What Great Teachers Do Differently
Home  What Great Teachers Do Diffe...  Chapters 12, 13, 14
Chapters 12, 13, 14
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Thursday, April 12, 2012 6:33:00 PM
joannabeard
Joined on 17 January, 2011
7 Posts
Chapters 12, 13, 14

Complete the assignment below and reply to one post.                                                                                                                                                                                                             How can you incorporate the idea from Chapter 12 in your classroom?                                                                                                                                                                                     What are some ways that you can reduce uncomfortable feelings in the classroom?

Monday, April 16, 2012 9:22:56 AM
wendyhagan
Joined on 17 January, 2011
14 Posts
Re: Chapters 12, 13, 14

I incorporate the ideas from Chapter 12 in my classroom by assigning seats to my students.  I don't allow students that irritate each other or don't get along sit next to each other.  I try not to make them feel singled out or ostracized by including everyone in this.  Every student I teach has a specific seat.  One student sits close to my desk, and enjoys it because he believes he is getting special treatment.
Thursday, April 19, 2012 11:10:08 AM
calliebruce
Joined on 17 January, 2011
12 Posts
Re: Re: Chapters 12, 13, 14

Seating arrangements work great!!! I always would also assign jobs for kids......especially low end to make them fell very important.
Thursday, May 10, 2012 12:27:08 PM
mdrurey
Joined on 17 January, 2011
15 Posts
Re: Re: Re: Chapters 12, 13, 14

I had job assignment it worked great.
Wednesday, May 16, 2012 12:41:51 PM
dmcintosh
Joined on 17 January, 2011
13 Posts
Re: Re: Re: Re: Chapters 12, 13, 14

Job assignments do work great.  Kids need to feel important.
Thursday, April 19, 2012 11:15:54 AM
calliebruce
Joined on 17 January, 2011
12 Posts
Re: Chapters 12, 13, 14 (1)

I strongly agree with principle in this chapter.....don't teach to the middle!!! I always have considered it a fault of mine because I teach to the higher end. I set the bar high and if you don't clear it......try harder. I have been told I can't teach concrete concepts well and to dumb it down.....so thankful I am in PE now. So in PE, we can encourage those that don't enjoy physical activity to persevere some how at their level of activity; however keeping at the same task designed for the athletic child.

By not drawing attention to the child not being successful....you can always avoid hurt feelings.
Thursday, April 19, 2012 11:30:58 AM
kmilligan
Joined on 17 January, 2011
16 Posts
Re: Re: Chapters 12, 13, 14 (1)

I agree the smart kids get left behind.
Thursday, April 19, 2012 11:32:28 AM
wendyhagan
Joined on 17 January, 2011
14 Posts
Re: Re: Chapters 12, 13, 14 (1) (1)

I agree that children having a difficult time with a task should not be called out in front of everyone else.  That is so embarrassing for them.
Thursday, May 17, 2012 9:05:41 AM
rebekahbass
Joined on 17 January, 2011
12 Posts
Re: Re: Re: Chapters 12, 13, 14 (1) (1)

I always make sure the student can answer the question before I call on them.  Sometimes I guide them through it so that they feel a sense of accomplishment.
Monday, April 23, 2012 1:14:39 PM
debbierawls
Joined on 17 January, 2011
15 Posts
Re: Re: Chapters 12, 13, 14 (1) (2)

I agree with setting the bar high. Perhaps if the best students received more opportunities and rewards across the educational spectrum, we might the level of improvement in public education that is desired. 
Thursday, April 19, 2012 11:28:58 AM
kmilligan
Joined on 17 January, 2011
16 Posts
Re: Chapters 12, 13, 14 (2)

I do not teach to the median. This doesn't leave the upper levels behind,I also do not have class favorites , but I do offer praise when appropriate.
Monday, April 23, 2012 1:09:35 PM
debbierawls
Joined on 17 January, 2011
15 Posts
Re: Chapters 12, 13, 14 (3)

I teach in a small group remedial setting.  The way I incorporate the  idea of Chapter 12 (basing every decision on the best people) is  by focusing on those students in each group who are most motivated to "fix" their problem.  This has a great "pull-up" effect on the other students.  The "best" student gets the encouragement and attention they need to progress and the less motivated student is helped by the "best" student's example and work ethic.

If there is a need to correct behavior, it should be done on an individual basis and privately, when appropriate.  An educator friend of mine addressed this issue many years ago by pointing out that those in positions of authority should not use "scattering shooting" but instead address issues head on with individuals. 
Wednesday, May 16, 2012 12:39:39 PM
dmcintosh
Joined on 17 January, 2011
13 Posts
Re: Chapters 12, 13, 14 (4)

Before making classroom rules, it would be a good idea to consider the "best students".  So often, we focus on what the students do wrong instead of what is done right.  Sometimes we end up ignoring the "best students".

Uncomfortable feeling can be reduced by staying positive addressing problems privately.
Thursday, May 17, 2012 8:31:55 AM
mdrurey
Joined on 17 January, 2011
15 Posts
Re: Chapters 12, 13, 14 (5)

I will incorporate the idea of trying not to teach to the middle.So I reach the bottom with out leaving the top of the class out.

I will try my best to make everyone feel as if they were good.  And try to make all students comfortable in my classroom. 
Thursday, May 17, 2012 8:31:56 AM
mdrurey
Joined on 17 January, 2011
15 Posts
Re: Chapters 12, 13, 14 (6)

I will incorporate the idea of trying not to teach to the middle.So I reach the bottom with out leaving the top of the class out.

I will try my best to make everyone feel as if they were good.  And try to make all students comfortable in my classroom. 
Thursday, May 17, 2012 9:04:11 AM
rebekahbass
Joined on 17 January, 2011
12 Posts
Re: Chapters 12, 13, 14 (7)

Treat students with respect and teach my expectations in a positive way.  Focus on what happens when rules are followed and not what happens when they are broken.

Address problems privately.  If you have to talk to the whole group, present problems in a positive way such as telling the group what behaviors you appreciate.