and have practiced for many years.

2) What is the difference between a summary graphic and a VIP? (Page 65)

A summary graphic shows the whole problem completed, making it difficult to identify the individual steps. A VIP shows each step individually separate from the other with written notes if appropriate.

3) How does a summary graphic open the door to wallowing? (Page 65-66)

A summary graphic opens the door to wallowing, by making it difficult to pull out the individual steps.

3) What are the main characteristics of a good set of plans? (Page 66)

A good set of plans is visual, shows one step at a time, and has minimal words.

5) Who is the primary user of a lesson plan? (Page 66)

The primary user of a lesson plan is the student, that has to put the information together.

6) How do VIPs aid the weaning process? (Pages 64-68)

VIP’s aid in the weaning process by substituting the pictures for the teacher’s presence.

7) What are the various forms that a VIP can take? (Pages 68-70)

Tools for Teaching Chapters 5 & 6

  1. How many helpless handraisers do you have in your class? Are they the same students every day? How much of your time do they consume?

    Honestly out of last year’s kids, I can only think of one – Mrs. T’s “special child”. She really didn’t want to learn technology. With the other students the – ask your neighbor then ask me – technique worked well. The kids generally enjoy showing they can do something on the computers, and there is peer pressure to learn to do it yourself. I encouraged the younger grades to only help 2 people – then the 3rd person that asks them is referred to one of the people the student helped earlier.

    I can think of several times when I showed 2 or 3 kids how to do something – and it spread virally through not just the room but the whole grade level. For example changing their icon in Moodle. I showed a couple of 5 graders in Mrs. S’s class how to do it. 2 days later kids I haven’t seen since first introducing Moodle, are showing each other how to change their icons.

  2. What forms of dependency and “clingyness” other than handraising do you observe in your classroom?

    Some students initially want constant reassurance that they aren’t going to break a computer, camera, or Flip. I reassure them that the delete and undo/redo buttons are our friends. With the younger kids, I let them know that as long as they are following the safety rules, they aren’t going to get in trouble because the computer has a problem.

    With the older kids, I add in no hacking or using tech to harass a fellow student. The funniest thing last year was a poor 5th grader, who called me over swearing he hadn’t done anything but that the computer was hacked. It was typing by itself. Then it started typing what he was saying to me. A kindergartener the class before had turned on dictation.

    3) What are the limitations of long-term auditory memory that would govern the duration of corrective feedback? (pages 52-54)

    If students are already frustrated they are not going to be able to process the instructions beyond getting past their current block.

    4) Why do we always tend to find the error when looking at other people’s work? (Pages 54-55)

    Our brain highlights things that break the pattern.

    5) Why do people tend to get defensive when they are given corrective feedback? Have you observed this outside of your classroom? Have you experienced it? When? (pages 55-57)

    We feel we are being attacked. Growing up I always felt attacked when someone corrected my spelling. I also felt like I was a fraud because I had a high reading level but couldn’t spell basic sight words. Moving to a computer in the late 80’s was such a relief. That little red line wasn’t judgmental. I stopped using the suggestions spell check gives and instead worked on spelling the word correctly. It took several tries, but slowly I learned to spell those 1st grade site words. I still have problems with restaurant – maybe not got it right the first time that time. I guess I’ll have to move on to another glitch word to learn.

    6) Describe Praise, Prompt and Leave beginning with the relaxing breath. (pages 57-59)

    Take a deep breath, tell them what they have done correctly, prompt them with the next step, and walk away.

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