I Had The Naked @ School Dream!

I had the Teacher’s equivalent of the naked at school dream. I was there on time, but somehow got lost, so I ended up being late & picking up my class last. I was totally unprepared, didn’t have any of the materials I needed, the Principal was micromanaging me, & worst of all, my students wouldn’t listen to me. Boy was I happy when I woke up!!!

Nervous Curiosity!

I am eagerly & nervously looking forward to starting this new job. I go for training on Wednesday & set up my classroom on Thursday & Friday! I curious to see what my new students are like.

From a Kid’s Perspective!

I was reminiscing about my children’s first day of school. Specifically David & Phillise. When I took David to his first day of school, I neglected to tell him that it was a continuous thing. You know, that he had to go back day after day. He was so happy when I picked him up the first day of school. The problem the next day when I informed him that he was going to school.

“But I went yesterday,” he said.

Silly me. I didn’t think to tell him that. I had a similar experience when Phillise started her first day of school. When David started Pre-K, he only attended for 3 hours. That was okay because I wasn’t working then. However, by the time I had Phillise, I’d purchased a house & needed to work. So Phillise was at school all day @ an Early Education Center.

Here’s her story: My daughter is usually a very quiet child but when the teacher tried to get her to go to sleep, she screamed Bloody Murder! The teacher tried to explain to her that she was not going to stay there; that she was only taking a nap. Try explaining that to a 3-year old! Ms. Phillise simply would not hear anything about taking a nap. She fought tooth & nail. The teacher relented & let her stay up until she fell asleep from sheer exhaustion.

I did not think to tell her that she was going to take a nap since she was going to be there most of the day. Since my children are “odd thinkers” like me, I should have known to tell her that. But, alas I didn’t. This may sound silly to you, but unless you want to go through what I went through, you need to be very specific with information you relay to your small children  regarding their school situation. Don’t forget to tell them:

1. they may have to sleep there, but that you’re not abandoning them,
2. this is only the first of many steps in their education,
3. they may not like it,
4. they’ll make new friends but not everyone will be their friend.

Moriah Read To Me Today!

Moriah read to me today. Not really! I read a book to her today that she absolutely loved. So, she had to read it herself. It was a medium length book, but she remembered what I read her. I was pretty impressed, considering she just turned 3 years old in July. I love that age. They’re so independent & full of life. In Moriah’s case she’s full of spice. I just love that little girl.

I Got My Wish???

I got my wish, I guess. For the longest time I wondered what it would be like to teach high-performing students, instead of Special Education students. Don’t judge me, just hear me out. It wasn’t a mean thing. I kinda’ wanted something to compare my students to.

I do admit that sometimes, my wish was borne of pure frustration. Why can’t they get this (rhetorical)? What am I doing wrong? Why is my job so challenging?

Anywho! That’s what I thought I wanted. Now that I am going to teach General Education, I don’t want to. I just want to get back to teaching Special Education. However, since I am a beggar & not one to look a gift horse in the mouth, I will be quiet and accept the job.

***SILLY ME! ALWAYS WISHING FOR WHAT I CAN’T HAVE!***

GETTING TO HAPPY! (Sequel to Waiting To Exhale)

WAITING TO EXHALE sequel “Getting To Happy” Tour dates:

I am so happy that Terry McMillan has written a sequel to Waiting to Exhale, called Getting To Happy. She is currently writing the screenplay to be made into a movie. She’s going to be in L.A. on Tuesday, September 28, 2010 @:
Eso Won Bookstore

4331 Degnan Boulevard
Los Angeles, CA 90008
(323) 290-1048 ***Offsite venue – DETAILS TBD Event free and open to public.

For more information, click on this link.

Free Teacher’s Plan Book (2010) Coupon from Lakeshore!

Click here for the Coupon

Present this coupon at time of purchase.

©Lakeshore	coupon code: 51402
Valid on pictured plan book only, while supplies last. Limit one coupon per customer. Offer valid 7/5/10–9/5/10. In-store purchases only. Not to be used in conjunction with any other offers. Must present coupon at time of purchase. Not valid on prior purchases. No cash value.

Book Sale @ The Paul Roberson Community Center!

Just got this from the LABBX blog:
Books, Books, and More Books for You
Book Fair / Book Sale
Saturday, August 28, 2010 from 10 am to 4 pm
Paul Robeson Community Center:

6569 S. Vermont Ave.,

LA, CA 90044

Info: (310) 569-0657
Admission: FREE

The Robeson Center is having its first ever sale of some of the vast numbers of books that do not fit into the collection. These books have been accumulated over the last 20 years from the lifetime collections of other book lovers, but they must go to make room for classroom and meeting space. If you love books, you won’t want to miss this opportunity.:
biography *philosophy * fiction * classics *kids books * history * cook books and more- they are all here looking for a new home.

Now, while we certainly don’t mind the idea of making money off of them, we’re most interested in freeing up the space they’re taking, as well as having our community reading them. Therefore, you can expect to go home with all the books you want without worrying about any kind of dent in your budget think five cents, twenty five cents, fifty cents or a dollar per book.

Info: (310) 569-0657

–
Jan Goodman
(310) 458-7213 or (310) 729-2394

New Job Jitters!

Hello Dear Readers,

Since I’m going to be working @ a private school, I will now be teaching General Education. I am so scared. I’ve never taught General Education. I worked with General Education while I was a Resource Assistant, but have never taught them. You see, my specialty is teaching remedial reading & intervention strategies. Now, I’m going to have to follow a pacing plan. I’m not sure if I can do it.

I know I’m always scared when starting something new. But, I think I have good reason to be scared right now. Help!

I AM GAINFULLY EMPLOYED!

Hello Dear Readers,

As the title states, I am gainfully employed. I GOT A JOB! It’s not the best job & I had to take a pay cut, but it is still more money than I was making while unemployed, which was $0. I am so happy. I have been such a slacker. I am ready to get back to the business of doing what I do best- Teaching.

*** Now I can go back to posting stories about my class. Hopefully they won’t be as bad as last time. Here’s hoping!***

Phillise’s STAR Test Results!

I finally got Phillise’s STAR test results back today. I am so proud of her. She scored in the Advanced range in both English-Language Arts & Math. She was higher in English-Language Arts than Math.

In the English-Language Arts category, there are 5 categories (Word Analysis & Vocabulary Development, Reading Comprehension, Literary Response & Analysis). It’s further broken down into Writing (Writing Conventions & Writing Strategies). She scored 100% in 4/5 categories. For Literary Response & Analysis, she scored 83%. She could have scored higher, but is not very patient when it comes to writing responses. She’s just like her mother on that. I’m working with her on this.

In Math, there are 5 categories also (Place Value, Addition & Subtraction, Multiplication, Division & Fractions, Algebra & Functions, Measurement & Geometry, Statistics, Data Analysis & Probability). She scored 100% in 3/5 categories. The others she scored 86% & 91%.

I am so proud of her. I only have about 30 days left to work with her on these things with her so she can score even higher next time.

HERE’s TO 2010!

How to Increase Higher Order Thinking (H.O.T.), Part 7

Here is the 7th & final part of How to Increase Higher Order Thinking

Taken directly from Reading Rockets.com

Evaluation/Assessment

If consistent use of some of the above strategies does not seem to help a student, it may be worthwhile to consider having a comprehensive neurodevelopmental evaluation conducted by a qualified professional. Problem identification is the first step in problem solution; thus, if the problem is not accurately identified, the solutions that are attempted often will not reap rewards for the student and those working with him.

A comprehensive neurodevelopmental evaluation performed by a licensed psychologist should serve as the roadmap for parents, students and professionals working with the student. It should provide a complete picture of his attention, memory, oral language, organization, graphomotor/handwriting skills and higher order thinking. It should also include an assessment of the student’s academic skills (reading, written language and math) and his social and emotional functioning. The evaluation should not only provide an accurate diagnosis but also descriptive information regarding the areas of functioning noted above.

How to Increase Higher Order Thinking (H.O.T.), Part 6

Here’s the 6th part of How to Increase Higher Order Thinking:

Taken directly from Reading Rockets.com

Think with analogies, similes, and metaphors

Teach students to use analogies, similes and metaphors to explain a concept. Start by modeling (“I do”), then by doing several as a whole class (“We do”) before finally asking the students to try one on their own (“You do”). Model both verbal and nonverbal metaphors.

Reward creative thinking

Most students will benefit from ample opportunity to develop their creative tendencies and divergent thinking skills. They should be rewarded for original, even “out of the box” thinking.

Include analytical, practical, and creative thinking

Teachers should provide lesson plans that include analytical, practical and creative thinking activities. Psychologist Robert Sternberg has developed a framework of higher order thinking called “Successful Intelligence.” After analyzing successful adults from many different occupations, Sternberg discovered that successful adults utilize three kinds of higher order thinking: (1) analytical (for example, compare and contrast, evaluate, analyze, critique), (2) practical (for example, show how to use something, demonstrate how in the real world, utilize, apply, implement), and (3) creative (for example, invent, imagine, design, show how, what would happen if). Data show that using all three increases student understanding.

Teach components of the learning process

UNLOVABLE by Dan Yaccarino

Unlovable by Dan Yaccarino (2001) is a must have book. It’s the story of self-esteem & learning to love yourself the way you are.

The book begins:

Alfred was unlovable. At least that’s what the cat told him every chance he got. That’s not all, though. The cat taught the parrot to say “Unlovable! Squawk! Unlovable!” whenever Alfred walked by. The goldfish gurgled in agreement. Not only was it the cat & the parrot, but dogs wouldn’t talk to him either. Alfred tried to ignore the hurtful comments, but he couldn’t help but wonder exactly what it was that made him unlovable. Was it his snoring? The way he ate? His little curly tail?

All seemed lost until the new neighbors & what do you know, a new dog! Would this dog treat him the same as everyone else or will he be a much needed fresh breath? To find out that answer, I guess you’re going to have to read it yourself.

How to Increase Higher Order Thinking (H.O.T.), Part 5

Here’s the 5th part of How to Increase Higher Order Thinking:

Taken directly from Reading Rockets.com

Make methods and answers count

To develop problem-solving strategies, teachers should stress both the correct method of accomplishing a task and the correct answer. In this way, students can learn to identify whether they need to select an alternative method if the first method has proven unsuccessful.

Methods matter

To develop problem-solving strategies, teachers should give credit to students for using a step-wise method of accomplishing a task in addition to arriving at the correct answer. Teachers should also teach students different methods for solving a problem and encourage students to consider alternative problem-solving methods if a particular strategy proves unrewarding. It is helpful for teachers and parents to model different problem-solving methods for every day problems that arise from time to time.

Identify the problem

Psychologist Robert Sternberg states that precise problem identification is the first step in problem solving. According t o Sternberg, problem identification consists of (1) knowing a problem when you see a problem and (2) stating the problem in its entirety. Teachers should have students practice problem identification, and let them defend their responses. Using cooperative learning groups for this process will aid the student who is having difficulty with problem identification as he/she will have a heightened opportunity to listen and learn from the discussion of his/her group members.

Encourage questioning

How to Increase Higher Order Thinking (H.O.T.), Part 4

Here’s the fourth part of How to Increase Higher Order Thinking (H.O.T.):

Taken directly from Reading Rockets.com

Elaborate and explain

The student should be encouraged to engage in elaboration and explanation of facts and ideas rather than rote repetition. His teachers and parents could have him relate new information to prior experience, make use of analogies and talk about various future applications of what he is learning.

A picture is worth a thousand words

Students should be encouraged to make a visual representation of what they are learning. They should try to associate a simple picture with a single concept.

Make mind movies

When concepts are complex and detailed, such as those that may be found in a classic novel, students should be actively encouraged to picture the action like a “movie” in their minds.

Teach concept mapping and graphic organizers

A specific strategy for teaching concepts is conceptual mapping by drawing diagrams of the concept and its critical features as well as its relationships to other concepts. Graphic organizers may provide a nice beginning framework for conceptual mapping. Students should develop the habit of mapping all the key concepts after completing a passage or chapter. Some students may enjoy using the computer software Inspiration for this task.

How to Increase Higher Order Thinking (H.O.T.), Part 3

Here’s the 3rd part of How to Increase Higher Order Thinking:

Taken directly from Reading Rocket.com

Teach inference

Students should be explicitly taught at a young age how to infer or make inferences. Start with “real life” examples. For example, when a teacher or parent tells a child to put on his coat and mittens or to get the umbrella before going outside, the adult may ask the child what that might mean about the weather outside. When students are a little older, a teacher may use bumper stickers or well-known slogans and have the class brainstorm the inferences that can be drawn from them.

Teach Question-Answer Relationships (QARs)

The Question-Answer Relationships (QARs) technique (Raphael 1986) teaches children to label the type of questions being asked and then to use this information to assist them in formulating the answers. Two major categories of question-answer relationships are taught: (1) whether the answer can be found in the text — “In the Book” questions, or (2) whether the reader must rely on his or her own knowledge — “In My Head” questions.

In the book QARs

Right There:
The answer is in the text, usually easy to find; the words used to make up the questions and words used to answer the questions are Right There in the same sentence.

Think and Search (Putting It Together):
The answer is in the story, but the student needs to put together different parts to find it; words for the questions and words for the answers are not found in the same sentences; they come from different parts of the text.

In my head QARs

Author and You:
The answer is not in the story; the student needs to think about what he/she already knows, what the author tells him/her in the text, and how it fits together.

On My Own:
The answer is not in the story; the student can even answer the question without reading the story; the student needs to use his/her own experience.

The QAR technique helps students become more aware of the relationship between textual information and prior knowledge and enable them to make appropriate decisions about which strategies to use as they seek answers to questions. This technique has proven to be especially beneficial for low-achieving students and those with learning differences in the elementary grades (Raphael 1984; Simmonds 1992).

Clarify the difference between understanding and memorizing

When a student is studying, his parents can make sure that he is not just memorizing, but rather attempting to understand the conceptual content of the subject matter. Parents can encourage the student to talk about concepts in his own words. His parents can also play concept games with him. For example, they can list some critical features and let him try to name the concept.

How to Increase Higher Order Thinking, Part 2

Here’s the 2nd part of How to Increase Higher Order Thinking:

Taken directly from Reading Rockets.com

Strategies for enhancing higher order thinking

These following strategies are offered for enhancing higher order thinking skills. This listing should not be seen as exhaustive, but rather as a place to begin.

Take the mystery away

Teach students about higher order thinking and higher order thinking strategies. Help students understand their own higher order thinking strengths and challenges.

Teach the concept of concepts

Explicitly teach the concept of concepts. Concepts in particular content areas should be identified and taught. Teachers should make sure students understand the critical features that define a particular concept and distinguish it from other concepts.

Name key concepts

In any subject area, students should be alerted when a key concept is being introduced. Students may need help and practice in highlighting key concepts. Further, students should be guided to identify which type(s) of concept each one is — concrete, abstract, verbal, nonverbal or process.

Categorize concepts

How to Increase Higher Order Thinking (H.O.T.), Part 1

How to Increase Higher Order Thinking

Taken directly from Reading Rockets.com

By: Alice Thomas and Glenda Thorne (2009)

Parents and teachers can do a lot to encourage higher order thinking. Here are some strategies to help foster children’s complex thinking.

Higher order thinking (HOT) is thinking on a level that is higher than memorizing facts or telling something back to someone exactly the way it was told to you. HOT takes thinking to higher levels than restating the facts and requires students to do something with the facts — understand them, infer from them, connect them to other facts and concepts, categorize them, manipulate them, put them together in new or novel ways, and apply them as we seek new solutions to new problems.

Answer children’s questions in a way that promotes H.O.T.

Parents and teachers can do a lot to encourage higher order thinking, even when they are answering children’s questions. According to Robert Sternberg, answers to children’s questions can be categorized into seven levels, from low to high, in terms of encouraging higher levels of thinking. While we wouldn’t want to answer every question on level seven, we wouldn’t want to answer every question on levels one and two, either. Here are the different levels and examples of each.

Level 1: Reject the question

Example:
“Why do I have to eat my vegetables?”
“Don’t ask me any more questions.” “Because I said so.”

Level 2: Restate or almost restate the question as a response

Example:
“Why do I have to eat my vegetables?”
“Because you have to eat your vegetables.”

“Why is that man acting so crazy?”
“Because he’s insane.”

“Why is it so cold?”
“Because it’s 15° outside.”

Level 3: Admit ignorance or present information

Example:
“I don’t know, but that’s a good question.”
Or, give a factual answer to the question.

Happy Birthday Phillip!

My husband & I are only 9 days apart. Unbeknownst to us, at the time, we were even born in the same hospital. We frequented some of the places as teen-agers. Once we talked about it, we wondered if we’d seen each other over the years & not known it. I guess I was meant to meet him, huh???

I can be kinda’ long winded sometimes. I said/wrote all that just to say, Happy 40th Birthday baby. Here’s to 22 more years together!

A Trip Interrupted!

Today, I am so thankful for love, life, & being in my right mind because I can remember a time when that was not the case. What I am really thankful for is my interrupted trip to see family up north. Sounds funny, but let me explain. We have family visiting from Texas, so instead of 6 of us, there is now 7 of us. So, we were going to go on a road trip to Northern CA to see other family coming in from Texas also. Well, all 7 of us get up @ 4:30 this morning & we were actually out the house @ a little after 5 a.m. We stopped to get gas & ice then started on our way.

I was in & out of sleep until about 7:30 when I heard my little boy ask my husband to roll down the window. This was followed by a big “UH OH” by my husband! Can I just mention that that is not a nice way way to wake up?? Since my husband never wants to panic me since I can sometimes be excitable, I knew that something was REALLY wrong. That’s when I opened my eyes to see a lot of white smoke coming from behind us & in front of us. There was a lot of smoke. A LOT! If you know anything about cars, then you know that all that smoke is SO not a good thing.

We managed to pull over fairly easy since it was kinda’ early in the morning. For some reason I was at peace about the whole situation. Usually I start thinking about how bad things are or how expensive this could potentially be, but not this time. I didn’t understand why I was so at peace about it, but just rolled with it.

Shortly after we pulled over, the local police & firemen came to help us. They were really nice. The police man ended up calling AAA for us. The tow truck came & took us to the garage up the street where the mechanic told us that my baby, my 2000 Ford Windstar, was not worth fixing. The transmission blew & would cost $2500 to fix. Still for some reason I wasn’t really worried.

We eventually had the car towed to our mechanic in L.A. & came home. We tried in vain to rent a mini-van today, but for some reason, they were sold out all over L.A. We were going to have to go to Long Beach airport to rent one which would have added an extra hour to our trip. Not to mention that we were going to be charged for 2 days even though we were returning it tomorrow afternoon.

For some reason it was simply not meant for us to make this trip. When something like this used to happen, I would get mad only to find out later that something bad would have happened to us if we would have gone. I’m not happy with the situation but it happened for a reason. I don’t know what’s in store for me but things will work out like they always do.

When I think of what could have possibly happen, it scares me. The last time the transmission went out on me, the car stopped in its track. It simply would not move. That didn’t happen this time. Also we were going up hill. What would have happened if the van would have simply stopped on Interstate 5 freeway while going uphill with big trucks coming at a fast pace????? I really shudder to think!!!!

Dear Reader, that is why I thank God for life today. It is so precious & can be taken away at any time. CHERISH IT!!!!