Okay, I must have been oblivious at the time: could you please resend the first part because I can't find it in my saved mail anywhere? Thanks. Bev
> From: [EMAIL PROTECTED]> To: mosaic@literacyworkshop.org> Date: Sun, 17 Aug > 2008 10:56:52 -0500> Subject: [MOSAIC] new year- part 3> > Here is the last > part of how I get my children ready for our year of > learning together.> > Ginger> ++++++++++> > When I think about how I want my year to go I decide > for myself what general > procedures I need to explicitly teach my children > in order for me to be able > to "do my academic work" with them. I make a > list of all the routines, > things we will do each and every day/week. > Procedures that I want to become > automatic and smooth so I don't have to > take the time to "deal with them" > constantly. This is a way to help each > child become independent in the > everyday behaviors I expect.> > Here is my > list: hallway behavior when coming in for the morning, locker > behavior, > what to do when you enter the classroom, how to line up for a > special > (Music, Art, P.E.), bathroom break, how to work at the table groups, > how to > work with a partner, living room (gathering area) behavior (getting > and > leaving there and during the lesson), independent reading behavior, > small > group instruction behavior, indoor recess behavior on raining days, > > dismissal, etc.> > We hold class meetings the first few days (which tend to > be longer as we > build our community/classroom culture) where we create > LOOKS LIKE/SOUNDS > LIKE charts together for each behavior. They help me > create the charts > after turning and talking. It's not me telling them. I > set up the > situation. "What should I see and hear when you are coming down > the hall > from the buses each morning? Turn and talk." But of course if they > forget > something crucial I contribute to the conversation. If we are about > to take > our first walk to Music I plan the time to do that chart just > before that > time so we can have a smooth transition from the beginning.> > > Again, the book The Daily Five has explicit steps to follow when "training" > > for procedures. I highly suggest that book. The part that I always > remember > to include in this training is the modeling piece after we've > written the > chart. Having first one student show the INCORRECT way to do > the behavior, > then have the class reflect on why that was not correct. Then > have that > student demonstrate the correct behavior. I then have a small > group of > students demonstrate the correct behavior. And then the entire > class > practices. Always having the class reflect on what was correct and > why. > Adding the "why" connects completely with the thinking work I will be > > doing. It's that deeper layer.> > I've gone to this TRAINING mode for years > now and have found that it nearly > eliminates the behavior problems that > arise from lack of structure. I > actually post the LOOKS LIKE/SOUNDS LIKE > charts around the room for the > first few weeks and before a transition I > remember to walk over the chart, > point to it and say, "What should it look > like and sound like when we are > coming to the living room (gathering area) > for shared reading?" I take the > time to have them turn and talk it out > first and then have a few tables > share back. I suggest they all watch and > listen as we do the transition and > then I ask for feedback on how they > think it went. If it didn't go well I > stop my plans and have them return > and we do it all again. I point to our > chart. They turn and talk and share > back and have a go at it again. > Depending on the group there have been > times we do this over and over until > the behavior improves. It sounds > mundane but I can't tell you how crucial > it is to MAKE and TAKE the time to > shape the class in these areas. I want > to be able to do the teaching I have > planned and I can only get to that when > my children are ready and available > to learn. Behavior can be set up for > success by making and taking the time > early on. I've always found it well > worth the time.> > We don't always have > it down the first time either. They're kids. We need > to take it slow, use > kindness, and keep at it with lots of praise and > reflective words. But > every year my kid are able to show the correct > behaviors if I follow these > steps. And the best thing..... once they DO > show you as a class that they > CAN do what is expected, you can always know > it IS possible. Especially on > those behaviorally challenging days. Just > step back, take a breath, stop > your teaching and RETEACH the behaviors using > the charts and the modeling > and the practicing. It works.> > After a few weeks when we are in the groove > I do take down the LOOKS > LIKE/SOUNDS LIKE charts but I save them so I can > bring them out again for > class meetings to reteach and discuss if they slip > back into chaos. Again, > don't let it go when that happens. I've heard > teachers say, "They KNOW what > to do, why do I have to take my time to teach > them again?" Personally, I > can only say, when I DO take the time to retrain > them, I see great results > and then I am less frustrated with them and I can > teach. It's more about my > own consistency in ALWAYS framing those key > supportive words, "O.k. We're > about to line up for lunch. What should it > look like and sound like? Let's > see how we do." Then when I reflect back to > them what I saw and heard it > reinforces what I am wanting them to do. It > becomes natural. I love it.> > Laying this groundwork only makes my > instruction time more efficient and > more successful. At least that's what > I've experienced.> > Ginger> > > > _______________________________________________> Mosaic mailing list> > Mosaic@literacyworkshop.org> To unsubscribe or modify your membership please > go to> > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.> > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > _________________________________________________________________ Talk to your Yahoo! Friends via Windows Live Messenger. Find out how. http://www.windowslive.com/explore/messenger?ocid=TXT_TAGLM_WL_messenger_yahoo_082008 _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
