Short post: “I noticed” notes to build relationship! Great idea for teachers and parents!

So, my father found my blog the other day on LinkedIn.  I asked, “What do you think?”  He replied, “Very professional looking.”  I prodded a bit further, “What about the content?”  He replied, “Too many words, I didn’t read it.”  So… this post is for him, nice and short! 

A teacher at my school, @jodierandazzo suggested using “I noticed” notes to build relationships.  Great idea!!!!

How it works:  Simply place post-it notes on student’s desk when they least expect it!

I noticed you finished your project today… nice work with great detail!

I noticed you are being a good friend to Johnny… you are kind!

I noticed you helping Sally with her math at lunch… you are a good friend!

I noticed you put great voice in your writing today… nice focus on our target learning!

I noticed you being a good listener… you rock!

I noticed you filling Johnny’s bucket today… you are kind!  Side note:  Read to your class, Have you filled a bucket today? By Carol McCloud and illustrated by David Messing.  

I noticed you asking for help on your assignment… way to take charge of your learning!

I noticed you using "active listening" strategies with Sally during turn and talk… keep it up!

You get the idea!  I wouldn’t walk around the room giving “I noticed” notes all day… it could decrease the value.  Use it sparingly, maybe 3-5 per day and keep track, making sure you are noticing everyone over time.  I love this strategy because it provides encouragement and accolades to support a positive relationship between you and your students.  It will also teach students to self-regulate their behaviors, assuming responsibility to academic and social learning.  Students will love it and so will you!  

Idea for parents:  Place “I noticed” notes in your child’s lunch or backpack.  They will love receiving notes, showing how much you care even when you are not around:

I noticed your effort on reading practice last night… I am proud of you!

I noticed you being kind to your sister… you are a good big brother!

I noticed you made your bed before school… you are a great helper!

I notice each and every day that I am lucky to have you as my son/daughter… I love you!!!!

Show your child how much you care when they least expect it!  I have seen parents do this at our school... so much fun for the students! They love receiving kind words and it always put a smile on their face!  The best part, you are giving a reason for the complement to build self-concept.  It also teaches self-regulation, increasing the likelihood that positive behaviors will continue.

This isn't just for teachers and parents... administrators can do it too!

I noticed you being great educators and parents focused on compassionate relationships while supporting learning… I am thankful for positive teachers and parents!

Next week's post:  Just went to conferences… Now what????

Enjoy the week!!! 

Keith Howell

Facilitate Learning: Engagement Strategies to Empower Students!

I recently saw an article on twitter: Should We Be Engaging or Empowering Student?  Great question!  I believe that our positive relationships, leadership, enthusiasm for each subject/activity, questioning/discussion techniques, and engagement strategies will excite students to learn.  Once we have them excited it is easier to empower them.  We need to model empowerment… show them what it feels and looks like.  Charlotte Danielson suggests the following within Domain 3 of our teacher evaluation process:

-Allow students to assume the responsibility and take initiative to modify learning tasks to make it more relevant to them.

-Provide extensive choice in how students can complete a task.

-Allow students to suggest modifications and/or additions to the materials being used.

-Provide an opportunity for reflection and closure on the lesson to consolidate understanding.

-Allow students to help establish the evaluation criteria.

-Provide an opportunity for students to monitor their own understanding, either on their own initiative or as a result of tasks set by the teacher.

These all sound like examples of empowerment.  So, the question asks… Should we be engaging or empowering students?  I believe we need to do both with the ultimate goal of empowering them to be life-long learners.

Below are some techniques that many of our teachers are using to support student engagement:

                              

Tell a friend     

Have students tell a friend before asking for classroom response.  Sounds simple… because it is.  Important to teach students the signal to redirect class back to teacher.  Create anchor chart on how to be a good listener.

Turn and Talk   

Answer questions, have discussions, etc. with turn and talk partner before answering to the class.  This encourages 100% participation and active discussion. Consider having A/B partners during turn and talk, giving each partner a task to the discussion.  Create partners by proximity, ability level, o’clock partners, etc.

Jigsaw 

Article, story, textbook reading, etc. is divided into sections.  Put students into groups.  They are responsible for becoming the “expert” on their particular section.  Then, regroup students so that each group has one member from each original group.  Students (topic experts) share out - creates 100% participation and each student is responsible for dissemination of information.

Say Something

Consider the most important point from the article, story, chapter, video, read aloud, etc...

Say something:

-          Which I agree

-          Which I disagree

-          That puzzles me

-          I am reminded of

-          That was new to me

-          I wish the author had said more about

Place on chart paper and allow students to utilize post-it notes to display thoughts.  This can also be used with google docs and/or kidblog.

Chalk Walk       

Utilize chart paper with 5-7 specific questions related to the target learning (1 question per chart paper).  Put students into groups.  The groups should have different color post-its or markers when commenting and answering questions on the chart paper. This can also be an individualized silent task to encourage independent thinking. Again, kidblog and/or google docs could be utilized to answer questions instead of chart paper.

 

I wonder... I noticed     

Jot down a wonder and notice (use as exit slip, journal entry, post-it, etc.) during an article review, video, student presentation, teacher lesson, etc. This will enrich classroom discussion and raise level of concern.   Also great for staff meetings and professional development. 

A/B Pyramid    

Partner A faces the board/Partner B faces away.  Partner A describes the word (science/SS vocab/spelling word, etc.) or concept on the board without using the actual word.  Partner B has to guess what it is.  (Think $25,000 Pyramid).  Great for a review.

Think, pair, share, square

Students think...pair with another student... share with that student... then move into a square with 2 other students to share with them.  At the end - one person from each group of 4 provides info to the entire class - group of 4 picks the speaker. 

           

Sample Anticipation Guide                       

When reading, create a couple statement questions - have students agree/disagree with statement, see if they were correct after reading, provide page number and evidence – student could provide info in a journal or different media that teacher provides.

Question and answer cards                       

3-5 index card - have answers on card and you provide the question.  Students need to hold up the answer on their card to show teacher if they have the answer or not.  Quick formative assessment, great for review, and keeps kids engaged.

Story Circle of Thoughts          

After reading story the teacher will put students into groups.  They must discuss the story, taking on the point of view of different characters from the book, creating a society within each group. Then share out with the group or write a summary of ideas/thoughts.

Quick Draw

During read aloud have students do a quick draw of setting, character trait, big idea, prediction, etc.  Supports active listening during the story.

5 minute quick write

Take 5 minutes to summarize, predict, defend, compare/contrast, etc. after classroom discussion, story, activity, etc.  Time bound assignments will raise level of concern and enhance engagement.

Choreographed physical movement

Teach hand-clapping patterns, chanting verse of math facts, spelling/vocab words, etc.  Listen to songs set to math facts, social studies/science concepts, etc.  Older students can take their favorite songs and change the words to support learning, taking concepts and/or vocab words and putting them to song is fun and engaging. 

Connect, Extend, Challenge     

Use 3 sticky notes to take notes on an article, video, chapter, story, etc.

1. Connect - make a connection with another text, idea, etc.

2. Extend - How has this article helped you to extend (grow) your thinking?

3. Challenge - What challenges or questions do you still have after reading/viewing?

Exit Slip

Post "I learned" and "I loved" and “I can” column on the board.  Have students place each post-it note (name on back) under each column.  This can provide teacher with good formative information regarding student learning and engagement to the target objective.    

Headlines

After reading an article, section in a book, or discussing a topic as a class... the students can create a headline to summarize the most important part.  They should try to style the headline, as line one that they would read in a newspaper. It should be attention-grabbing and support the target learning. 

CSI (Color, Symbol, Image)

Fold paper into 3 sections:

1.            Chose Color that represents a big idea that stood out for you.  Color section one.

2.            Draw a symbol to represent a big idea in section two.

3.            Sketch an image to represent a big idea.

Students should be prepared to discuss the reason for the CSI.   They can even write one or two sentences explaining each section.

6 learning methods

Additional engagement strategies/methods:  http://www.educatorstechnology.com/2013/03/6-learning-methods-every-21st-century.html

-          Inquiry-Based Learning

-          Problem-Based Learning

-          Discovery Learning

-          Cooperative Learning

-          Authentic Learning

-          Project-Based Learning

Remember, don’t try everything at once…  pick one or two that will support 100% active participation and build your repertoire of engagement strategies.  I hope you find this helpful, supporting a new idea or something you want to get back to using. 

Feel free to comment and share some of your engagement strategies, let’s learn together! 

Enjoy teaching, engaging, and empowering your students!  

Keith Howell

Popplet: Supporting son's writing homework… he loves to build!

Used as a mind-map, Popplet helps students think and learn visually. Students can capture facts, thoughts, and images while learning to create relationships between them.  This is how it helped our family:

My son is a typical 1st grader who loves to build.   Many times I will get home from work to see an extra-large airplane made of construction paper on the living room floor.  He loves getting cardboard boxes to build space ships or jetpacks.  Lego’s are a fan favorite at our house (side note, the Lego Movie is a must see, great movie with a better message).  He enjoys the 3 in 1 Legos, creating multiple possibilities from the same set.  I would say his top building game is Minecraft on the Ipad.  The creative and building aspects of Minecraft allow players to build constructions out of textured cubes in a 3D world.  Extremely exciting for a 1^st grader!  It is all he wants to talk about.   Unfortunately, as much as he loves to build, the opposite is true for homework. 

Homework can be a challenge for him, particularly writing assignments.  He becomes very frustrated, not because he is unable to do the work, because he thinks it is boring.  We try to make it a game and provide some incentives from time to time.  We always “talk it up,” showing excitement when he brings it home, giving accolades for his effort, and breaking assignments into chunks so it isn’t as overwhelming.  His homework is appropriate (needed practice) focused on skill building and the writing assignments seem to connect to student interests and ability level.

Over the mid-winter break he received a writing assignment that was challenging, lacking interest to even start the homework.  He was asked to write about his hero, directions were clear and expectations were appropriate for his ability level.  With that said, it was like pulling teeth to get him motivated (not that I have ever pulled teeth… I’m sure it isn’t easy).  He picked his hero, that was a great conversation (made my mom happy, see his Popplet below); however, he had no interest in putting his thought into words.  We tried to create a brainstorming web to organize our conversation, had no interest.  Can you believe it???  The son of a principal has no interest in his writing homework… actually, reminds me of myself when I was a child. 

So, I introduced him to Popplet.  He loves to build, figured this might be helpful… building his mind-map using technology.  His attitude quickly changed, using the app to “build” ideas was exciting (or at least more acceptable than writing).  I even think he had fun!!!!  Check it out:

He did all of the typing, with limited help w/spelling, then copied onto provided sheet without complaining.  

Finished product:

Popplet is a great brainstorming tool that motivated him differently than other strategies we have used.  Of all the tricks... this one worked (at least for this assignment)!  Check out the website if you are looking for a new way to motivate your new writers... at home or at school!  www.popplet.com

As a final thought, if you are required to give homework (my HW philosophy is for another post), make it as exciting, purposeful and relevant as possible.  Be mindful to the amount you are giving.  Try to create homework experiences that motivate your students.    Differentiate your homework based on need and allow for choice.  Please, please, please… do not provide busy work that students (families) might resent, this will only hinder your goal of creating an excited life-long learner. Provide homework that will strengthen your classroom teaching and support student engagement, empowering them to learn. 

Have a great week of teaching!!!! 

Keith Howell

Positive Relationships: 10 ways to support the most important thing we can do for learning!

 “A quality teacher-student relationship means more than the combined power of all teaching and discipline techniques known to humankind.”

Love and logic Teacher-ism

I love this quote!  Establishing positive relationships with your students, while creating a community where students have relationships with each other, will truly benefit any classroom atmosphere.  Quality teacher-student and student-student relationships increases effectiveness of classroom management and instruction.  It also makes everyone’s experience more enjoyable.   I am fortunate to work with a faculty that views positive relationships as the most important consideration within their classrooms, creating environments where students want to spend their days. 

Teachers are exceptional at building relationships in September; however, the trick is to maintain those strategies throughout the year.  I encourage all of you to continue making our schools a place where students and all stakeholders feel welcomed.  We want every person who walks through our doors to believe that they are going to have an amazing experience!  Below are 10 ways to support positive relationships within your classroom and school.  Enjoy sustaining positive relationships… it is the most important thing we can do for learning!   

1.     Morning Circle Time – Many of our teachers have morning meetings to start the school day.  Creating a morning meeting, allowing for students to learn about each other beyond school life, builds a classroom community of genuine respect and rapport.  Daily questions can focus on student backgrounds, culture, interests, events of the weekend, favorite foods/music/movies/games, special events, etc.  Becoming familiar with each other on a deeper level will support student self-awareness and acceptance of differences, which will decrease the likelihood of relationship issues during the school year.

2.     Classroom Motto – One teacher at our school starts the day by reciting the classroom motto.  He tells the students to push the button on their desk and all student proudly recites together, “feel good about yourself!”  Students truly feel good about themselves… not because they say it… because of the sustained teaching that goes along with saying it, creating a community of students who feel good about themselves.  His students feel good about: being a good classmate/friend, the effort they put into an assignment, learning new vocabulary words, solving problems on their own, being a good son/daughter/sibling, improving their writing skills, understanding their target learning, etc.  It works because it is a consistent approach implemented with empathy and support.   

3.     The Unlikely Student – It is “easy to connect” with students who demand your attention due to an outgoing personality, academic needs, or behavioral problems.  Something to consider, write one student’s name in your plan book each day (those who do not demand your time).  Make sure you are connecting with that child throughout the day by noticing their effort:  “Wow! Johnny did a great job on the writing assignment because he added exceptional detail”… and share those accolades with the class.  Notice things that go beyond school life: new shoes/shirt/haircut, asking about weekend, sporting event, video game, recess, family, etc.  It is important that you have a plan to connect, because if you don’t… the “easy to connect” students will demand that time and the “unlikely” student will not be noticed. 

4.     Student Inventory – Look for the uniqueness of each child – Create a student inventory asking simple questions, such as:

·         What do you like to do outside of school?

·         What is your favorite season? 

·         List 2 of your favorite foods.

·         List 3 games you like to play.

·         What is your favorite animal, color, sport? 

·         List your favorite type of music.

·         Do you like to read? What type of books do you like?

·         List 3 movies you like to watch.

·         Who do you like to play with/why?  Friend, parents, grandparents, sister, brother, other.

·         What is your favorite part of the school day?

·         What is your least favorite part of the school day?

·         What is your favorite special/subject?

Higher level inventory questions:

·         What are your dreams?

·         What do you want to be when you grow up?

·         Who would you consider to be your hero and why? 

·         If you had unlimited money and could only use it to help people… who would you help and why? 

You get the idea!  I am sure there are many other questions you could list.  Creating a student inventory can be helpful for many aspects within a school setting (creating academic plans, project based learning activities, writing topics, child study team meetings, behavior plans, interest level differentiation, etc.); however, I believe the most important reason to use a student inventory is to show your class or individual child that you care about their opinions and life beyond the school day. 

5.     Positive Proximity – Greet your students each morning with a smile and a friendly hello.  Seems simple because it is!   It is also much better than asking “do you have your homework?”  Be present during independent work, supporting students and noticing their efforts throughout the day.  It is even ok to stop by the cafeteria (gym is where we eat lunch) or even shoot a basket or two during recess, positive proximity doesn't need to stop in the classroom.  The extra 2-3 minutes of positive proximity outside your classroom will enhance the community feeling that you are establishing in your classroom. 

6.     Active Listening – When we are busy it is easy to send students on their way with a quick response, knowing that you would give a better response if you had the time... we do this as parents too!  Next time try saying this:  “Your question/need/etc. is really important to me and you deserve more time than I can give right now… can you hold on for a few minutes/after lunch/until tomorrow/etc. and I will give you the attention you deserve.”  If you say this with empathy, the child will usually feel validated and will (most likely) wait for your attention… sometimes it gives them time to problem solve on their own. Obviously, don't use this approach if there is an emergency or safety issues.  

7.     Tone of Voice – Be aware of tone, volume and cadence when teaching and managing  your classroom.  Use a softer delivery when managing behaviors and classroom procedures, planning and using nonverbal cues.   Use voice fluctuation, storytelling (instead of lecturing), and suspense during your classroom discussions.  Students will love it!  I have been in a lot of classroom where I didn’t want to leave because the tone was so engaging.  Your voice can set the relationship tone (positively or negatively) within a classroom.  Charlie Brown’s teachers were funny but I don’t think they were building any relationships with their tone of voice. 

8.     Teach and model gratitude/manners – Many of our teachers focus on manners and gratitude, modeling the appropriate way to speak with each other and supporting a culture of respect and rapport.  Teach the power of “thank you” and “you are welcome” within the daily practice of your classroom.    These are simple phrases that express appreciation and value for one another.  Modeling and expressing appreciation for each other can have a powerful effect on your classroom relationships.  Thank you for making it part of your daily interactions! 

9.     Humor – It is ok to laugh, smile, and tell an appropriate joke from time to time.  Children want to see us having fun!  A morning joke can go a long way to support positive feelings.  We have children telling Friday jokes on the morning announcements, it’s a lot of fun!

Q: What did the ground say to the earthquake?

A: You crack me up!

Q: Why did the music teacher need a ladder?

A: To reach the high notes.

Q: What did the pen say to the pencil?

A: So, what's your point!

Q: What did the snowman say to the other snowman?

A: Do we smell carrots? 

Q: What did the one eye say to the other eye?

A: Don’t look now but something between us smells.

Q: Why did the kid study in the airplane?

A: Because he wanted a higher education!

Q: How did the music teacher get locked in the classroom?

A: Her keys were inside the piano!

10. Closure to the day – Facilitate a reflection discussion at the end of each day, showcasing the academic and social learning that took place.  Give accolades to individuals for positive effort and remember the happy and/or humors moments during the day… maybe even tell your corny joke again.  Set goals for tomorrow and end the day by saying “be kind to one another,” supporting and modeling the positive feelings you are establishing within your classroom.  Make this a consistent conclusion to your day and they will be eager to return in the morning. 

I hope you find this list helpful.  I appreciate everything you do each day to sustain a welcoming environment at our schools and in your classrooms!  Teachers are great!!!! 

I will leave you with this Love and Logic Quote:

Rules provided without relationship result in rebellion.

Consequences given without relationship lead to resentment.

Rewards without relationship feel like bribes.

Love and Logic Teacher-isms

Enjoy teaching!

Keith Howell