What are some of your ideas different ways WWE could practice and implement L&L strategies? We as teachers have different learning styles as well as different record keeping styles and personalities, how could we take all of these things into account and create a successful and consistant, learning,professional and work environment?
Assignment #6 (LAST ONE!!)
Part Four
5 comments:
What are some of your ideas different ways WWE could practice and implement L&L strategies?
Westwood can implement L&L strategies by getting groups of teachers slowly on board to agree on certain standards to follow, such as simple ways to coax students to walk in line quietly so as not to disturb other classes through techniques that give a clear message yet lets the student save face (self esteem). We can also make it a note to model to students what we want them to do. It is important to be consistent. We have to remember that some of the students may not have standards or see consistent behavior outside of the school environment.
As teachers we have different learning styles as well as different record keeping styles and personalities, and all of these things need to be taken into account to create a successful and consistent learning, professional and work environment. It is important to be conscious of other styles (teachers, students, administrators) including our own. With some personalities, It is easier to note and be conscious of other people’s feelings, to use caring words and caring actions. It is more difficult for the less observants, the more focused, the more business-like, to do the same at times. We all need to be conscious of our own strengths and weaknesses. We could develop a buddy system to help us in our awareness of our weaknesses so that we can be successful and consistent implementing L&L principles. Key word is self esteem. It is important to remember that communication is a two-way street, the sender sends a message and the receiver decodes it. This sending and receiving is based on words, visual cues, sounds, and each others baggage.
I like the way we've eased into it at our campus. After reading it, it seems like a seemless way to integrate better discipline. It goes well with what we already know from Tribes, and I think the infectiousness of the success we will have with it will speak for itself and spread naturally to the rest of the grade levels that haven't read into it yet.
As for different learning styles and personalities of the staff, as much as we are begrudging of "new" anythings, it is not difficult to "get on the bandwagon" of something that makes so much sense and WORKS. Like Kaycie said, and the book noted, we are all waiting for instances to try these "experiments". We are all wanting better discipline to lead to better learning in the classroom. We are all wanting the best for each child, and wanting it not to be too taxing on ourselves. If a way of thinking and approaching difficult situations helps us attain those goals, I don't think it will be difficult to convince others to use these consistent prescribed practices.
I think that the buddy system that FrAsian mentioned would be a great idea to keep us aware of things that we may not notice right away. Sometimes when we are so closely involved in a situation, we don't see it as others do, especially if we are frustrated or upset. For example, just the other day I was dealing with a child and sharing my frustration with a coworker. She just patiently said, " I wonder what would happen if you did what was done in the L&L book ". So I tried it, and it worked out great!
As far as getting everyone involved, I believe that we are all looking for some answers and would be thrilled to have a plan that puts the responsibility on the student. Then, according to the book, we wouldn't go home so stressed and exhausted. I believe that the way that our school is handling it, with short trainings during faculty meetings is a great way to let the new ways just "soak in" as we try one at a time.
I agree with FrAsianLat that if we model behaviors for the students they are more likely to project those behaviors. Of course there is always that student that needs more. I believe that with L&L we can give students the self-esteem they need by expecting them to be problem solvers and giving them that positive environment (where the teacher doesn't get angry). I also think that it is so important for the teachers to give that empathy statement.
I agree that I like the way Westwood has slowly introduce L&L to the staff, giving them time to process, try out, and buy in. I would like to see a committee like the one in the book set up where there is a grade level representative to be the go to expert for questions from their teammates. Often we are more comfortable going to a team member than someone from outside the team.
I would also like to see some time dedicated to staff just talking to each other about things they have tried from L&L, what worked, what didn't, what they have questions about or are finding hard to do. Sometimes these informal chats can be the most helpful!
I agree with Renee when she said this: I would also like to see some time dedicated to staff just talking to each other about things they have tried from L&L, what worked, what didn't, what they have questions about or are finding hard to do. Sometimes these informal chats can be the most helpful!
I love the wisdom of FrAsianLat: It is important to remember that communication is a two-way street, the sender sends a message and the receiver decodes it. This sending and receiving is based on words, visual cues, sounds, and each others baggage.
This week I have noticed how much I use humor...and I could use it much more. One student is having trouble all over school and at his day care, etc., but I am findng we share humor in some of his connections. Today he saved some of the confections on a birthday cupcake, because he thought they would go well on the bunny in a movie students are making on Spot Attack! Well...try to follow that sentence, but anyway, soon other students were apologizing for eating their spots! LOL. A couple of minutes later he got in trouble, for we enjoyed his ideas and contributions.
I would love a list of humor useful at school!
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