WRFA: always keep a spare change of clothes in your workplace or at school
WRFA: take time to build relationships
option A, which seems like it was a practiced delivery and confident projection. It also told a story without it seeming like it was an actual presentation; there was a visual/graphics
WRFA; you need talking points only, not a TelePrompter
WRFA; appropriate size font, color, graphic, visual, ect
WRFA: have a friend click for you, make eye contact every single person every single class
WRFA: closing is key; neat, clean practiced,
WRFA: use a timer, it lets you get into the practice of keeping better time management. showcase it.
WRFA: be very mindful of your dress and attire when presenting. be professional, and have the option to step it up a notch
Look neat, look covered, nothing too formal, but appropriate. Dress does impact how you are received
WRFA; a good analogy is the bridge analogy; bridge your classes together and connect them, so they are clear about the way you teach and how it is interwoven
WRFA; come up with a number of questions you want them to pose
1. What does BED stand for again? Behaviorally and emotionally disabled students
2. is there a special population you would have liked to spend more time on but didn't?
3. Would you ever suggest making a minority experience or cultural clinical public with the school for non education members?
regular EDU is considered within the 2 year scope of the grade level you are teaching
80% of your students is regular edu
WRFA: quickly and efficiently and then walk away
WRFA; always remember your EC chair, you will meet with that person if you feel there is someone in your class who could benefit from that program
WRFA: always involve an administrator,
WRFA: kids will open up more if they think you relate
WRFA; food pantry, a clothes closet, and a supply closet for students who need them
WRFA: you have not because you ask not
WRFA: asses your kids within the first ten days
WRFA: parent information on your children
WRFA: survey your kids anonymously
"tell us about yourself" smooth as silk, smile but not lucid, 2 minutes or less
practiced but not rehearsed
personal and profesional
end with a thank you "and i appreciate this opportunity, etc)
glimpse into your classroom; don't talk about things you aren't secure about
focus on the student role first
show variety
what is the teacher doing
talk in threes (reading, writing or listening)
"does that answer your question?"
don't talk about things that will make yourself cry
two of your greatest strengths (relationships, classroom instruction and student management)
never ever ever say classroom management as your weakness
make your negative into a positive (-you care too much)
-technology
will they ask about parent management in your interview?
WFRA; how do you build relationships with parents, you will have a parent question of some sort
WRFA: email and paper thank you note, and email is immediate
Tuesday, April 21, 2015
Thursday, April 9, 2015
the quote seems very wise. without considering the history of the book i still feel like the quote is somewhat naive, but that it gets to a point all the same.
i feel like even thought the book might not have been true it is still a great story and has an impact all the same
one size does not fit all policy; i have a very low tollerance for violence, and we were required to watch a movie that displayed to a historical extent the violence that went on. Instead of watching the movie, my teachers let me write letters from the soldiers point of view and in that way they fit the lesson to me.
respect the listener will mean that you will be heard
politeness will send you a mile further than not
It is never too late for a child to get help.
why should he be locked in a closet? wouldn't that make him feel more isolated? that doesn't seem like
I would have gotten out of that car right now, and either confronted him right there and then or asked him where he went to school and talk to his teachers or parent
i feel like even thought the book might not have been true it is still a great story and has an impact all the same
one size does not fit all policy; i have a very low tollerance for violence, and we were required to watch a movie that displayed to a historical extent the violence that went on. Instead of watching the movie, my teachers let me write letters from the soldiers point of view and in that way they fit the lesson to me.
respect the listener will mean that you will be heard
politeness will send you a mile further than not
It is never too late for a child to get help.
why should he be locked in a closet? wouldn't that make him feel more isolated? that doesn't seem like
I would have gotten out of that car right now, and either confronted him right there and then or asked him where he went to school and talk to his teachers or parent
Tuesday, April 7, 2015
Book Analysis daybook
19 minutes
i would like to have my kids think about ways they could be different. have them think about changing their race, their gender, their sexuality, and then try and see how this change makes them vulnerable; if they can see the vulnerability in others they will be less likely to abuse it. do this by a free write, an anonymous response system and the class responding to those vulnerabilities.
WRFA; kids love getting envelopes, student feedback and response that is supportive, contructive and anonymous
a Haiku
it should not matter
what color our students are
potential all
A Child Called It
i would initially not intitially push it off on someone else but instead colaborate with a guidance councelor or school psychologist, and definitely not deny that there might be something wrong. I don't think abuse would start suddenly but you can't rule it out. Don't just talk to the mom, talk to her, her friends, and others who interact with her. If she is being abused, you need to take action immediately. Listen, be supportive and involve others immediately. It is possible she is not being abused, if she is a tomboy, but she shows three of the 8 signs of abuse; not a dead giveaway but certainly a possible indicator
i would like to have my kids think about ways they could be different. have them think about changing their race, their gender, their sexuality, and then try and see how this change makes them vulnerable; if they can see the vulnerability in others they will be less likely to abuse it. do this by a free write, an anonymous response system and the class responding to those vulnerabilities.
WRFA; kids love getting envelopes, student feedback and response that is supportive, contructive and anonymous
a Haiku
it should not matter
what color our students are
potential all
A Child Called It
i would initially not intitially push it off on someone else but instead colaborate with a guidance councelor or school psychologist, and definitely not deny that there might be something wrong. I don't think abuse would start suddenly but you can't rule it out. Don't just talk to the mom, talk to her, her friends, and others who interact with her. If she is being abused, you need to take action immediately. Listen, be supportive and involve others immediately. It is possible she is not being abused, if she is a tomboy, but she shows three of the 8 signs of abuse; not a dead giveaway but certainly a possible indicator
Thursday, March 26, 2015
Religion
Islam; founded by the teachings of the prophet mohammed, and contains the belief that allah is the true and unrivaled god, and depends on five pillars for worship and maintaining spirituality
Hinduism; there is one true god whos power rests in the divinity of the four vedas
Christianity; based on the teachings of Jesus and the holy bible
Judaism
Christianity; a mono-religion that follows the teachings of God
Judiaism; 4th mosst represented religion in schools
islam
hinduism; religion made up of tradition made up of scriptures teaching and ... other
religious
beliefs
differences
prejudice
resources
empathy and curiosity
ceremony
multicultural
etiquette
accepting
appreciation
similarities
purposeful actions
diversifyig
celebration
Hinduism; there is one true god whos power rests in the divinity of the four vedas
Christianity; based on the teachings of Jesus and the holy bible
Judaism
Christianity; a mono-religion that follows the teachings of God
Judiaism; 4th mosst represented religion in schools
islam
hinduism; religion made up of tradition made up of scriptures teaching and ... other
religious
beliefs
differences
prejudice
resources
empathy and curiosity
ceremony
multicultural
etiquette
accepting
appreciation
similarities
purposeful actions
diversifyig
celebration
Tuesday, March 24, 2015
Guest Speaker; Bullying
What charaterizes school climate
how students and staff feel about their school
what does school culture mean
why they feel the way they do
Responsibility, restoration and respect
The three r's of relationship
students who feel connected to their schools are less likely to be aggressive or perpetrate violence
a respectful climate at school produces students who are safe, smart honest and responsible at school and online
psychological safety
people not programs build relationships
productive, contributing and satisfying life
who feel socially, emotionally and physically safe
where people feel engaged and respected
elbow discussion
physical environment; how does it look? safetly and cleanlyness, noise decibal,
social; do you feel acceptive, involved, fostering relationships
affective; do you feel like you are learning, making progress, do you feel like teachers care if you succeed
if it doesn't happen naturally, what can we do to foster it? Programs listed in the pamphlet, a safe supportive environment.
school climate and culture as an organizing data driven concept
protect children and promote social learning
don't be a bystander be an upstander; intervene, be safe but proactive
pacer.org
homicide, assualt invilving injury or weapons, rape, sexual assault, taking indeccent liberties with a minor
assault on school personel
alchohol
drugs
bomb threats
posession of weapon or bomb
are we providing an opportunity for restoration?
Restorative actions
-address needs of target and agressor
-give the target a voice
-holds agressors accountable
provides opprtunities for amends
-encourages reconciliation and restores relationships
-develop plan to adresss emotional distress
-discuss sources of strength and plan to tap into them
evaluate to determine effectiveness and need for continuing or corrective actions
why is it important to understand the link between student behavior and student climate?
if you know what the link is you can decrease the negative aspects that could promote the behavior and the climate
what aspects of school climate promote bullying and peer harassment
-size
-teacher relationships
-problems brought from home
-lack of knowledge about the situation as a whole (don't know how to handle bullying)
What might discourage these behaviors?
--building relationships with students
-students relationship with other students
-school connectedness
we want students to devleop strong character and values, qualities that drive in a postive way the way we behave. THis includes compassion, honesty and fairness, and others
We need each kid to feel like the world is magical, and for that we need to help them.
how students and staff feel about their school
what does school culture mean
why they feel the way they do
Responsibility, restoration and respect
The three r's of relationship
students who feel connected to their schools are less likely to be aggressive or perpetrate violence
a respectful climate at school produces students who are safe, smart honest and responsible at school and online
psychological safety
people not programs build relationships
productive, contributing and satisfying life
who feel socially, emotionally and physically safe
where people feel engaged and respected
elbow discussion
physical environment; how does it look? safetly and cleanlyness, noise decibal,
social; do you feel acceptive, involved, fostering relationships
affective; do you feel like you are learning, making progress, do you feel like teachers care if you succeed
if it doesn't happen naturally, what can we do to foster it? Programs listed in the pamphlet, a safe supportive environment.
school climate and culture as an organizing data driven concept
protect children and promote social learning
don't be a bystander be an upstander; intervene, be safe but proactive
pacer.org
homicide, assualt invilving injury or weapons, rape, sexual assault, taking indeccent liberties with a minor
assault on school personel
alchohol
drugs
bomb threats
posession of weapon or bomb
are we providing an opportunity for restoration?
Restorative actions
-address needs of target and agressor
-give the target a voice
-holds agressors accountable
provides opprtunities for amends
-encourages reconciliation and restores relationships
-develop plan to adresss emotional distress
-discuss sources of strength and plan to tap into them
evaluate to determine effectiveness and need for continuing or corrective actions
why is it important to understand the link between student behavior and student climate?
if you know what the link is you can decrease the negative aspects that could promote the behavior and the climate
what aspects of school climate promote bullying and peer harassment
-size
-teacher relationships
-problems brought from home
-lack of knowledge about the situation as a whole (don't know how to handle bullying)
What might discourage these behaviors?
--building relationships with students
-students relationship with other students
-school connectedness
we want students to devleop strong character and values, qualities that drive in a postive way the way we behave. THis includes compassion, honesty and fairness, and others
We need each kid to feel like the world is magical, and for that we need to help them.
LGTB Post lesson and wrap up
AGD; attention getting device
spring break checkup (low risk way to get to know your students)
first three minutes is key. has to be productive or you will lose them
people like being read to.
planned absences are key, make sure you touch base with the sub so it is still a productive class
The moral of the story is that if you believe you are different it is only a matter of time before people realize your difference is beautiful. you just have to find the right time. it might not be perfect but it shows you for you. be patient and never stop believing in yourself.
What if there is a parent who does not support their child's sexuality or sexual identity? how do you encorage the student without angering the parent?
WRFA; you have the legal responsability to report it, even if its only a suspicion
what is a good example to model acceptance
what are things to look for to help a child come to know themselves
WRFA: make them laugh, put their hands on their head when they're done.
Scenario 1.
make sure that they understnad you will not tell anyone if it does not harm them or others
ask them if they are comfortable talking here
if you cannot talk then, arrange a time
I am here to support you
WRFA; keep your door open when talking to kids. if needed bring someone else in the room
WRFA: murphey's law; if it can go wrong it will, make sure you have a mindset to protect yourself
2. I believe it is important for kids to realize that they are not bad people just because they are gay
bring a councelor in
ask if their parents have done anything bad to them?
ask them if they feel safe at home
WRFA; three positive comments before doing anything else
WRFA: involve mentor, team mate, guidance coulcelor, soial worker and staff representative
WRFA: never get into the right or wrong of the issue. the legal term of captive audience; people must legally be in your room you can not use that time to make statements of right or wrong
3. i would remind the class as a whole, not naming names, that it is important to respect your classmates. i would also ask the two students to stay after class (door open) and find out what happened.
act swiftly and promptly and very obviously
have a catchphrase, go into broken record.
WRFA: publicly squashed. must set the tone.
WRFA: make sure both students write downs what happened and then sign it
WRFA; tolerance. your job is to advocate for kids and teach tolerance.
WRFA: have critical conversations with your students. make them feel uncomfortable by asking the questions you do want the answer to.
4.comfort
I would immediately ask them if their parents are aware of the situation
I would reccomend they deactivate their facebook account, talk to a councelor
although students rarely like to name names its impportant that bullying be squashed
WRFA: when it comes to discipline it should be two fold. it should be punitive and educational. You are going to get a consequence
be midnful of monitoring the situation after it is addressed.
you can take action on anything that disrupts the school day
5.Do i act or do i monitor?
if act;
it is important first of all to stress to the student that you support them
talk to them about their feelings but remind them that passing notes is not ok
is the friend ok with this
purposeful conversation
6. I would confront the coach right then and there and say that the language is not appropriate, especially in front of a student. I would ask the coach to apologize to the student and i would also possibly lodge an incident report
WRFA; silence is acceptance, do not accept descrimination
WRFA; you need to act...What would you do? you act until you see something change
WRFA: stand at the door beginning and end of class and you check in with EACH and every student.
7. You need to take all student involved, bring them aside, check first that no one is hurt and then impiment the punitive and educational punishment.
report it to the administration
monitor the situation
are you talking to the right people? if not, talk to someone higher up. get other involved
make sure that nothing actually has been done and no progress has been made. when you turn a kid over to the office you name is no longer involved, it is no longer your business.
spring break checkup (low risk way to get to know your students)
first three minutes is key. has to be productive or you will lose them
people like being read to.
planned absences are key, make sure you touch base with the sub so it is still a productive class
The moral of the story is that if you believe you are different it is only a matter of time before people realize your difference is beautiful. you just have to find the right time. it might not be perfect but it shows you for you. be patient and never stop believing in yourself.
What if there is a parent who does not support their child's sexuality or sexual identity? how do you encorage the student without angering the parent?
WRFA; you have the legal responsability to report it, even if its only a suspicion
what is a good example to model acceptance
what are things to look for to help a child come to know themselves
WRFA: make them laugh, put their hands on their head when they're done.
Scenario 1.
make sure that they understnad you will not tell anyone if it does not harm them or others
ask them if they are comfortable talking here
if you cannot talk then, arrange a time
I am here to support you
WRFA; keep your door open when talking to kids. if needed bring someone else in the room
WRFA: murphey's law; if it can go wrong it will, make sure you have a mindset to protect yourself
2. I believe it is important for kids to realize that they are not bad people just because they are gay
bring a councelor in
ask if their parents have done anything bad to them?
ask them if they feel safe at home
WRFA; three positive comments before doing anything else
WRFA: involve mentor, team mate, guidance coulcelor, soial worker and staff representative
WRFA: never get into the right or wrong of the issue. the legal term of captive audience; people must legally be in your room you can not use that time to make statements of right or wrong
3. i would remind the class as a whole, not naming names, that it is important to respect your classmates. i would also ask the two students to stay after class (door open) and find out what happened.
act swiftly and promptly and very obviously
have a catchphrase, go into broken record.
WRFA: publicly squashed. must set the tone.
WRFA: make sure both students write downs what happened and then sign it
WRFA; tolerance. your job is to advocate for kids and teach tolerance.
WRFA: have critical conversations with your students. make them feel uncomfortable by asking the questions you do want the answer to.
4.comfort
I would immediately ask them if their parents are aware of the situation
I would reccomend they deactivate their facebook account, talk to a councelor
although students rarely like to name names its impportant that bullying be squashed
WRFA: when it comes to discipline it should be two fold. it should be punitive and educational. You are going to get a consequence
be midnful of monitoring the situation after it is addressed.
you can take action on anything that disrupts the school day
5.Do i act or do i monitor?
if act;
it is important first of all to stress to the student that you support them
talk to them about their feelings but remind them that passing notes is not ok
is the friend ok with this
purposeful conversation
6. I would confront the coach right then and there and say that the language is not appropriate, especially in front of a student. I would ask the coach to apologize to the student and i would also possibly lodge an incident report
WRFA; silence is acceptance, do not accept descrimination
WRFA; you need to act...What would you do? you act until you see something change
WRFA: stand at the door beginning and end of class and you check in with EACH and every student.
7. You need to take all student involved, bring them aside, check first that no one is hurt and then impiment the punitive and educational punishment.
report it to the administration
monitor the situation
are you talking to the right people? if not, talk to someone higher up. get other involved
make sure that nothing actually has been done and no progress has been made. when you turn a kid over to the office you name is no longer involved, it is no longer your business.
Reader Response
SOCIAL CLIMATE
I agree with several of the points made in the School Climate article, however I would argue that while competition may hinder student connectedness, it also sometimes promotes motivation and success in others. I believe it depends on the type of competition being presented, whether it's academic, athletic or for other reasons.
Also, if a school has a violence problem and the students feel unsafe that is one thing, but promoting anti-violence when there is none to begin with seems to draw attention to that factor too much. School should be a sanctum, not a prison, so increased security might be necessary but should not be obvious.
Increasing student-based decisions seems like the best solution/suggestion out of all of those. By discussing options students can hear others out and through that get to know one and other better. It also promotes fairness moderated by the students themselves, and if they feel more in control they are likely to feel more comfortable in their environment.
Q; How does the school identify and address those individuals who do feel lonely, worthless and other powerless emotions?
SCHOOL VIOLENCE
Wow. Just Wow. I would never have guessed how many weapons were brought on campus, how gangs are prevalent in schools to that extent or even how many students felt unsafe in their school environment. Imagine the fear that overwhelms and consumes these students every day when they think about school, and how that can affect their academics! Anyone would feel it hard to concentrate if they felt their life was at stake.
All of the prevention suggestions seemed well thought-out, however it still made me feel powerless as a teacher, and even as a person. I want to feel proactive in this topic and while the suggestions proposed were helpful, and might lower the percentages stated on the previous page, it still seemed like there was more that could be done to help solve the problem. I like that they included parents and communities in their attempts to rectify the situation.
Q; Where has this 4 step program been put in place and the suggested solution been successful?
I was in elementary school when the Columbine shooting happened. My school system in Massachusetts went into an official lock-down approximately 17 times before I transferred after sophomore year. We had guns on campus, bullets, bomb threats and others, and we were stuck in a classroom for over six and a half hours. Because of this, that school now has the highest security, and there are still threats. Nothing was done to address the students, as far as I know the faculty was not spoken to, instead they hired security guards with dogs who patrolled the hallways and sniffed out a girl who got her period early, and didn't have any tampons. This, in my opinion, was the exact opposite way the school should have handled the situation.
TWO WRONGS DON'T MAKE A RIGHT
While the government continues to update the laws on bullying, the schools need to handle the preventative side. However such big changes are hard to implement, and many of the laws and bills are not having as big an impact as the schools and communities would like, as much as I would like. This article seems like a great time to mention the punitive but educational part to reprimanding students; the school to prison pipeline suggest the punitive part is put in place, but not the educational part. If students do not understand what they did wrong and how to rectify it they will never cease doing it. The article (in so many words) states that we don't necessary give students a chance to redeem themselves if we punish them without room for growth and redemption.
Sending kids out of school does no good. You need to educate them to understand, not dismiss them because they don't. The administration is actually making the problem worse by sending the students home as punishment! While the laws and recommendations at the bottom of the article make sense, we must also make use of them. Until that happens we have little chance of improving the pipeline.
I agree with several of the points made in the School Climate article, however I would argue that while competition may hinder student connectedness, it also sometimes promotes motivation and success in others. I believe it depends on the type of competition being presented, whether it's academic, athletic or for other reasons.
Also, if a school has a violence problem and the students feel unsafe that is one thing, but promoting anti-violence when there is none to begin with seems to draw attention to that factor too much. School should be a sanctum, not a prison, so increased security might be necessary but should not be obvious.
Increasing student-based decisions seems like the best solution/suggestion out of all of those. By discussing options students can hear others out and through that get to know one and other better. It also promotes fairness moderated by the students themselves, and if they feel more in control they are likely to feel more comfortable in their environment.
Q; How does the school identify and address those individuals who do feel lonely, worthless and other powerless emotions?
SCHOOL VIOLENCE
Wow. Just Wow. I would never have guessed how many weapons were brought on campus, how gangs are prevalent in schools to that extent or even how many students felt unsafe in their school environment. Imagine the fear that overwhelms and consumes these students every day when they think about school, and how that can affect their academics! Anyone would feel it hard to concentrate if they felt their life was at stake.
All of the prevention suggestions seemed well thought-out, however it still made me feel powerless as a teacher, and even as a person. I want to feel proactive in this topic and while the suggestions proposed were helpful, and might lower the percentages stated on the previous page, it still seemed like there was more that could be done to help solve the problem. I like that they included parents and communities in their attempts to rectify the situation.
Q; Where has this 4 step program been put in place and the suggested solution been successful?
I was in elementary school when the Columbine shooting happened. My school system in Massachusetts went into an official lock-down approximately 17 times before I transferred after sophomore year. We had guns on campus, bullets, bomb threats and others, and we were stuck in a classroom for over six and a half hours. Because of this, that school now has the highest security, and there are still threats. Nothing was done to address the students, as far as I know the faculty was not spoken to, instead they hired security guards with dogs who patrolled the hallways and sniffed out a girl who got her period early, and didn't have any tampons. This, in my opinion, was the exact opposite way the school should have handled the situation.
TWO WRONGS DON'T MAKE A RIGHT
While the government continues to update the laws on bullying, the schools need to handle the preventative side. However such big changes are hard to implement, and many of the laws and bills are not having as big an impact as the schools and communities would like, as much as I would like. This article seems like a great time to mention the punitive but educational part to reprimanding students; the school to prison pipeline suggest the punitive part is put in place, but not the educational part. If students do not understand what they did wrong and how to rectify it they will never cease doing it. The article (in so many words) states that we don't necessary give students a chance to redeem themselves if we punish them without room for growth and redemption.
Sending kids out of school does no good. You need to educate them to understand, not dismiss them because they don't. The administration is actually making the problem worse by sending the students home as punishment! While the laws and recommendations at the bottom of the article make sense, we must also make use of them. Until that happens we have little chance of improving the pipeline.
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