Checking for understanding sometimes reveals a child doesn’t know the answer or doesn’t comprehend the question. Here’s a look at that and something you can say in that situation.
Checking for understanding sometimes reveals a child doesn’t know the answer or doesn’t comprehend the question. Here’s a look at that and something you can say in that situation. Using popsicle sticks to call on randon non-volunteers is an excellent way to check for understanding (CFU) during a lesson. You can use a number of things besides sticks, for example I use a deck of cards and the kids are numbered, but the important thing is that the kids do not know who’ll be called next and they must think you are doing it at random. I might say: “The kids in this picture are eating and laughing.” to a group of 1st graders. Then, I might explicitly show the way I know they are eating and laughing etc. After that I would say something like: “Ok, now I will ask you a question to check for understanding, the kids are eating and what else?” Then I would wait 3 seconds for each kid to summon the answer in her/his head and pull the card. “#13?” If 13 is silent or says she/he doesn’t know, this can mean one of several things. They may have understood but are unable to answer the question due to the way it was asked etc. One suggestion I have for you in this situation is to simply lookin them in the eye and say: “I’ll come back to you.”
This takes the pressure off the kid but keeps them paying attention because you have promised to come back. Here are some sample lessons.
What other things do you suggest when kids don’t know the answer?
Most the years I’ve taught I’ve been able to produce results in my students’ motivation. This year it has been especially challenging. Maybe it’s because the test and the academics thereof have become the primary focus of school. Perhaps this has understandably burned out student motivation. In doing so it’s given way to days consisting of “A, B, C, or D” answers. I’ve been trying some new things this year that are working to get buy-in and I wanted to share them with you. Check this out:
- To go along with your assessment strategies, have them grade each other’s papers. This will add peer pressure and praise to the mix. It can help them realize what they do is observed by others.
- Give them “pseudo” assessments that look like the final standardized test in May. This will ease their nerves and help them see that success on the test can be attained.
- Send a note home with the score on one of these tests. Let parents know how their kids are doing but if you do so, make sure you have suggestions for parents on how to improve their child’s score.
- Have a lot of ongoing student recognition. Tomorrow I am allowing all the students who got 80-100% to have lunch with me in the classroom. These kids need to be rewarded for their student academic achievement and of course, this will probably rub off on some of the kids who scored below 80%.
I firmly believe that kids in elementary learning as well as higher will do better when they have buy-in. Just like a company offers stock options to employees to keep them productive, so teachers should seek buy-in from their students. Remember this from my experience and probably yours too about work in general:
To get results from students or workers, you must have their “buy-in.”
I have learned the value of these three words”Create. Innovate, and Integrate.” Whether you are teaching creative writing jobs or the alphabet, as a teacher your innovation will always yield a lot of value.
Teachers who invent solutions are my heroes! Sometimes after getting a teaching degree, one is surprised that what they learned isn’t reality. In other words, for some challenges, there is no beaten path. This can be due to legislative changes or just the needs of a particular area in education. In those situations, I have learned the value of these three words”Create. Innovate, and Integrate.” Whether you are teaching creative writing jobs or the alphabet, as a teacher your innovation will always yield a lot of value.
The teaching certificate is just the beginning. After that you must conform to your classroom needs and use all your talents to meet them. Here are a few examples, feel free to add more of your own in the comments. This will help us all be better. Continue reading “Teachers Who Create, Innovate, and Integrate Add Value”
If you have clear and concise goals, your priorities and actions will be predicated upon them. After that, when review measurable progress toward goals, you decide if you are a success or not. Don’t let other people decide if you are a success or not in your classroom, only you should determine that.
As K-12 teachers, we work hard to get our kids to college, but which higher education will they need? Some jobds lie outside the traditional college path. Below is an explanation of one of them. It requires education and pays well but may not be the type of job you would first imagine does.
Jobs in the power industry are abundant, though there are not enough trained employees to fill them. If you like working with electrical components, HVAC systems or high voltage systems, you will want to look into what training you will need for your dream job. Programs such as American Trainco certification programs are the key to get started.
No matter what skills you may or may not have coming into this industry, you will need to complete one or more certification programs to legally work on different electrical components. Each certification program will allow you to work on a different component or aspect of electrical systems. Each course provides necessary information you need to pass a skills test at the end of the course. These tests will determine whether you become certified in a specific area or not. Most electricians will need multiple certifications over the course of their career. Also, some courses may require continuing education based on state and local laws pertaining to electricians.
Since many electricians also become apprentices during their coursework, they will be able to learn by viewing a certified electrician doing the job. This type of learning can be very beneficial to those who have an easier time learning visually than with book work. Combining both ways of learning, a person who wants a career as an electrician can do so in no time.
If you believe in your dream you once held of becoming a teacher, you will be a better one than you are now. If you can visualize something to do in your classroom to spread your belief, the whole class will benefit. Remember that you work with children who have not seen much of life or the world. They see life through your eyes many times every day. What is important is not what you think your boss sees or what your colleagues see, but what they see. The fire you ignite in their hearts, minds, and eyes is the fire that leads the civilization of tomorrow. You have the gift to work with kids, now make sure you take the time to meditate on what is best and profitable to them and for them. I know from personal experience this is an incredibly rewarding direction to take.
Teach with vision, believe in your dream.
There are many things we can do with a passage of text. The “cold read” can be used as a time for the kids to read and measure their words per minute (WPM). This helps motivate and improves fluency.
The process is fairly simple. You just have the kids run their finger along the text and you time them for one minute. When they stop, they go back and count the number of words they read. If you have an AVID folder or other organized area dedicated to keeping track, they write the date and their WPM for that day.
After doing this a few days, the kids can set realistic goals to improve their fluency. I was shown how to do this by my Assistant Principal and it went very well. I will report in after a few weeks whether it worked and anything I learn about using ths method.
What do you think about teaching kids to measure their own WPM?
The parent teacher conference is an excellent time for teachers to meet parents and find out how their child is doing in class. You might say it’s the great “demystifier” for the rest of the year. Teachers have questions which are answered in teaching degrees. If parents have any questions, they should be resolved in the parent conference. Along with presenting their scores, it’s a great opportunity for you to get information from parents. Information from parents is so important it should be taught in teacher degree requirements. Here are 3 invaluable questions to ask in a parent teacher conference.
- What is your child like at home? They may be shy about this one. Try to resist clarification as you want the answer to not be coached. This information is highly valuable to you as it will give you points of contact with the child as you teach her/him throughout the year.
- What book is your child reading currently? This opens the conversation to discuss reading and how valuable it is in education. Encourage them to talk with their child about what book she/he is reading and ask them questions about the polt and characters.
- Do they have any questions for you? Give parents the opportunity to ask you questions. Let your guard down and professionally answer any questions they give you.
We always talk in parent teacher conferences but we sometimes miss a golden opportunity to listen to parents. When we open up and listen to parents, we get all sorts of persuasive tools to use with the student. For example, if a parent says: “Comic books, comic books, he wants to write them one day.” I can use that for example by saying things like:
“This math concept is something you could use when designing a comic book!” And hopefully I will get “buy-in” more readily from that student . The next time you meet with a parent, try these three questions and see if you are helped by them. I think parent input is worth more than a handful of teaching degrees.