Something Wonderful
Most of the world believes that the punishment/reward control system works and works really well. In school we find that while some students are motivated by the reward of grades, many are not. If they are rewarded, the effect often doesn’t last and the reward is way more important than the learning. Choice theory is just the opposite. It holds that children should learn because it is need satisfying and a reward in itself. I was fortunate to watch that unfold in my classroom today.
Background: Every year we hold a Penny War at the middle school. The goal is to raise money for the local food pantry, which is admirable. The reward for winning the “war” is a pizza party. Over the years students have reported feeling that they are coerced, threatened, bribed and bullied into bringing in money, not because it is the right thing or the noble thing to do, but they need to win and win that pizza party for their grade level. The eighth grade has consistently won for the past 3 years.
Final Day: Today was the final day of the war and there was a big push by some to get that money in….As I was preparing to start my 6th hour lit class one of my students asked me if we had to have the pizza party if we won. I asked her what she was thinking. She replied that the pizza for the entire 8th grade probably cost $200.00 or more. She thought it would be better if we donated that money to the food pantry too and just forgot the reward. I asked why she felt that way. She replied that we should be giving because we choose to give and help, not because of the reward. I agree with her completely. We then talked about how she could go about sharing her proposal. It was decided that talking to the president of the student council would be a good beginning. She explained her thinking and asked him what he thought. After several moments he replied, there should be some reward for winning. Isn’t giving to those in need reward enough?, was the reply. By this time other students were listening to the discussion and had their own opinions to share. Many agreed that the money for pizza should go to the food pantry too. One student even suggested that we create our own reward. Again asking what she had in mind I got this response. Why can’t each of us bring in a dish of our favorite holiday food to pass and have a huge potluck where everyone can share? This was met with approval and enthusiasm. The students in my class agreed that the idea was good and if we win the war, we will have a class meeting and the three of them will share their proposal with the rest of the 8th graders.
I don’t know what the outcome will be, but I was moved to tears as they worked through their thoughts and ideas. They put others ahead of the reward. They want to start a new tradition of giving from the heart because they want to, not because of the reward at the end of the “war”.
Is this choice theory? Are they satisfying their needs? Is their quality world in balance with the real world? YES!!!
Thursday, December 6, 2007
Monday, December 3, 2007
Hope
December 2, 3007
Friday was our workday following the end of the trimester. It was a quick job to post grades this trimester...I felt I really knew what my students knew. The hardest part was giving those few students who hadn't demonstrated mastery no grade. That in itself wasn't hard...but I really needed to examine why they hadn't mastered the targets. What choices did they make? What needs were they trying to satisfy? What do I have to do in order to create a more need satisfying environment for those students? Have I built enough of a bond with them?
Tough questions without quick easy answers. I will spend some time with each student talking to them and trying to find out what we can do together to get them to master the targets and hopefully value learning and helping them understand that no grade isn't the end, but rather the beginning.
During the course of the day Vicki and I also had several opportunities to share choice theory and quality classrooms with other teachers. It was great. Many are interested in my use of the A, B No Grade option. They asked how it was working, which was a bit hard to answer. While I feel it is working quite well, I am concerned about those students who didn't achieve the targets. I have a plan and we'll see where it leads. The main thing I emphasized to the other teachers was knowing what quality looks like. Teachers have to be experts in their area of expertise. They have to work with the students to make the learning targets student friendly and they have to have a clear idea of what quality looks like. They also have to know that each student in their class is starting from a different point and the expectations have to match each individual student.
In working with students, I found that my questions for some were more straight forward and knowledge based while others were of a more analytical nature. That doesn't mean that some students "got it" more than others, it just means that some were more ready to move from the concrete to the abstract than others. I learned so much more about what my students knew by talking to them than by just marking their answers either right or wrong. It takes time to do this, but while I was conferencing with one, the others were working on another aspect of chemistry. Chaos doesn't reign in my class....it does get loud at times, but the "science talk" that I hear is incredible.
The second conversation took place later in the day. That discussion centered around learning targets and possible ways to change what is currently being done in another class. This conversation was interesting. I saw myself of 2 or 3 years ago in many of the things that were said. It is so hard to give up things we as teachers enjoy teaching. We see value in it and want to share that with our students which is admirable however, it sometimes leads to curricula that are all about schooling and not about learning. We have to be willing to let go of some things in order to help our students not only reach the targets, but also learn what quality looks like and strive to get there.
I'm thrilled that others are asking about choice theory and quality classrooms. I hope that their interest continues as our success continue.
On another note...I had one student who was really struggling to understand some of the more abstract concepts. In talking with him I asked if he would be willing to work with one of his classmates who really got it. He agreed and the two spent about 20 minutes working through the material. At that point they came to me and said they were ready to talk to me. I asked a few questions and found that there were still some gaps in the students learning. They went back and worked some more. When they came back again, the concepts were mastered. Both students were beaming. When I asked the student who had received the help how he felt, he replied "great". I asked him if he had anything to say to the other student and he said yes. He then put out his hand and said "thank you. You really helped me understand this stuff" They shook hands with huge smiles on their faces. When I asked the student who did the tutoring how he felt, he said "awesome". It was one of those great teacher moments when you know something great happened.
December 2, 3007
Friday was our workday following the end of the trimester. It was a quick job to post grades this trimester...I felt I really knew what my students knew. The hardest part was giving those few students who hadn't demonstrated mastery no grade. That in itself wasn't hard...but I really needed to examine why they hadn't mastered the targets. What choices did they make? What needs were they trying to satisfy? What do I have to do in order to create a more need satisfying environment for those students? Have I built enough of a bond with them?
Tough questions without quick easy answers. I will spend some time with each student talking to them and trying to find out what we can do together to get them to master the targets and hopefully value learning and helping them understand that no grade isn't the end, but rather the beginning.
During the course of the day Vicki and I also had several opportunities to share choice theory and quality classrooms with other teachers. It was great. Many are interested in my use of the A, B No Grade option. They asked how it was working, which was a bit hard to answer. While I feel it is working quite well, I am concerned about those students who didn't achieve the targets. I have a plan and we'll see where it leads. The main thing I emphasized to the other teachers was knowing what quality looks like. Teachers have to be experts in their area of expertise. They have to work with the students to make the learning targets student friendly and they have to have a clear idea of what quality looks like. They also have to know that each student in their class is starting from a different point and the expectations have to match each individual student.
In working with students, I found that my questions for some were more straight forward and knowledge based while others were of a more analytical nature. That doesn't mean that some students "got it" more than others, it just means that some were more ready to move from the concrete to the abstract than others. I learned so much more about what my students knew by talking to them than by just marking their answers either right or wrong. It takes time to do this, but while I was conferencing with one, the others were working on another aspect of chemistry. Chaos doesn't reign in my class....it does get loud at times, but the "science talk" that I hear is incredible.
The second conversation took place later in the day. That discussion centered around learning targets and possible ways to change what is currently being done in another class. This conversation was interesting. I saw myself of 2 or 3 years ago in many of the things that were said. It is so hard to give up things we as teachers enjoy teaching. We see value in it and want to share that with our students which is admirable however, it sometimes leads to curricula that are all about schooling and not about learning. We have to be willing to let go of some things in order to help our students not only reach the targets, but also learn what quality looks like and strive to get there.
I'm thrilled that others are asking about choice theory and quality classrooms. I hope that their interest continues as our success continue.
On another note...I had one student who was really struggling to understand some of the more abstract concepts. In talking with him I asked if he would be willing to work with one of his classmates who really got it. He agreed and the two spent about 20 minutes working through the material. At that point they came to me and said they were ready to talk to me. I asked a few questions and found that there were still some gaps in the students learning. They went back and worked some more. When they came back again, the concepts were mastered. Both students were beaming. When I asked the student who had received the help how he felt, he replied "great". I asked him if he had anything to say to the other student and he said yes. He then put out his hand and said "thank you. You really helped me understand this stuff" They shook hands with huge smiles on their faces. When I asked the student who did the tutoring how he felt, he said "awesome". It was one of those great teacher moments when you know something great happened.
Friday, November 30, 2007
Grade Day
I've just finished posting my grades. I feel really good about the progress I've seen in my students. They didn't all earn A's or B's but they are all making progress. Out of all my classes I only have 4 students that are not getting a grade for this trimester. The good news is that they know that no grade doesn't mean they "failed". They know that it means that they have to work a bit more in order to master the concepts covered thus far. They know and understand that they are successful in my class and that I will continue to work with them (if they choose to) to ensure that they learn it.
The really good news is that of those 4 students, none of them feels like they have failed. They have spoken to me and have asked questions and made plans to demonstrate their understanding over the next few days. I believe that my students have learned more over the past few weeks than student have in the past. I don't have any solid quantitative data to support that statement, but I do know that the level of understanding is deeper this year than in the past. My students have always "learned" the material and achieved proficient (80% or better) grades on my tests, but this is the first time I actually believe they have learned the targets.
In the local paper over the past 2 weeks there have been articles about the chemistry of plastics and how they are affecting human life. I shared the articles with the students and the discussion that followed showed a high level of understanding for chemistry. It was also fun for me to see that they saw the value in learning about chemistry. One student commented that they never really knew that chemistry was important.
It isn't all roses though. I'm not sure if those 4 students will demonstrate understanding before I move on to the next topic. I do know that I will continue to work with them so that they feel successful and competent.
I've just finished posting my grades. I feel really good about the progress I've seen in my students. They didn't all earn A's or B's but they are all making progress. Out of all my classes I only have 4 students that are not getting a grade for this trimester. The good news is that they know that no grade doesn't mean they "failed". They know that it means that they have to work a bit more in order to master the concepts covered thus far. They know and understand that they are successful in my class and that I will continue to work with them (if they choose to) to ensure that they learn it.
The really good news is that of those 4 students, none of them feels like they have failed. They have spoken to me and have asked questions and made plans to demonstrate their understanding over the next few days. I believe that my students have learned more over the past few weeks than student have in the past. I don't have any solid quantitative data to support that statement, but I do know that the level of understanding is deeper this year than in the past. My students have always "learned" the material and achieved proficient (80% or better) grades on my tests, but this is the first time I actually believe they have learned the targets.
In the local paper over the past 2 weeks there have been articles about the chemistry of plastics and how they are affecting human life. I shared the articles with the students and the discussion that followed showed a high level of understanding for chemistry. It was also fun for me to see that they saw the value in learning about chemistry. One student commented that they never really knew that chemistry was important.
It isn't all roses though. I'm not sure if those 4 students will demonstrate understanding before I move on to the next topic. I do know that I will continue to work with them so that they feel successful and competent.
Monday, November 26, 2007
What have they really learned?
Learning vs Schooling
The end of the first trimester is Thursday.....I'm aprehensive and yet calm as I enter grades into the gradebook. Most of my students have learned a great deal of chemistry....the key word in the sentence was most. If you recall, I have tried to create a competency based quality classroom in which my students earn either an A or a B or no grade at all.
I have watched with amazement as students have worked through this first unit on Chemistry. Some have worked very hard and have demonstrated competence in their understanding of the learning targets. Others however have tried to approach my assessments the same way they approach all assignments given in school. They complete the task quickly and really do answer the questions well...often using vocabulary that isn't typically in an 8th graders spoken or written language....I'm sure they were confident that they had answered the questions competently. I however asked them to explain, give examples or further clarify the answers they had written. If they could do this, I knew they knew the material. If they couldn't, we discussed what they didn't understand and talked about what they would do to help them better understand the material.
I reminded them that they had learned a lot, but they needed to really be masters of the material. I never told them they "failed". I never held a "failing" grade over their head. I did tell them that I would like to help them understand the concepts more completely and that I was available before school, during class, at lunch and after school to help them. I watched them walk away from my desk with amazed looks on their faces after I had them come up with a plan to help them accomplish the task. They have a few more days before the end of the trimester to show me what they've learned. I'm really hopeful that all of my students will be competent.
I have seen more learning so far this year than I have in a long time. Students are helping each other understand. Questions asked show a deeper understanding than in the past. They aren't afraid to turn in their work because they know that they will have an opportunity to not only correct, but to also really learn the material. I believe that learning occurs when corrections are made and they have to explain their thinking and logic or support their responses with evidence.
The end of the first trimester is Thursday.....I'm aprehensive and yet calm as I enter grades into the gradebook. Most of my students have learned a great deal of chemistry....the key word in the sentence was most. If you recall, I have tried to create a competency based quality classroom in which my students earn either an A or a B or no grade at all.
I have watched with amazement as students have worked through this first unit on Chemistry. Some have worked very hard and have demonstrated competence in their understanding of the learning targets. Others however have tried to approach my assessments the same way they approach all assignments given in school. They complete the task quickly and really do answer the questions well...often using vocabulary that isn't typically in an 8th graders spoken or written language....I'm sure they were confident that they had answered the questions competently. I however asked them to explain, give examples or further clarify the answers they had written. If they could do this, I knew they knew the material. If they couldn't, we discussed what they didn't understand and talked about what they would do to help them better understand the material.
I reminded them that they had learned a lot, but they needed to really be masters of the material. I never told them they "failed". I never held a "failing" grade over their head. I did tell them that I would like to help them understand the concepts more completely and that I was available before school, during class, at lunch and after school to help them. I watched them walk away from my desk with amazed looks on their faces after I had them come up with a plan to help them accomplish the task. They have a few more days before the end of the trimester to show me what they've learned. I'm really hopeful that all of my students will be competent.
I have seen more learning so far this year than I have in a long time. Students are helping each other understand. Questions asked show a deeper understanding than in the past. They aren't afraid to turn in their work because they know that they will have an opportunity to not only correct, but to also really learn the material. I believe that learning occurs when corrections are made and they have to explain their thinking and logic or support their responses with evidence.
Tuesday, November 20, 2007
Reality Check
November 20, 2007
I thought things were going so well in my classroom until yesterday at the end of the day. It had been a long exhausting day and I was rapidly running out of patience and steam. We had discussed the 7 caring habits and agreed that they were worth working on. Not tough I thought. I had been working since July to make them a part of my world.
I had just finished explaining that I would be handing back their chemistry assessment. Many were not quite quality and I had asked questions or made comments on almost all of the papers. I also told them that I wanted them to have a chance to read my comments and questions before I conference with them to talk about their answers so that I could further assess if they understood the chemistry concepts on the assessment. Remember that I have set up my classroom as an A/B , no grade classroom where students need to be proficient and meet the learning targets for each unit I teach. I also re-explained that sometimes it is hard for me to really know if they know without talking with them.
With that said, I began to return papers. The talking started almost immediately. By the time I finished more than one student was complaining loudly. Then it happened...one student yelled I wrote the answer here in the margin! Its not wrong. I replied...I don't remember exactly what you wrote, but I must not have been sure if you really understood the concept if I asked questions about your response. We'll talk about it tomorrow. Of course the eye rolling and huffing followed. No sooner had those words left my mouth than another student yelled Of course I know what conjoined means. I was taken aback. I turned and looked at the student who loudly added "I didn't copy and paste it from the Internet". This was the point where I lost it. Rather than respecting their words, I became defensive, which in turn caused the student to become defensive. Before long I was using the deadly habits with ease to put this student back in their place. It was horrible. Choice Theory went out the window in a blink of the eye....
With 3 minutes left in the class period, I walked out into the hall to speak with students who had come into the doorway earlier to ask me a question. The bell rang while I was still in the hall. They left for the day and I felt absolutely horrible. I looked for the student and caught them just as they were walking out of the wing...they did not wish to speak to me. I couldn't blame them. Had I destroyed the relationship I had with that student? Would I be able to mend it?
Needless to say I had a miserable night. I really felt terrible. I looked for the student as soon as the first bell rang the next morning and asked if they would talk to me. They agreed and we moved into a quiet area. I started out by apologizing for my behavior. I also explained that I thought we both had knee-jerk reactions to each other. He smiled and agreed. I explained that I really didn't want to lose the relationship that we had and that I thought of them as a great student and someone I enjoyed getting to know in class. I then told them what I was willing to do to mend the fence. I asked if there was anything he could do. Happily he reported that he had talked to his dad about it and felt that he could work on being less defensive when I said I didn't understand what was meant in his writing. I ended the conversation by asking if we were still friends...With a smile on his face he said yes.
In the past, I never would have felt bad about dressing down a student. I would have justified it by complaining about their behavior and disrespect. I didn't sleep well and I was really concerned about my relationship with this student. I knew that if I destroyed my relationship, success in my classroom would be fleeting not only for that student, but for all of them that witnessed the meltdown. Respect would be gone. I wasn't willing to let that happen and I was willing to admit that my behavior was out of control and I wasn't driving my own car. Thankfully, I have developed a good relationship with my students through using Choice Theory. Choice Theory allowed me to take the steps necessary to mend the fence not only with the student but with the entire class. It has given me the tools to mend fences rather than burn bridges and perhaps loose a student to defiance, non-learning and misbehavior for the rest of the year.
It isn't always easy to do, but it is definitely worth it. The student was happy and talkative with me today in class. I also saw more work being done than I had in the past few days. I truly believe that success is directly proportional to how well the people involved get along together. Today was a much much better day!!!!
Choice Theory is work and I believe I've come a long way. I have a long way to go, but it is worth my time and effort. It isn't a one day or week idea. I do know that my students are achieving more and I see more learning than I have in the past. It is easy to fall back into old habits, but I know that it is important that I keep on the choice theory path. One day at a time...
I thought things were going so well in my classroom until yesterday at the end of the day. It had been a long exhausting day and I was rapidly running out of patience and steam. We had discussed the 7 caring habits and agreed that they were worth working on. Not tough I thought. I had been working since July to make them a part of my world.
I had just finished explaining that I would be handing back their chemistry assessment. Many were not quite quality and I had asked questions or made comments on almost all of the papers. I also told them that I wanted them to have a chance to read my comments and questions before I conference with them to talk about their answers so that I could further assess if they understood the chemistry concepts on the assessment. Remember that I have set up my classroom as an A/B , no grade classroom where students need to be proficient and meet the learning targets for each unit I teach. I also re-explained that sometimes it is hard for me to really know if they know without talking with them.
With that said, I began to return papers. The talking started almost immediately. By the time I finished more than one student was complaining loudly. Then it happened...one student yelled I wrote the answer here in the margin! Its not wrong. I replied...I don't remember exactly what you wrote, but I must not have been sure if you really understood the concept if I asked questions about your response. We'll talk about it tomorrow. Of course the eye rolling and huffing followed. No sooner had those words left my mouth than another student yelled Of course I know what conjoined means. I was taken aback. I turned and looked at the student who loudly added "I didn't copy and paste it from the Internet". This was the point where I lost it. Rather than respecting their words, I became defensive, which in turn caused the student to become defensive. Before long I was using the deadly habits with ease to put this student back in their place. It was horrible. Choice Theory went out the window in a blink of the eye....
With 3 minutes left in the class period, I walked out into the hall to speak with students who had come into the doorway earlier to ask me a question. The bell rang while I was still in the hall. They left for the day and I felt absolutely horrible. I looked for the student and caught them just as they were walking out of the wing...they did not wish to speak to me. I couldn't blame them. Had I destroyed the relationship I had with that student? Would I be able to mend it?
Needless to say I had a miserable night. I really felt terrible. I looked for the student as soon as the first bell rang the next morning and asked if they would talk to me. They agreed and we moved into a quiet area. I started out by apologizing for my behavior. I also explained that I thought we both had knee-jerk reactions to each other. He smiled and agreed. I explained that I really didn't want to lose the relationship that we had and that I thought of them as a great student and someone I enjoyed getting to know in class. I then told them what I was willing to do to mend the fence. I asked if there was anything he could do. Happily he reported that he had talked to his dad about it and felt that he could work on being less defensive when I said I didn't understand what was meant in his writing. I ended the conversation by asking if we were still friends...With a smile on his face he said yes.
In the past, I never would have felt bad about dressing down a student. I would have justified it by complaining about their behavior and disrespect. I didn't sleep well and I was really concerned about my relationship with this student. I knew that if I destroyed my relationship, success in my classroom would be fleeting not only for that student, but for all of them that witnessed the meltdown. Respect would be gone. I wasn't willing to let that happen and I was willing to admit that my behavior was out of control and I wasn't driving my own car. Thankfully, I have developed a good relationship with my students through using Choice Theory. Choice Theory allowed me to take the steps necessary to mend the fence not only with the student but with the entire class. It has given me the tools to mend fences rather than burn bridges and perhaps loose a student to defiance, non-learning and misbehavior for the rest of the year.
It isn't always easy to do, but it is definitely worth it. The student was happy and talkative with me today in class. I also saw more work being done than I had in the past few days. I truly believe that success is directly proportional to how well the people involved get along together. Today was a much much better day!!!!
Choice Theory is work and I believe I've come a long way. I have a long way to go, but it is worth my time and effort. It isn't a one day or week idea. I do know that my students are achieving more and I see more learning than I have in the past. It is easy to fall back into old habits, but I know that it is important that I keep on the choice theory path. One day at a time...
Monday, October 29, 2007
Assessment For Learning
Assessment Day
October 29, 2007
We have been working on Chemistry for the past 4 weeks in my Science classes. During that time, I have used class meetings to write student friendly learning targets with my students based on the state standards and the learning targets developed by the science team here at North Shore. We also used that time to write understandable definitions for the chemistry vocabulary and divide the big topic up into 4 smaller easier to work with topics. Once that was done, the students began to research their topic, do activities, and work with me to further their understanding of the ideas, concepts and targets for each part of the chemistry unit.
Today my students started the first assessment for learning....They were given 4-6 questions that they need to answer to show understanding on one of 4 chemistry topics. The great thing is, it isn't an all or nothing grade. It is my chance to see what they have learned. They can use each other, me, the computer or even their parents to help then figure out the answers to the problems posed. Once they have that done, they will meet with me and further explain or defend their responses.
As an educator, it was extremely gratifying to walk around my classroom today and hear "chemistry talk" from every group. Students were explaining things to each other and asking each other for help. They were coming to me and asking really good questions to further their understanding. They weren't saying "I don't get it" or "this is too hard". They didn't feel "pressure to get it right" or suffer with a failing grade. This to me was utopia. Students were engaged and learning was occurring. I know what they know and they know what they know.....it was GREAT!!!
My students know that I'm looking for quality and that that doesn't happen instantly. To be good at something you have to be willing to work at getting better. That also means that you have to know what quality looks like. My students seem to have a good handle on that and are willing to work at getting to the point where not only do I know they have done quality work, but they know it too.
October 29, 2007
We have been working on Chemistry for the past 4 weeks in my Science classes. During that time, I have used class meetings to write student friendly learning targets with my students based on the state standards and the learning targets developed by the science team here at North Shore. We also used that time to write understandable definitions for the chemistry vocabulary and divide the big topic up into 4 smaller easier to work with topics. Once that was done, the students began to research their topic, do activities, and work with me to further their understanding of the ideas, concepts and targets for each part of the chemistry unit.
Today my students started the first assessment for learning....They were given 4-6 questions that they need to answer to show understanding on one of 4 chemistry topics. The great thing is, it isn't an all or nothing grade. It is my chance to see what they have learned. They can use each other, me, the computer or even their parents to help then figure out the answers to the problems posed. Once they have that done, they will meet with me and further explain or defend their responses.
As an educator, it was extremely gratifying to walk around my classroom today and hear "chemistry talk" from every group. Students were explaining things to each other and asking each other for help. They were coming to me and asking really good questions to further their understanding. They weren't saying "I don't get it" or "this is too hard". They didn't feel "pressure to get it right" or suffer with a failing grade. This to me was utopia. Students were engaged and learning was occurring. I know what they know and they know what they know.....it was GREAT!!!
My students know that I'm looking for quality and that that doesn't happen instantly. To be good at something you have to be willing to work at getting better. That also means that you have to know what quality looks like. My students seem to have a good handle on that and are willing to work at getting to the point where not only do I know they have done quality work, but they know it too.
Quality School Visit
Aspen Elementary Visit
10/19/2007
Vicki, Dale and I spent an absolutely wonderful day at Aspen Elementary in Illinois. It is the only quality school in our area and it was very exciting to see choice theory being used in every classroom and throughout the school. The most amazing thing about the day were the class meetings, and despite there being 550 students in the school the hallways were quiet throughout the day, even before and after recess.
Watching 2 classrooms use class meetings was particularly interesting. In one of the 6th grade classrooms they were discussing the problems the class had when there was a substitute teacher in the room earlier in the week. They discussed what happened without using anyone's name and without blaming their actions on someone else in the class. It was great to hear the students admit that they were disrespectful and out of control. What was even better was that they then came up with a plan for better choices the next time they have a sub in their room. In a "traditional" classroom they would have been yelled at, and threatened with loss of something if they didn't behave better the next time the teacher was out of the room. It was obvious that the students understood that they were responsible for their actions. No one person was to blame, but they as a class needed to figure out the solution. The best statement to come from the class was from a young man who simply stated: "I was looking around and I thought this just isn't us. What class is this?"
The second class meeting that we watched was in a third grade class. During this meeting, they discussed solutions that they tried to problems that were brought up at the last meeting and came up with some more possibilities. From there, they celebrated good things that they saw and shared and they then ended the meeting with compliment time. Those students that wanted to recognize another student for something had the opportunity to do so. Interestingly enough, every student was complimented either by another student or by the teacher. They were genuine words of encouragement and praise.
I was struck by the lack of talking going on during the meeting time. The students were sitting on the floor, as was the teacher and there were NO side conversations going on at all. They sat and listened respectfully and shared when they were either called upon or given the koosh ball.
Towards the end of the day we were fortunate enough to meet with some parents as well as the fifth grade teachers. The parents shared their role in developing the Parent Academy to educate parents about Choice Theory. They did this not only to share with parents what was happening in their child's school, but also with the hope that parents would apply choice theory at home too. In our talk with the parents we learned that students that leave Aspen and go on to the middle school are among the most respectful students at the middle school and are indeed the best problem solvers. They also reported that the students from Aspen are leaders in the middle school and Aspen has the highest number of students getting into the GT programs in high school. It would appear that something is definitely working.
Every teacher we talked to reported that they loved coming to work each day. Our main tour guide was a retired teacher that left Aspen 3 years ago. She missed it and decided to come back as a learning assistant! It would be wonderful if we could partner with them in our quest to be a Quality School. I believe they would be an invaluable resource.
I dream of being a part of a Quality School. It would mean that North Shore Students would have a reputation for being leaders and problem solvers rather than troublemakers. It would mean that we are on a path of excellence rather than mediocrity. It would mean that all teachers at NSMS are trained in Choice Theory and are encouraging their students to take responsibility for the actions and their education. Most of all it would mean that QUALITY is valued and sought....no longer will we be a school that is grade driven.
I hope to see my school move towards a quality school with each year that passes. I would like to be around to see North Shore become the first Quality Middle School in Wisconsin.
10/19/2007
Vicki, Dale and I spent an absolutely wonderful day at Aspen Elementary in Illinois. It is the only quality school in our area and it was very exciting to see choice theory being used in every classroom and throughout the school. The most amazing thing about the day were the class meetings, and despite there being 550 students in the school the hallways were quiet throughout the day, even before and after recess.
Watching 2 classrooms use class meetings was particularly interesting. In one of the 6th grade classrooms they were discussing the problems the class had when there was a substitute teacher in the room earlier in the week. They discussed what happened without using anyone's name and without blaming their actions on someone else in the class. It was great to hear the students admit that they were disrespectful and out of control. What was even better was that they then came up with a plan for better choices the next time they have a sub in their room. In a "traditional" classroom they would have been yelled at, and threatened with loss of something if they didn't behave better the next time the teacher was out of the room. It was obvious that the students understood that they were responsible for their actions. No one person was to blame, but they as a class needed to figure out the solution. The best statement to come from the class was from a young man who simply stated: "I was looking around and I thought this just isn't us. What class is this?"
The second class meeting that we watched was in a third grade class. During this meeting, they discussed solutions that they tried to problems that were brought up at the last meeting and came up with some more possibilities. From there, they celebrated good things that they saw and shared and they then ended the meeting with compliment time. Those students that wanted to recognize another student for something had the opportunity to do so. Interestingly enough, every student was complimented either by another student or by the teacher. They were genuine words of encouragement and praise.
I was struck by the lack of talking going on during the meeting time. The students were sitting on the floor, as was the teacher and there were NO side conversations going on at all. They sat and listened respectfully and shared when they were either called upon or given the koosh ball.
Towards the end of the day we were fortunate enough to meet with some parents as well as the fifth grade teachers. The parents shared their role in developing the Parent Academy to educate parents about Choice Theory. They did this not only to share with parents what was happening in their child's school, but also with the hope that parents would apply choice theory at home too. In our talk with the parents we learned that students that leave Aspen and go on to the middle school are among the most respectful students at the middle school and are indeed the best problem solvers. They also reported that the students from Aspen are leaders in the middle school and Aspen has the highest number of students getting into the GT programs in high school. It would appear that something is definitely working.
Every teacher we talked to reported that they loved coming to work each day. Our main tour guide was a retired teacher that left Aspen 3 years ago. She missed it and decided to come back as a learning assistant! It would be wonderful if we could partner with them in our quest to be a Quality School. I believe they would be an invaluable resource.
I dream of being a part of a Quality School. It would mean that North Shore Students would have a reputation for being leaders and problem solvers rather than troublemakers. It would mean that we are on a path of excellence rather than mediocrity. It would mean that all teachers at NSMS are trained in Choice Theory and are encouraging their students to take responsibility for the actions and their education. Most of all it would mean that QUALITY is valued and sought....no longer will we be a school that is grade driven.
I hope to see my school move towards a quality school with each year that passes. I would like to be around to see North Shore become the first Quality Middle School in Wisconsin.
Subscribe to:
Posts (Atom)