Now that we have read about the Four Key Principles is L&L, what procedures do you have in place in your classroom that will help support and initiate these principles? How do you think these principles will help students? What will the benefits be to the classroom climate? Do you think these principles mesh well with initiatives and trainings that the district has recommended? Which do you think are supported and which do you think will not? What questions or concerns do you have?
Assignment #4 Chapters 13 & 14
7 comments:
Some of the procedures that I have in the classroom to help me support and initiate L&L include:
1. Differentiated instruction
2. RTI (response to intervention)
3. Centers
4. Group projects
5. Tribes
I think differentiated instruction not only for my GT students, but for students that are struggling in class will allow them to have choices that they feel they can meet thus working on the first principle, enhancement of self-concept. The interventions I develop for a student or a small group of student responding to intervention to a skill, also will help develop their self-esteem.
Through centers and group projects, students develop the ability to share work and thinking and the teacher shares control with them by giving them the opportunity to choose and discuss their assignment with each other. In doing so, the students know that there are consequences attached to their performance.
The classroom routines will continue to be based on the Tribes principles which mesh with those of L&L. Students will be respected and show respect. Students will discuss and share what they think respect looks like, sounds like and feels like. The Tribes principles mirror the L&L principles. Students get and give respect, receive consequences and take responsibility for their behavior. Not only do these principles benefit students individually, they are integral to having effective learning in the classroom. They improve the classroom climate when the students start learning and respecting by minimizing disruptions and sidelines.
These principles mesh well with many of the school and district initiatives and trainings that are recommended. Centers, group projects, paired students (OWDL), all help students make choices, share control and thinking, and enhance their self-concept. They know that they have individual and group responsibilities and that there are consequences to the amount of work they put forth. I believe all of them are well supported if the students all do their share of the work and the teacher monitors progress individually as well as in group.
My concern is always time and training. There is so much going and by the time we think we have figured out a difficult case, the school year is over, the student has moved, etc. I believe it is important for teachers to have support from each other, from specialist, from interventionists through training, shared experiences, and feedback for fidelity (am I doing this right?).
I find that shared control has always worked in my classroom. Choices within limits place most of the responsibility on the learner. For example, when working in inquiry groups for reading, students are assigned a group, but within that group must work together to select a topic, choose relevant questions and work together to locate, explain and organize information, all the while meeting deadlines. Decisions must be made regarding who does what - a good artist for example, might help with the layout or illustrations, students with a love of computers take care of research, while those with good penmanship create a final product. By giving students options, self-concept is also addressed because students are allowed to contribute to a group based on their individual talents and skills.
This ties into SBISD's five-year plan to prepare all students for college. In college, especially for those students who study away from home, there is rarely an adult to make sure students attend class, are prompt, get assignments completed in a timely fashion. Students must develop these skills before going away to school in order to be successful. By teaching decision-making strategies through choice, our students are better prepared to be successful college students and make good, informed decisions. They will also have a better idea of where their talents lie, which can help with choosing a major.
I love the example choices from the book, such as: You may choose to work on the front or the back of the paper. I have used homework choices, and found the students respond to them, but adults involved are confused. To help adults buy into the choice system, I should reiterate in a written sentence or two the value of stuent choice.
I will used the Love and Logic Tip #10 in the classroom.
Something I had problems with this year was lining up for recess. They suddenly felt they were already at recess, and stood talking and comparing toys. I often said, "You are letting me know you would like to practice procedures by your behavior." And we would practice lining up, AGAIN,during recess.
Another choice I can incorporate is choosing a book from the leveled boxes for silent reading. It's a challenge to get all 8 yr olds reading simultaneously, but that has to occur.
I will use synthesis questioning techniques, rather than knowledge questions with regard to misbehavior--with use of the stems on page 179.
In chapter nine, I liked the question, "Do I want to control kids or gain their cooperation?" I totally agree that when kids feel like they have no control over their own lives, they attempt to control others.
I thought it was funny when the students revolted over no choices in math, and the teacher said that they could choose to use either the front or the back of the paper. (Many of my students last year didn't even realize that they were writing on the back!)
This past year my students were given many choices as to if they wanted to work with or without music and if they wanted to work alone or in partners.
In book clubs, they got to take turns leading out and completing different jobs. This was also a good example of shared control. They had tasks to complete and had to work cooperatively thus using self control and positive peer pressure to get the quality of work desired. I also demonstrated control when there were issues among teams and would then give two choices to the ones involved.
I am in agreement with FrAsianLat about L and L supporting the district goals well. I can see how this type of principles approach would mesh easily with programs already put in place such as RTI, differentiated instruction, tribes, and centers.
I love the part where the teacher gets three good consequences from the child just by asking, "What do you think might happen if you continue doing that?"
It never occurred to me to use Bloom's level of questioning when dealing with discipline issues. From now on, I will practice using synthesis questions and maybe even some of Jim's magic words or phrases.
Now Jim's favorite saying (Empathy drives the pain of the consequence down into their little hearts, where it can be converted into wisdom) has become mine, too. After all, isn't that what we would want for our own kids, to learn from their mistakes?
I could not agree more with NOT Gaffney on her comment linking the 5-year plan and being college ready with encouraging students by giving them choices so that they will be ready to direct themselves when it comes to making decisions in college (study or not study?/be prepared/managing time, etc.).
What Beth said about the levels of Blooms was very accurate. It is very hard with time factor always working against us, to move on through the levels. I like Melanie's comment on moving toward using more synthesis Q's in choosing books. I have had the same issues with some of the students choosing books not only in third grade, but even in fourth.
I think that giving students choices helps classroom climate by allowing students to feel more in control of their learning. I love the simple choices given on p. 154. The choices are so simple to give and will empower the students and make them more willing to allow you to make the choice when necessary!
I also agree with FrAsianLat that the district initiatives go hand in hand with Love and Logic, making it easier to incorporate what we have learned.
Like Melanie, I too am going to try to ask questions like the ones suggested on p. 179.
I am finding that I am excited to put these easy suggestions into practice!
I really think that the "shared" aspect is one of those things you've always known and it makes complete sense, but you need it articulated to you and occasionally need reminders of: shared control and shared thinking, I think will ease the atmosphere for everyone involved.
I really want to try the empathy "sentence starters" and really do a better job of showing the kids we want only what is best for them and the class as a whole.
One thing I kept thinking about was the statement, "What if you try it just for me..." I am not sure I agree with that statement as it is inferring that they don't have to do it for another teacher, especially in a departmentalized setting, where it seems you are pitting yourself against another teammate, but maybe I am not understanding that comment as what it was purposed for?...Don't know...
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