TEACHER WELLNESS

Happy "almost" October to you all! I haven't posted in sometime, as I have been extremely busy with my graduate coursework at UCD in Educational Psychology. Being a full time student, instead of a full time teacher has allowed me the opportunity to step back and reflect on the field of education. Every day in class I am fortunate to share in very meaningful conversations with educators from all different districts, grade levels, races, genders, and cultures.

After speaking with ALL educators there is one thing that I do find each of you, including myself, have in common, the overwhelming difficulty of finding balance in your career and the rest of your life. Teacher burnout is not a new topic of discussion, however, my question is WHAT is our schools, districts, universities and government doing to address this issue? Incentive pay is not the answer, teaching teacher wellness is!

A recent assignment in my Research Methods class has launched me into a new land of exploration that I hope will allow me to advocate for teacher wellness in the State of Colorado. My question to legislatures, district administrators and college boards is: Are we willing to support our teachers by offering Teacher Wellness courses as part of the curriculum in Teacher Preparation Programs as well as in district professional development opportunities? Wouldn't the implementation of this type of coursework allow teachers to take a look at how they cope with stress? Wouldn't it allow our teachers to incorporate healthy behaviors into their lifestyles to manage stress? And the final question, wouldn't healthier teachers impact our children?????

I will continue on my campaign to advocate for Teacher Wellness programs in the State of Colorado. In the meantime, please let me know your thoughts, ideas, and any feedback that may help me with my proposal for change for teachers!

Welcome Back to School!

Well......it has been over a month since I last posted, how's that for motivation? I guess summer got the best of me and I "unplugged" for awhile. Now that school is back in session, it is time for me to start posting again. After lots of contemplating, I made the decision to step away from my life as a 4th grade teacher and step back into graduate school full time. Classes start on Monday, so in so many ways I feel like a child heading off to my 1st day of school. Fresh notebooks lined with blank paper just waiting to be used, textbooks stacked on my desk awaiting a researcher, and an eager student ready to embark on yet another challenging adventure. So, while I am in class I will be thinking of the many students I have taught over the last few years, and smile at them from a distance with thoughts of........ "Isn't learning FUN?!"

Here's to another great year of learning, growing, and hopefully some laughter.

Happy Learning!

Engaging meets Rigorous - Do you have balance?

As a teacher in a public school, I believe it is my duty to find a way to teach the curriculum/state standards that has been designated by the State. It is also my duty, to find ways to teach this designated curriculum in a way that is engaging for my students so they will meet the learning objectives. This leads me to the question, "Are engaging lessons always rigorous in content?"

Just because a lesson is fun and exciting for the students, does not mean it is addressing an essential learning outcome. I also feel that is where, we as educators, are sometimes "missing the boat." I have found that sometimes teachers are so eager to make their lessons engaging and fun, that they completely miss the learning objectives. To be honest, I actually feel I did this a great deal my 1st year in the classroom after completing my teacher training program. My teacher training year was so full of "engage, engage, engage the student" that I may have lost the emphasis on a balanced curriculum. Perhaps, somewhere in my teacher training year I just misinterpreted "engaging versus rigor." This is where "purposeful planning" comes in to play. We must plan our lessons with an essential learning outcome in mind and ask ourselves questions like:

• "What should my students be able to do after this lesson?" ,

• "How will they demonstrate that learning to me?"

• "How does that learning apply to the standards and curriculum?" Then you can ask yourself,
  

• "What are some ways I can deliver this lesson that INTERESTS my students?"

• "How can I grab their attention and maintain it throughout the lesson?"

• "How does this connect to their lives?" (Past, Present, and Future)

I have heard some teachers disgruntled over "having to teach to the curriculum." The curriculum and state standards are in place so there is consistency in what are students are learning at school. To make learning engaging we don't necessarily need to change or modify the curriculum, (and oftentimes, if you are in public education, you simply can't!) we just need to deliver our lessons/activities in a way that address our students learning styles.

On page 241 - 245 of the Alderman text, the nature and role of interest is discussed. "Embellishments to make tasks more attractive and enjoyable for students include student control, curiosity, and personalization."(p. 243, Alderman) Below I have highlighted simple ways that these can be incorporated into your classroom:

student control - CHOICE! As we have all mentioned before, anytime you can offer your students choice, do! There are SO MANY ways to incorporate choice in your classroom. You can also give student control through student evaluation. The use of Student Portfolios is a great tool for self-evaluation and student control over learning.

curiosity- This is one of my favorites!! I call it the hook, line and sinker. :) Any activities that illicit a students curiosity are likely to attract a deeper level of interest. The use of AESTHETIC LEARNING (rick-taking, imagination, perceptivity, active engagement, sensory experience) in your classroom can assist in task engagement. To learn more about AESTHETIC LEARNING, I highly recommend reading a book titled the Art Experience by John Dewey.

personalization/contextualization- Present the content in a natural or contextual way. For example, activate schema or create "connections". The use of technology will allow educators to implement this type of task engagement into their classroom more often. Examples are viewing of video clips, united streaming, visual aids, etc.

In addition to the above task engagement embellishments, I also think it is so necessary to have "those conversations" with your students. I'm sure each of us have experienced moments of being unmotivated. However, as adults, we have learned strategies of "self talk" to help us "pull through". This is when the teacher and student relationship becomes valuable. We must take the time to teach students self-talk skills so children can learn how to self-regulate and discipline themselves to understand that the world is not always going to be a "fair, fun and exciting" place. If you can have these talks with your students and model your own sense of perseverance and motivation skills, you may just inspire them along the way to do the same!

Goal Setting for Children

Today, I was having lunch with a friend of mine that has an eight year old daughter that is extremely bright and lovingly strong willed. We got to talking about her challenge working with her daugther to secure her math facts in addition and subtraction. Her daughter can be rather obstinate with practicing her math facts and at school her overall test grades for the facts test are not increasing. In fact, at times they are decreasing. Is this because she is not bright, no way! Perhaps, it is because she is threatened by the pressure of high performance and just shuts down to protect her self-esteem.

Anyhow this lunch discussion, was the perfect opportunity for me to share with her what I have been researching in my Human Motivation class about goal setting for children. I explained to her the importance of her daughter setting her own goals and her first question was, "well, what if she only sets a goal of learning one new fact?" I told her "then let her set the goal of one new fact!" Her next question was, "well, what if she continues to set the goal of only one new fact?" I responded with, "then you let her set that goal and praise the heck out of her when she achieves it. Eventually, I guarantee your daughter will be on her way to setting more lofty goals with her math facts."

So, we are going to use this situation as a little experiment and sees what happens. I will let you know how this all works out.

In the meantime, here are some strategies to help your children set realistic goals and how you can help along the way:

* Try to avoid steering your child towards a goal that YOU want them to achieve

* Give your child choice in their goals and help them track their growth

* Share your goals with your child and explain how you are going to achieve them

* Help your child set up a plan on how they are going to achieve their goal (how long will it take, challenges that may arise, how to get help)

* Praise and acknowledge your child when you see them accomplishing their goal

From "Sage On Stage" to "Guide on the Side"

Upon entering the field of education over 4 years ago, I was immediately brought back to memories of all the teachers I once had. The days of elementary school in the 80's where you were expected to sit still, in nice neat rows, and listen to the teacher throw information at you. I clearly remember daydreaming and looking out the window because I couldn't bare to hear it anymore. I was craving ACTION! PARTICIPATION! CONVERSATION! No, no, no, that would have to wait until recess or lunch. The teacher continued on with her long winded lesson on the Great Explorers as we followed helplessly along in our textbooks. The words would start blurring together as my head inched closer to the desk in hopes of a short nap. Who are these people we are reading about? Why did the come here? What were the name of the boats they came in? Then, next would come the dreaded worksheet that we would work on individually for what felt like an hour while the teacher sat at her desk "reading." This is not to say that all the teachers I had were focused on worksheets, lectures, textbooks, and drill-n-kill activities, however, there were certainly a few that made learning painful in my days. :)


Fast forward to the year 2006......I was ready to embark on my journey to becoming a teacher. I was initially fearful of this idea because of the thought of standing in front of a sea of children expected to be a HUMAN ENCYCLOPEDIA, oh and wearing a smock, handing out worksheets as spitballs were flying behind my back. Well, I'm happy to report that this fear was immediately squashed, when I applied to the Stanley British Primary Licensure Program for teachers. It was a relief to see that the role of an educator had in fact changed. No more "Sage on the Stage" instead it was more of a "Guide on the Side". This shift in the teachers role in the classroom has lead to all sorts of research on student motivation and implementation of best teaching practices. So my question to you today is, how do see teachers motivating students to learn in the year 2010?

Here are a few key motivators that can be used in any classroom to encourage students to take responsibility for their own learning:

* CHALLENGE THEM by asking "I wonder" questions
* Build on their strengths
* Offer Choices
* Use Rewards and Punishments with caution
* Build a classroom community that promotes risk taking
* Teach students how to set goals and self-evaluate
* Avoid "power struggles", don't control but guide
* Have clear expectations and rules generated by students
* Explain the objectives to lessons, the "whys?"
* Provide purposeful feedback and purposeful questions
* Celebrate student growth
* Incorporate technology
* Use cooperative learning groups

I have enjoyed my "Guide on the Side" role and hope you do to. Say goodbye to the days of the "Sage on the Stage"..... and with that said, Happy Learning!

Attribution Theory - Do you recognize any of these students?

This week, my post will focus around Attribution Theory. This theory was pioneered by Bernard Weiner. Attribution Theory, in my own words, is the excuses we make for our successes and failures in life. Have you ever said things like, "If I just had more time, I would work out." Or "I am just not good with taking tests." If so, you have applied one of the attribution theories. I am going to highlight how I have observed attribution theory in my 4th grade classroom, by introducing you to a few of my students (names have been changed) and their behavior patterns.

As you read about each of these students, please take note if you recognize any of these students. Perhaps it is your daughter, son, brother, sister, friend, or even YOU! Let the introductions begin, INTRODUCING..................................

Sam - Sam is a 9 year old boy that comes from a bilingual home, Spanish and English. He has an extremely tight knit family that is always emphasizing how hard work opens doors for opportunities. I have met both his parents and they are true examples and models of hard work. Sam is a charismatic and engaged learner. He always ask questions in class despite what we are learning and is always willing to help others. Generally, Sam is a straight A student. In the event of receiving a grade lower than an A, he will say, "Aw, Ms. Lavalley, I must have went to fast on this part. I totally knew the answer, I just went too fast." Then, he will be eager to show me that he can demonstrate his knowledge. I would consider Sam to be in the "mastery pattern" because of his high sense of self. I'm always pretty confident he would say he is the "master of his own fate!".


Shaw - Shaw is a 9 year old girl that is bi-racial, African-American and Caucasian. She lives with her caucasian mother and grandmother and her two older brothers, that tend to get into mischief. Shaw has never met her African-American father. She was recently given an IEP for reading, writing, and math. Shaw is a bit bigger than the other girls, (both physically and developmentally) and is often seen playing with the boys. She exudes an "outer toughness" about her with her peers as well as her teachers. During class time, Shaw often seems distracted and uninvolved regardless of the lesson. She takes frequent trips to the bathroom and uses excuses like, "I couldn't do my homework last night because I lost my planner", or "I wasn't here when you went over that". I would consider Shaw to be in the "failure avoidance pattern" because of her need to protect her self-image through lack of academic effort.

Madeline- Madeline is a 9 year old girl. Madeline has moved around a great deal over the last 9 years due to her parents need for employment. When Madeline came to our classroom, her mother and father both worked long hours at a factory. After school, Madeline is left to the care of her 12 year old sister to tend to her homework. During the first month in my classroom, I noticed Madeline would spend time daydreaming, doodling, and playing with things in her desk. She would avoid eye contact with me while teaching, frequently make visits to the restroom, avoid asking for help when needed and pouted when I tried to help her. When I sat her down to discuss this behavior with her, she told me "I have an IEP so my parents don't care as long as I try." That opened up a whole conversation about the word "try", which I had the parents come in for.

Casey- Casey is a 9 year old boy that is Gifted and Talented. When I first met Casey, I noticed he was extremely quiet and uncomfortable speaking up in class. Casey and I worked on that for the first half of the school year and he started to make growth. Then right after the holiday break, I noticed a change in Casey. The quality of his work was poor, he was not engaged in class lessons, and seemed a bit defiant and negative towards learning. When I sat him down to discuss this behavior, he said to me in a very monotone voice, "I guess I could try harder." In my gut, I knew something was wrong and I wanted to make sure I addressed it appropriately. The next step was to sit down with his parents for a conference to explain to them what I was seeing at school. Sure enough, my gut was right, mom and dad were having problems at home and were getting a divorce. Dad said Casey was spending a lot of time on computers and that was the only interest to him lately. That pattern continued in the classroom. If the lesson I was doing didn't involve something technology focused, then Casey found it boring. I would consider Casey to be in the "bright but bored pattern", as well as having feelings of lack of self-worth due to his parents separating.

Today, I leave you with the question, how do you as a teacher or parent, assist these children to achieve. What strategies have you used? Were you one of these kids? If so, what did a teacher do to assist you? Do you still have tend to have that attribution?

Until next post, HAPPY THINKING!

A Vision of K-12 Students Today

Good day to all you "learners" out there!

Today, my educational post will be focused around a YouTube video titled, A Vision of K-12 Students Today. You can view this video at http://www.youtube.com/watch?v=_A-ZVCjfWf8.

I first saw this video at a staff meeting at our school to promote 21st Century Teaching in the classroom. I clearly remember how I initially felt at that moment as a teacher.....frustrated. Frustrated, mainly, because it all makes sense "on paper" or in a "perfect world". If you give your students more opportunities to learn through the use of technology, it is a "no brainer." OF COURSE they are going to be more engaged and most likely walk away with a higher level of understanding of the content whether it be reading, writing, math, science, or history.

However, the part that made my frustrated was the reality of what teachers are really up against everyday. That reality is TIME, MONEY, and RESOURCES! I work at a fairly "middle of the road" school in Adams County. A large majority of my students, 4th graders, have computers, iPods, and cell phones and we often have technology day. This is a day when they are allowed to bring in their "technology" to use for a portion of the day. They bring in all sorts of "gadgets" like DS's and Ipods. I must say they get a real kick out of "teaching their teacher". I honor that world they live in and agree we need to get these 21st Century Learners involved with technology throughout the course of their day at school.

To make that happen, educators need RESOURCES. Most schools only have a few computers in the actual classroom and ONE computer lab. At my school, the computer lab is a very popular place to be these days, making it hard to get those technology lessons in.

We also need TIME. My experience, thus far, has been that most of our time as educators in public education is used on data meetings that are primarily focused on CSAP. Educators need time to re-vamp their units to include lessons with technology. To plan these lessons and gather resources, grade level teams need to commit their time to collaborating on these units. It seems to me that some of our schools keep doing the same thing in the classroom and keep getting the same results on paper. Sadly enough, the data still looks the same! So, with that said, we DO need to change our teaching to meet our 21st Century Learners needs or we will never get any results.

I am aware that change takes time. I often talk with my students about how one day perhaps all desks will be equipped with a mini desktop computer. We could all log in together, go to work on some activities, log off and then DISCUSS what we learned. However, until that day, we need to also teach our children to persevere and be disciplined enough to create their own learning. To set goals and achieve those goals, whether with technology or not. I often joke with my students that I am not a Wii or a DS, that I am a HUMAN and they will have to just make the best of it. I believe strongly that it is healthy for these children to NOT always being engaged. Their brains need to time to download just like a computer and just do what they might consider "boring" tasks. We sure did our share of "boring" tasks and I would like to think we turned out alright. :)

So, overall this post is focused around balance. Balance as human beings to become part of the 21st century technological era but to also embrace the learning that takes place via human interaction. The 21st Century Learners need BOTH of these elements to succeed in life and it is our duty as educators to teach them this balance.

In the words of Frederich Froebel, "play is the highest expression of human development in childhood for it alone is the free expression of what is in a child's soul." The question I will leave you with is, to play with technology or to play outside building a secret fort? Perhaps it is a bit of BOTH. :)