This is such a great resource - a clear and concise explanation of the practices and belief of Orthodox Jews and how it affects Orthodox Day School practices.
Great for explaining school policies to non-Orthodox teachers and anyone else who might want to become culturally sensitive.
http://prezi.com/y6z1gjiukc10/orthodox-judaism-101/
Showing posts with label communication. Show all posts
Showing posts with label communication. Show all posts
Wednesday, August 8, 2012
8 Steps to a Positive Class Culture
It's only a few short weeks until the first day of school. Right now I'm buckling down and getting ready for the year. The first thing that I think about is what do I want my classroom to feel like emotionally every day.
The classroom environment sets the stage for everything that happens inside the classroom. It is just as important to plan for the classroom culture as to prepare lesson plans and study the content.
Here are a few principles that have worked for me and are easily transferable to all grades.
1. Develop a relationship – One of the biggest motivators for a student is their relationship with a teacher. How does a teacher develop a relationship with a student? My mantra borrowed from Rabbi Noach Orlowek is “If it is important to you, it is important to me” By truly caring about the student’s interests, the teacher shows that she wants a relationship. For example, I make a point of noticing the kind of baseball caps my students wear. Are they Mets fans or Yankees fans? The night after a game, I can show interest in what my students are thinking about. They know I don’t care about baseball. But they know that I know that they care about baseball. I try to make a connection with at least 2 students a day about something that is important to them. As a teacher, I also make sure to inquire when students are absent or have a changed mood.
2. Who are you? Students want to know that a teacher sees them as individuals. During the first few days, I try to do ice breakers and have the students tell me about themselves.
3. Fix myself first – I can’t teach respect if I don’t practice respect. I try to improve my character every day. i'm still not perfect, but I know I'm trying to improve. One day, a colleague commented how calm I was when some students were acting erratically. I was surprised at his assessment but also proud. I have a tendency to get emotional. I had been working on my own emotions so that I could deal with classroom interruptions calmly. It was gratifying to hear that a colleague perceived me differently than my inherent nature. The other benefit for self-improvement is that it sets an example for the class that learning and growth is a life-long process. Students don't feel threatened when they realize they are not perfect because they have seen an example of how to deal with that very situation.
4. Plan routines – Things go smoother when the transitions and common tasks are on auto-pilot. Getting students into routines at the beginning of the year means that I don’t constantly have to be involved in negative interactions by constantly correcting and being critical. I can focus on the positivie and the learning instead. Routines don’t just happen though. They require time, planning and reinforcement. At the end of the summer, I go through a list of classroom events that come up regularly. How will my students hand in papers? How will they line up for recess. How will I get their attention? What happens if a student bullies? It takes a lot of time to to practice the routines but it is well worth the pay off after a few short weeks
5. Plan well – I try to stuff my classes with as much learning and engagement as possible from bell to bell (and beyond if possible). Human beings want to improve. It’s part of what improves the universe. I have confidence that if I give opportunities to learn, my students will try to grow. I try to make these learning opportunities active, student-centered with multiple learning modalities so every student has a way to access the learning if they want.
6. Humor and positivity – Nothing in life needs to be that serious. You can do serious work even if the mood is not serious. Students are more engaged when they are relaxed. They are more relaxed when they are comfortable and there is a light atmosphere of good cheer rather than pressure and stress. I force a smile on my face even if I am tired. No one wants to look at a sour face all day. I try to be a positive person to be around and to remember that humor will often diffuse many situations.
7. Teach positive thinking– on the top of my tests, I write “The best you can do is to do your best!” I encourage my class to recognize that they are special, that nothing is ever the end of the world (except perhaps the end of the world) and to believe in themselves. Some of our students grow up in critical homes and need to learn how to view the world more optimistically. They need help retraining their thinking from highly critical to self-nurturing. When students are more forgiving of themselves and celebrate their successes, they don’t need to engage in negative conflicts for attention.
8. Realize no one is perfect, not me and not them – sometimes I have a bad day. Sometimes, they do. Rather than letting that set the tone for the rest of the year, I let the day go and start over the next day.
The classroom environment sets the stage for everything that happens inside the classroom. It is just as important to plan for the classroom culture as to prepare lesson plans and study the content.
Here are a few principles that have worked for me and are easily transferable to all grades.
1. Develop a relationship – One of the biggest motivators for a student is their relationship with a teacher. How does a teacher develop a relationship with a student? My mantra borrowed from Rabbi Noach Orlowek is “If it is important to you, it is important to me” By truly caring about the student’s interests, the teacher shows that she wants a relationship. For example, I make a point of noticing the kind of baseball caps my students wear. Are they Mets fans or Yankees fans? The night after a game, I can show interest in what my students are thinking about. They know I don’t care about baseball. But they know that I know that they care about baseball. I try to make a connection with at least 2 students a day about something that is important to them. As a teacher, I also make sure to inquire when students are absent or have a changed mood.
2. Who are you? Students want to know that a teacher sees them as individuals. During the first few days, I try to do ice breakers and have the students tell me about themselves.
3. Fix myself first – I can’t teach respect if I don’t practice respect. I try to improve my character every day. i'm still not perfect, but I know I'm trying to improve. One day, a colleague commented how calm I was when some students were acting erratically. I was surprised at his assessment but also proud. I have a tendency to get emotional. I had been working on my own emotions so that I could deal with classroom interruptions calmly. It was gratifying to hear that a colleague perceived me differently than my inherent nature. The other benefit for self-improvement is that it sets an example for the class that learning and growth is a life-long process. Students don't feel threatened when they realize they are not perfect because they have seen an example of how to deal with that very situation.
4. Plan routines – Things go smoother when the transitions and common tasks are on auto-pilot. Getting students into routines at the beginning of the year means that I don’t constantly have to be involved in negative interactions by constantly correcting and being critical. I can focus on the positivie and the learning instead. Routines don’t just happen though. They require time, planning and reinforcement. At the end of the summer, I go through a list of classroom events that come up regularly. How will my students hand in papers? How will they line up for recess. How will I get their attention? What happens if a student bullies? It takes a lot of time to to practice the routines but it is well worth the pay off after a few short weeks
5. Plan well – I try to stuff my classes with as much learning and engagement as possible from bell to bell (and beyond if possible). Human beings want to improve. It’s part of what improves the universe. I have confidence that if I give opportunities to learn, my students will try to grow. I try to make these learning opportunities active, student-centered with multiple learning modalities so every student has a way to access the learning if they want.
6. Humor and positivity – Nothing in life needs to be that serious. You can do serious work even if the mood is not serious. Students are more engaged when they are relaxed. They are more relaxed when they are comfortable and there is a light atmosphere of good cheer rather than pressure and stress. I force a smile on my face even if I am tired. No one wants to look at a sour face all day. I try to be a positive person to be around and to remember that humor will often diffuse many situations.
7. Teach positive thinking– on the top of my tests, I write “The best you can do is to do your best!” I encourage my class to recognize that they are special, that nothing is ever the end of the world (except perhaps the end of the world) and to believe in themselves. Some of our students grow up in critical homes and need to learn how to view the world more optimistically. They need help retraining their thinking from highly critical to self-nurturing. When students are more forgiving of themselves and celebrate their successes, they don’t need to engage in negative conflicts for attention.
8. Realize no one is perfect, not me and not them – sometimes I have a bad day. Sometimes, they do. Rather than letting that set the tone for the rest of the year, I let the day go and start over the next day.
With these few tips, I hope that my classroom will be one of joy, learning and cooperation. I hope to enjoy myself this year and I hope that my students do as well.
Monday, May 16, 2011
Answering questions.
Teaching elementary school is sweet. The students are uncomplicated. Their hearts are open and they are excited by new ideas. They have questions and want to learn the answers. Unfortunately, many times, the answer to those questions, the true answers, the fullest answers, are simply beyond their grasp. The answers require maturity, awareness of the human condition and abstract reasoning.
By the time they get to high school, many students don't bother with the questions anymore even though they are ready for the answers. Many are apathetic. Others want to follow a leader and are intimidated by aura of authority that a teacher has. Some will assume that the teacher is ignorant and foolish and is best ignored.
If you are lucky, you will have a high school student who still has the questions. She sees through your bravado and challenges you. She demands the truth. There is nothing more exciting than when this energy enters a class. When those real questions are thrown into the air, there is a joy of learning as each side argues, brings proofs and defends opinions with words and reason. Truth becomes the focus, and Torah emerges.
Somehow, these students are often maligned because they challenge the authority of the teacher. How short sighted. In life, our students will need to be able to weed out the charismatic charlatan from the truly inspiring. They need to think critically about an idea before buying into it. The Ramban, Rashi, the Rambam all had that respect for their students. They prove their points using pesukim, maamarei chazal and logic. Yes, there is the mesorah and yes I am their teacher. But, I must establish unequivocably that I have earned that title and place in the chain of Torah transmission.
There is a danger in allowing students to believe us based on our authority or dynamism. Becoming a teacher does not give us wisdom of the ages. Teaching is a job, and there is no miraculous transformation that imbues us with supernatural wisdom overnight. I will make mistakes. But the Rishonim, Achronim, Torah and Chazal have stood the test of time and the probing of countless minds. . When I say something, the student is relying on me and their faith is only as strong as my own. But if I give them a proper source, their faith has a solid foundation on which they can build.
I can relax. Hashem and His Torah are strong enough and secure enough to deal with the probing of an adolescent. I just need to relax and enjoy the next generation's discovery of that power.
By the time they get to high school, many students don't bother with the questions anymore even though they are ready for the answers. Many are apathetic. Others want to follow a leader and are intimidated by aura of authority that a teacher has. Some will assume that the teacher is ignorant and foolish and is best ignored.
If you are lucky, you will have a high school student who still has the questions. She sees through your bravado and challenges you. She demands the truth. There is nothing more exciting than when this energy enters a class. When those real questions are thrown into the air, there is a joy of learning as each side argues, brings proofs and defends opinions with words and reason. Truth becomes the focus, and Torah emerges.
Somehow, these students are often maligned because they challenge the authority of the teacher. How short sighted. In life, our students will need to be able to weed out the charismatic charlatan from the truly inspiring. They need to think critically about an idea before buying into it. The Ramban, Rashi, the Rambam all had that respect for their students. They prove their points using pesukim, maamarei chazal and logic. Yes, there is the mesorah and yes I am their teacher. But, I must establish unequivocably that I have earned that title and place in the chain of Torah transmission.
A sense of truth should be celebrated. It also must be encouraged and developed. Students can learn that any idea should have a basis and can be substantiated. They can learn that they are not being asked to believe based on a relationship with a teacher but because of the strength of the argument.. They also must learn that they are held accountable for their own opinions and beliefs. They need to know that their belief systems can't be constructed based on a whim but need a firm foundation to be true.
I can relax. Hashem and His Torah are strong enough and secure enough to deal with the probing of an adolescent. I just need to relax and enjoy the next generation's discovery of that power.
Sunday, February 20, 2011
Self - Assessment & Feedback
Learning happens when kids are invested in what they are doing. This works best if they buy into the process and know why they are doing what they are doing. Over the years, I have developed questionnaires to help the students figure out what they need to best learn and why we are doing what we are doing.
This tool promotes a better classroom climate and learning. Research says that students who set personal goals for learning learn more effectively (Marzano). I have combined this goal setting with getting feedback to help improve my teaching and student learning
I have used this technique in my high school classes because it requires students who are cognizant of what they are learning. At the beginning of the year, I give my students a list of skills that are necessary to learn Chumash (segmenting a passuk up to comparing Meforshim's essential premise) and ask them to rate themselves 1-5 for each skill. I then ask them to pick 5 skills in which they would like to improve, for any instructional techniques that help them, what can I do to help them achieve their goals and their favorite subjects. This lets them know from the start that I am tailoring the class to them, and I expect the year to be a learning process for both of us.
On subsequent tests, I include a feedback section. I take out the key skills that we have worked on in that unit and ask them to rate themselves 1-5. I then ask questions about what instructional practices have helped them achieve their goals and other open ended questions about the learning going on in class. It is worth 5 points on the test so the students answer it. Asking them to rate themselves is important because it focuses their suggestions on academics rather than personality.
Shockingly, most students are very sincere and concrete in their feedback. They have asked to increase homework frequency, use the board differently and have even suggested a particular graphic organizer. I make sure to modify my instruction and tell them I am doing so. If I can find educational research that backs up their request, I tell them about it. This helps the students be conscious of their thinking and learning styles. It becomes highly motivating for them to come up with clear, concrete suggestions instead of general complaints. It creates a classroom focused on growth rather than on getting good grades. I love when a student comes up at the end of class and says she is proud of me that I ____ while I am teaching. It also means I can change course if I see something isn't working instead of waiting until the end of the year to hear that a kid feels he didn't learn all year.
I save the feedback sheets. On the final, I ask them the same questions as I did on the first day. Last year, I circled their original rating from the first day so they could see their growth. This was particularly meaningful for kids who got C's & D's since they saw their own growth and they cared less that their grade was low. I then use their feedback from the whole year to plan for my next year. If I see that students don't feel like they have improved in a particular area, I use my summer to think of strategies of how to address that skill set.
I have used this technique in my high school classes because it requires students who are cognizant of what they are learning. At the beginning of the year, I give my students a list of skills that are necessary to learn Chumash (segmenting a passuk up to comparing Meforshim's essential premise) and ask them to rate themselves 1-5 for each skill. I then ask them to pick 5 skills in which they would like to improve, for any instructional techniques that help them, what can I do to help them achieve their goals and their favorite subjects. This lets them know from the start that I am tailoring the class to them, and I expect the year to be a learning process for both of us.
On subsequent tests, I include a feedback section. I take out the key skills that we have worked on in that unit and ask them to rate themselves 1-5. I then ask questions about what instructional practices have helped them achieve their goals and other open ended questions about the learning going on in class. It is worth 5 points on the test so the students answer it. Asking them to rate themselves is important because it focuses their suggestions on academics rather than personality.
Shockingly, most students are very sincere and concrete in their feedback. They have asked to increase homework frequency, use the board differently and have even suggested a particular graphic organizer. I make sure to modify my instruction and tell them I am doing so. If I can find educational research that backs up their request, I tell them about it. This helps the students be conscious of their thinking and learning styles. It becomes highly motivating for them to come up with clear, concrete suggestions instead of general complaints. It creates a classroom focused on growth rather than on getting good grades. I love when a student comes up at the end of class and says she is proud of me that I ____ while I am teaching. It also means I can change course if I see something isn't working instead of waiting until the end of the year to hear that a kid feels he didn't learn all year.
I save the feedback sheets. On the final, I ask them the same questions as I did on the first day. Last year, I circled their original rating from the first day so they could see their growth. This was particularly meaningful for kids who got C's & D's since they saw their own growth and they cared less that their grade was low. I then use their feedback from the whole year to plan for my next year. If I see that students don't feel like they have improved in a particular area, I use my summer to think of strategies of how to address that skill set.
here is a link to my assessment tool http://hochheimer.net/shira_classes/feedback_self_assessment_tool.pdf
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