Flipping out!

Have you heard of this???

I will be the first to admit that I had never heard tell of it before but I am comforted by the fact that as I talk about it with fellow teachers and management staff, they hadn't either. I might even add that they are almost as excited about it as I am (or else they are simply humouring me until I let them be)!

A "flipped classroom" refers to various approaches to teaching but one common theme amongst most applications of the name is that the lessons are delivered in a pocast/video/tutorial-esque manner. My understanding is that the "learning" happens out of the class, while the application of the knowledge and skills is nurtured in class, rather than as homework.

If you are curious, I suggest checking out these links for more info:
http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.html
If you like words, go here:
http://www.thedailyriff.com/articles/the-flipped-class-shedding-light-on-the-confusion-critique-and-hype-801.php
and then, (if you are really keen):
http://www.thedailyriff.com/articles/how-the-flipped-classroom-is-radically-transforming-learning-536.php

I am really excited to be teaching English again next year and have some BIG ideas for how I will incorporate this into my Literacy Passport. If I were to pick a super overarching theme for my class next year, it would be something along the lines of "Developing Independence". Above all, I want my students to be able to seize control of their learning pathway and excel. Like I said, BIG IDEAS and I can see this as a perfect compliment to that direction.

So, have you heard of a flipped classroom? Have you used it or seen it in operation? Let me know what you know! So I can go into this better prepared.

Meet Tessa and CA-001 - Voki for the classroom (easy tech)

This is a short entry because if you look to the right of the page, Tessa is right there, waiting to make her debut. So, I'm going to let her do the talking, LITERALLY! CA-001 is there too to show how I will be "employing him". So go ahead and say hi. Then let me know what you think.

Positive Forcasting: Try now for free!

My girlfriend, Alanna, has been attending a series of seminars about behaviour management and came home with a really simple but exciting idea. I know that for some, this is already part of your practice but for the rest of us, try Positive Forecasting.

"What is that?" you ask.

Well, Positive Forecasting is a not-very-complicated term for a not-very-complicated strategy. It won't stain fabrics and it is safe for children of all ages. Best of all, you don't need to buy or make anything!

(Audience of teachers applause uncontrollably)

Here's a demonstration of how Positive Forecasting can work for you:

Traditional Instruction:
Walk to the gym in a quiet single file line.
(Moderate chuckles as teachers see a replay of everytime they go to the gym and students talk and wander and hold hands. Camera zooms in on one teacher telling her neighbour "That's exactly how my students are.")

How many kids will walk to the gym in single file with lame, boring instructions like that? I'll tell you who: just the ones that would have walked to the gym in single file anyways!

Now watch this!

Positive Forecasting:
Now, we're going to walk to the gym quietly. I know you can do this! You know you can do this. You are an AWESOME bunch and staying in a straight, quiet line is going to be easy!
(Audience watches in amazement and erupt into cheers when they arrive. One teacher lady passes out) 

Can you believe it? With Positive Forecasting, the kids were SHAKing with excitement and wanted to show their teacher he was right! They knew they can do it! They arrived with no problems and there were high-fives all around! Awesome!

See the difference Positive Forecasting can make? Positive Forecasting infuses instructions with positive messages in such a way that the students can't bear to disappoint you. And, let's face it, when students don't want to disappoint you, we all win! :)

To get your own Positive Forecasting, simply tell your kids how easy the task is going to be! Be that inspiration they need and make them see the success before they even start.

Easy, eh? You are so clever, it will be a piece of cake for you! I know you can totally do this in your class!

Classroom Management: MEGA Chart

Hi friends. Welcome back.

Page visits, comments, and the like are at a bit of a slump this month. It probably has something to do with the fact that I really have been slack on the upkeep of this site throughout August.

Alas, here is something that I hope will get you commenting! Way back in June a linky party started up over at Miss Kindergarten's. You probably know this already because you have posted your fabulous ideas there already. Old news, I know. The New news is this one that I am about to share.

NEW? Well, it's new for me, it's new for my class, and it's new for the teachers that are at my school adopting it into their teaching. It's like a ladder system that many of you have shared but I call it my MEGA Chart.

Everybody's alright ;)



It goes like this:

Magnificent

Excellent

Great

Alright

Before the MEGA Chart, I was extremely dissappointed to keep reading comments back from other teachers that students were off-task, calling out, playing around, "had no ears" (direct quote, no offence to people who have no ears), and there was even a comment that some of the boys were pulling each other's pants down! C'mon, REALLY? Yeah...and these had gotten gradually worse over the past weeks. Something had to be done.

  

My MEGA Chart is an individual-based consequence and reward system that is SUPER adaptable into different environments. I use it with 11-13 year olds and it has made an awesome improvement so far. If you have kids that go away to another teacher for another subject (or another teacher comes into your room to teach them) make sure you read the black part at the end so I don't BORE everyone else with it now. I need to keep them all as long as I can...



Way to go, guys!



What I do differently is this. The MEGA Chart is not an immediate response to actions. It's summative. I know a lot of teachers use it as a way to instantly correct behaviour and there is nothing wrong with that but I wanted moving up and down on this chart to be a pretty big deal. Instead, it is reactive to an overall impression that would sum up their behaviour.

While using their manners is very nice (and for some of my students it can be a real accomplishment), it won't usually get them up to Great. Expected behaviour does not move their name. Positive behaviour moves their name UP. Negative behaviour moves them down. Each tier has it's own consequence. If you are in an awesome school that has their students divided into houses/teams, the buy-in can be pretty easy. Just using your own class rewards will work, too. Magnificent at the end of the day = 5 pts, Excellent = 3 pts, Great = 2 pts, Alright = 1 pt.

Yep. Even if they don't move at all, they get a point. If they move down, you can have your own consequences but mine are a graduation through school-wide consequences. I don't like to keep kids in at lunch but sometimes, a moment away from their peers to have a conversation with me is all it takes to get them back on track. (As I explained what would happen at each Strike, I told them "You don't even want to KNOW what Strike 4 means...". They got the idea that it would be pretty terrible and left it at that.)

With my kids that go to other teachers, getting those teachers to record the "Stars" and those who misbehave in a little notebook is all I need to make sure the behaviour transfers to other classes and playing in the yard. when they return, I make a deal about those who have moved up and quietly move others down. A beautiful side effect is that it shows the students that the teachers are all on the same page and supportive of each other and the consequences are consistent across the subjects.  

The results:
It has been two days and this MEGA Chart is creating a bit of a stir. Students have been (mostly) on task, (generally) following instructions, and (as a whole) WAY easier to teach. This isn't just MY opinion. the teachers that take my class have noticed a change. Some students that were historically difficult have come back to class excited that they were written down as a star! That is success!

The sceptic will say "it's a honeymoon period. Give it a couple weeks" and they are right. What will happen in a few weeks when they get over the system is yet to be determined but I believe a system can last as long as the teacher's motivation to maintain it. I like to think I'm pretty motivated.

General Health Warning: Be Your Best

In the spirit of sharing, I've got something for you all. Here in New Zealand, the days are getting l-o-n-g-e-r, the weathers getting brighter and the temperature is going up, up, UP! While this sounds lovely, there's an unfortunate link between this weather trend and a ScArY reality for many students. Affecting millions of children around the world, the fading of winter brings a sudden and infectious onset of Springus Feveritis.

I find myself now wrangling kids who have a seamingly unsatiable need to make strange noises, poke, prod, push, pull, and pester. It's not their fault. I know that. But sheesh, can they just give the giggling a break for a FEW MINUTES?!  

Anyways, here's a quote I came across in in a friend's classroom and asked if I could use it. He didn't mind much since he borrowed it, too. I introduced it last week and I feel like it's just what the doctor ordered.

I love its message and I love the delicious simplicity of it. No elaborate decoding, no real tough words, and no phone-a-friend required, just short, simple, punchy, and powerful. I love it. Like "together, everyone achieves more", the message is in line with the word it stems from and kids of all ages should be able to get it...even with the most severe case of Springus Feveritis!

The beauty of this is that all you beautiful Northern Hemispherers can use this as a sort of preventitive measure. Think of it like a flu vaccine for your sanity. Who could say no to that?

Now, neither of us know the quote's origin so if you know where it is from, let me know and I can reference the author. I like to give credit where it's due.

Speaking of credit, the font is Cajun Boogie (http://www.typenow.net/) but the graphics are my own doing.

The Beauty (and ugly side) of Competition

Growing up, school was always the same for me. Year to year, it was always the same old routine until my mom remarried and we moved schools. Suddenly, I was thrown into a school system that was completely foreign to me. The student population was divided into four teams and every term, there was a big event when competed in some sort of challenge in the name of our team colour (I think I was Gold but I can't be sure). It was hyped up and when the day finally arrived, it was incredible fun. If you've ever muttered the word Gryffindor, you'll have some sort of idea of what I'm talking about.

I'm in my second year of teaching now and can remember my excitement as I was offered a job at a school that followed a similar practice. Four houses competing to be the best each week. Good behaviour, successes, helpfulness, improvement, the ways in which a student can earn 'house points' are vast and unlimited; they are never taken away.  What's more is that staff are allocated to houses as well. I'm in the best house. ;)

One of the things I love about this system is that it encourages healthy competition. Without competition, we become comfortable and unmotivated. Progress will never occur if we are not driven to improve ourselves and the world around us. As I see it, pushing ourselves to be better than before should be our primary purpose in life (Note: I didn't say 'being better that everyone else'). Competition gives endless opportunities for our students to do the right thing. It allows students to work together toward a common goal. Teamwork, oh, how I love thee.

Another advantage to a house point system is that it creates an environment where students can rehearse and demonstrate good sportsmanship. Winning with grace and losing with dignity are such important skills. Playing fairly and striving to improve are healthy, natural, and unavoidable values for professional success and in games and sport, students can develop them. Teachers are constantly modelling these skills and beliefs. Usually.

The ugly side of competition is that we often forget the goal. We invent games like hockey, baseball, football, rugby, tennis, etcetera, etcetera ... truly for one purpose: entertainment. For fun. But somehow that focus gets lost and forgotten in pursuit of a trophy, medal, title, or fame. Competition turns vicious, points become the purpose and the fun is lost.

We find ourselves keeping score in terms of points instead of smiles. Instead of lifting ourselves up, we push each other down. Instead of the journey, the final result is what we fixate on. Instead of celebrating a competitor's triumph, we wallow in our own defeat. Case in point: money. The all-powerful way of keeping score on a global scale, we have lost our goal of progress in pursuit of monetary points.

While some will say that it's inappropriate to have this sort of system in a school, I whole-heartedly disagree. The ugly side of competition is a natural byproduct. If it's not worked out during childhood and adolescence, students will be unprepared to handle coming second place. They may not even be prepared to handle winning first!

So, what to do? As role models, we have a responsibility to model how to enjoy winning without being obnoxious. We must show children how to accept defeat without turning sour. We need to show students that winning isn't everything and losing isn't the end of the world. I love to win as much as the next person and I will smile a lot wider if my team wins but a "wait till next time" attitude will trump a "you cheated" protest anyday.

Pick a kid, any kid... Continued.

I have had requests for more details so here they are.

I was going to upload it Google Docs but it reformatted the file to the point of unusable. A PDF would have been useless unless you had the same class list as I do, which I doubt. Instead, here's a quick and easy process to make your own. I'm working with Word so Macfolk, you will have to follow as best you can.

1. Insert a 1x1 table. At the top, click 'Layout' and 'Split Cells'. a dialogue box should pop up. Change it so it says

"Number of Columns: 4"

"Number of Rows: 4"

2. Drag the bottom border to the bottom of the page so it fillls the page nicely. Click 'Layout', 'Distribute Rows'. Magical!

3.The rest is up to your own creative genius. Whatever you do, watch that you don't change the size of the cells or else the cards will be different sizes. Row 1 is the face of four cards, Row 2 is the back, Row 3 is the face of another four cards, Row 4 is the back of those cards.

4. When it looks good, print it off.

 If you cut the margins off and cut between Row 2 and 3, you just need to fold them up and laminate them.

Hope that helps! Maybe one day I will get really fancy and start doing video tutorials...

Pick a kid, any kid...

The curtain rises on a lesson in progress...

The teacher is rapt by the way the lesson is going. Johnny and Mary are eager and raising their hand for every question. Other students are following along but then you spot...under a desk...Jimmy...is fast asleep...

Okay. First of all, I never really had a student fall asleep during my lesson (yet) but I had an appraisal late last year and the discussion that followed got onto the topic of student engagement. I used wait-time and Think-Pair-Share but then I always called on the hands that were raised. Great for the students who were engaged and easily focussed but there was an unsettling flipside to my tact that her perspective revealed.

A student who wanted to zone out had a really easy escape plan, she explained:

Hand up = have to participate

Hand down = naptime!

I was crushed and devastated and appalled and set myself to do something about it at once.

The result was a small deck of laminated cards that were about the size of a business card. Each deck had a student's name on it. there were others in the deck that said "Hand Up" and others that said "Hand Down". Further, My class is split into houses (Yes, like Hogwart's! It's part of a school-wide program) so I have a few of each 'house'.

How effective is it, I'm sure you are dying to ask. Well I am happy to report it was fantastic. Dopey-eyed dreamers sat up a little straighter. Chatty Cathys were a little more attentive. A little anxiety can go a long way, I guess.

(DISCLAIMER: The deck of cards aren't the fix-all in itself. A teacher can't expect every student that is randomly put on the spot to have the answer, so its important to apply this tool with a sensitivity to that. Phew.)

After putting it into practice, The Deck (as it has been dubbed) is also great for choosing volunteers, picking line leaders, making teams, chopping vegetables, and washing dishes. Just kidding about the dishes. I was just making sure you were still paying attention.

That's it. I hope you found this useful. My apologies to Jimmys and Cathys everywhere.

Talking Points:
What other uses do you have for a deck of your own?

What do you use to maintain some level of random selection?

Gimme Five!

Here's a quickie for anyone who is looking for a different approach to classroom management. I'm not claiming any credit for it - I've seen many versions of it around the web - but this is the version I use with my classes. It's called "Gimme Five".

It requires some teaching and practice just like any other approach to regrouping students but it is effective and clear for students to follow. No real flashy codes, just simple, easy to remember directions that make sense.

Once operational, the routine looks like this:

Students are working away (or trying to look like they are working as is often the case) and I begin by counting down from "four...three...two...one". At the same time I am showing four fingers, three fingers, two fingers, one finger.  Finally, I call "gimme five" and show an open hand in the air.

The students call out "five" (with an open hand in the air) in the same tone as I said it and proceed to give me the five things I have taught them that good listeners give to a speaker.

And here they are:

1) Mouth Quiet: This is ALWAYS number one for me because it helps with number two.

2) Ears Listening to the Speaker: Not their friend, not a rhythm they are tapping. They are listening to the person who is speaking.
3) Eyes on the Speaker: Not their neighbour, not the cute boy across the room, not the bug on the floor or the car outside. They look at the speaker to show they are listening.
4) Hands are Free and Empty: Pens are down and sitting still, being sat on if neccessary. Not playing with someone's hair or drumming on their chair. They are making sure they don't cause  a distraction for the other listeners or the speaker.
5) Body Still: This one I find really important and often overlooked in the whole range of Gimme Five's. Students stop where they are and wait until instructions are complete before continuing.

I call gimme five loudly and have them respond loudly or whisper it and know that they will respond in the same manner. This becomes really effective in diverse activities/settings (Gym/Library).

To be clear, I don't expect them to become statues and especially not at the drop of a hat. Hence the countdown. Starting at four lets them know what is coming and gives them fair warning to stop what they are doing and get themselves sorted by the time I ask for five. It's fair and my students can learn to organise themselves rather than react in a Pavlovian nature.

This understanding begins on Day One, without fail. What is the first routine you teach your class each year?