I don't know how you got my email address, or if things are being misdirected, but I am not Ginger. I recently signed up at the Mosaic website. but I don't have anything to do with the listserv. Good luck figuring it out.
Lynda Riggs -------------- Original message -------------- From: [EMAIL PROTECTED] > Ginger, > > Is the listserv up and running? I haven't gotten anything in days and that > always makes me leary. I am looking for some support with Professional > Development I am planning focusing on Comprehension. I am using some of Ellin > Keene's work from To Understand, but it is very comprehensive (no pun > intended) > and I need to accomplish two things: > > 1. Create some enthusiasm for beginning the school year > 2. Make the staff eager to delve deeper and continue our study of > comprehension across the year > > Any work by David Pearson that might be helpful? > > I hope the listserv is "OK".... > > Leslie > > > In a message dated 8/17/2008 11:59:38 A.M. Eastern Daylight Time, > [EMAIL PROTECTED] writes: > > 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. > > > > > > > **************It's only a deal if it's where you want to go. Find your travel > deal here. > (http://information.travel.aol.com/deals?ncid=aoltrv00050000000047) > _______________________________________________ > 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. > _______________________________________________ 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.
