Graphic Organizer

I made a graphic organizer that could be used as a paper quiz, or a laminated study tool for the scientific method. Unfortunately it won’t copy and paste from google or Word into the blog.  This will be brought to our next class if it will print.

Read Naturally with a Partner

Hi everyone!  Hope your week is going well.  This is where I am at with this week’s assignment.  Shoot me now.  In the words of Eleanor Roosevelt, “Do the best you can, with what you have, right now.”  In her day, however, boxing of ears was an acceptable method to get children to focus.  Oh, how I love working with two ENTPs when it comes to formatting a plan! Talk about impulsive energy.  I asked for input from these two, and I got it in spades. At the end of the block I felt as if I had a spike driven through my right eye.  I am as close to an opposite personality type to them as I could find, either ISFJ or INFJ, I still haven’t quite got a handle on my identity, and given my standing in the regular classroom, there was no way I could change up what the classroom teacher is doing, so I had to work with my reading intervention students – the most challenging ones.  Why not?  This lesson plan is a work in progress, and I will have a better grip on things and report in next Wednesday, unless I lose my grip before then!   These two ENTP boys work at about the same pace and reading level. This was the main reason I paired them up.  The other student is a faster reader (ISTJ) and I don’t want to hold him back by pairing him with either one of the above. My fourth student in this block misses a day with band practice, needs to stay in class frequently to make up work, and is reading at a far lower fluency rate than the other three. He is an enigma, I haven’t got a good read on his personality type- am leaning toward ESFP.  He is definitely in the here and now, but he cannot be depended upon to be a consistent partner, so he is out of the mix.   Any input you have is greatly appreciated.  I realize you have your own stuff to sort out, too.  This plan is a bit lengthy, and I had to adapt it to adhere closely to the regular program I am assigned to administer, and bear in mind, the partners had some input as to how this process would work.

Read Naturally Lesson Plan    –  Working with a Partner

 

  1.   Partners have one minute to choose a story to read.

If this is not accomplished within the minute, the administrator will choose the story.  Another choice is to flip a coin for first pick, and then story choice will alternate from then on.   (They chose to flip a coin.)

  1.  Each partner gets two story copies each, one for reading and recording their timings and the other for reference when answering the comprehension questions.
  1. Each partner will put the copies into the construction paper sleeve so that only the title of the story and the vocabulary words at the top are in view.
  1.  Using the circle frame map template as a prediction tool (Kise p.100), the partners will write the title in the center oval and then conference together and list “What I Know” (Kise  p.101) inside the circle shape of the template. Partners have 2 minutes to teach each other what they know about the topic.
  1. The administrator will conduct the one-minute cold timing for fluency. The other partner must sit on the opposite side of the room and wear ear muffs. This will prevent this partner from hearing the story ahead of time.  For this first step in the program, they can flip for who goes first, and then alternate turns with each new story.
  1.  Partners will share the large CD player, listen to the story on low volume and follow along once, and then quietly read together with the story twice.
  1.  The five timed readings can be arranged in any order and shared as long as the following criteria is met:   2  one-minute timings

2 two-minute timings

1 complete reading of the story

Partners will monitor each other as they read, checking for errors, but not interrupting the reader.

(Criteria can be changed at the discretion of the administrator, depending on the results and efforts of the partners.)  

  1.  Echo reads will require a shared reading with the administrator, where the echoes will progress paragraph by paragraph, with partners alternating turns.
  1.  Comprehension questions are to be completed separately by each partner at the agreed upon times during the process:

a chosen spot between any of the readings

after the fifth read and before the hot timing

after the hot timing

Partners may compare answers when done and discuss answers that do not match.  They have the opportunity to discuss and change their answers before the administrator corrects.  (This process will be reviewed and / or adapted at the discretion of the administrator.)

  1.  The administrator will conduct hot timings and record any errors, as well as assess the reading expression rating.
  1.  Partners color their own graphs and record “What I Learned” in the rectangular shape on their prediction template and share these facts together with the administrator.
  1.  Administrator records cold and hot scores, as well as comprehension data, and assesses the student’s performance before partners proceed to a new story.

Student Type Hypothesis

There are many students I could choose in my 7 classes. I have finally chosen a student I will call B and a student I will call K. They are very different people. B can be an “A” student if he chose to be. K would be happy just to pass.

B I think is introverted. He is mostly quiet in class. His mom passed away at the beginning of the year. He doesn’t talk much about her, yet one day before Thanksgiving he could not focus on the lab. He was giving me negative attitude, so I asked him what was wrong. He had to think a minute and blurted out that it was exactly a month from his mother’s death. I told him that was his problem and asked if he wanted a pass to the counseling center. He went and has been my best buddy in that class. During other labs I must focus on him and his buddies, because distractions cause them to not get the work recorded.

I think B is more intuitive than sensing. He often will start the assignment before the directions are explained, then need to borrow an eraser to fix his answers. We have not yet gotten into making our own experiments in Science; however I am anxious to see what plans he comes up with.

B may be a thinking rather than feeling. He often needs me to encourage him to write his answers down. He seems to be afraid to get it wrong. He also is consistently asked to stop the conversations with his friends. He always must finish his thought before joining the class.

B may be perceiving as he needs me to keep him recording his results from experiments, and encouragement to write down the notes.

I only see B one block 3 times a week, I am sure there are many more examples that could be found in his day that may contradict my thoughts or confirm them.

K is my second student. She is extroverted. She believes that there is nothing more important than her thought. She has no problem telling me no matter what is going on around her.

K may be sensing as she learns better with hands on activities. She also asks a lot of questions before starting an assignment.

K may be thinking. She prefers to be in charge of the experiments or their group talks; however she will ask me what I think about their conversation, or results of their experiments.

K may be judging as she needs clear instructions and may ask for them to be repeated and explained multiple times before she can begin working.

I am not sure how much of the behavior I experience with K has to do with her disability or is magnified by her disability.

 

Students and their type . . . I think

As usual, I’m at a loss for which students to use: not him because his disability will probably “get in the way”, not her because I don’t see her enough in classes, not him because I have yet to see him exhibit any behaviors, not her because I just can’t get a handle on her . . . and so it goes. I stuggled with this over a year ago, also. It makes me question my power of observation. Or shall I say lack of observation!

On the bus ride home today from Concord High I thought about MV (as I will call her). She is a teacher’s worst nightmare; she is almost my total opposite; she is the bane of my existance in the kitchen: the ESTP! 1. You know when she has entered the room 2. She doesn’t think the rules apply to her 3. Draws attention to herself 4. Can be a leader 5. Ready, Fire, Aim 6. No concern for people around her 7. Lives in the moment 8. Talks loudly 9. Can continue to work with multiple things going on around her 10. Finds the flaws in others 12. Has to have the last word, especially with authority 13. Doesn’t want limits or rules on her school work 14. Does what she wants to do, when she wants to do it, how she wants to do it, etc! The only thing I’ve seen her do “positively”, in my eyes, is take charge of the diningroom during a function and be great at it. She treated everyone with respect and caring and even teaching the 1st year students how to manage a diningroom situation. AND she is great with the special education student I work with in the kitchen. Again, treating him with respect and guiding him gently and positively when cooking or baking. But I keep reminding myself that we all need each other for balance :)

The other student I choose I will call Bee: ISFJ. I know for sure she’s Sensing because I did the “write about a snowman” activity and she talked about its carrot nose, indent for a mouth, and coal for eyes – detailed description. She is Introverted because she is very hesitant to get up in front of the class, can be reserved around peers she does not know, and when needing to work with a group, she prefers one partner over multiple peers to get the project done. Bee prefers Feeling. She definitely thinks of her friends first when making decisions. She is a great listener and her friends know that. I peg Bee as Judging. She makes plans, lists, likes structure to get things done, and organization in her school work. When I look on Page 31 in the text and see how school looks when it isn’t working for ISFJs it is right on for Bee: I see the helplessness when she’s uncertain in her school work. I can see her lack of confidence with abstract assignments.

This is still a hard “assignment” for me to do. But I feel better about my observations this year.

Black and White Personality Type

It was challenging to find students that clearly fit into all four types in my mind, so I picked two who stood out as opposites.  I’ll call them Black and White just because they are pretty different from one another – no connotation of goodness or ethnicity intended.

Black is an extravert.  He engages in conversations quickly and easily and does not like to sit alone.  He always wants to pick groups and is overly concerned about where he gets to sit.  He’s an entertainer, always moving around, speaking loudly, and drawing attention, which he enjoys.  He talks over others frequently with whatever crosses his mind.

Black is intuitive.  He starts most projects without reading or listening to directions. Today in class we were doing a physics project involving paper folding.  He made modifications to the design first and then asked if he was allowed to do what he’d already done.

Black is also thinking.  He thrives during competitive review games, always wanting to be the fastest and best.  When in group projects he tends to take the lead.  He chides his classmates sometimes for not being on their game academically

Black is judging. He doesn’t like to re-do assignments once he thinks he’s finished.  He is hasty in making decisions, diving headlong into tasks before assessing the situation.  He often misses parts of multi-step questions because he thinks he knows what to do and doesn’t bother to read.

White is an introvert. He walks alone in the hall and doesn’t like speaking out in class.  He is content to sit and work alone but has a few friends he likes to partner with.  He communicates very clearly in writing but almost never raises a hand in large-group class settings.  He is quiet but will often approach me at the beginning and end of class to say hello and ask what the plan is for the day.

White is sensing.  He asks me every single class what we’ll be doing that day, even though it’s usually on the board behind me.  He needs to know what is going to happen and often checks to be sure he knows how his work should be done.  This also illustrates that he is feeling.  He is quiet and meek, always careful to be polite and not offend.  I haven’t seen him shut down with criticism, but I have seen the opposite – that he responds overly well to praise.
I can’t tell whether White is Judging or Perceiving, because I see some of both.  I’m going to go with judging, only because he really seems to gravitate toward the structures of assigned seating and class schedules, but I see some perceiving traits, as well – like having difficulty making decisions quickly.  This may be more of a processing speed issue, however.

Classroom Management Strategies

Andrea Tonken

Classroom Management Strategies

As a para-educator, I am not in charge of classroom management. If I am ever alone in a classroom I follow the management strategies of the teacher. I feel very strongly that in my role, I can’t openly offer different ideas for classroom management. I do notice approaches that do not work and if I am asked for my input I will offer it, but typically I follow the lead of the teacher. It is hard, at least in my situation to get the same respect from the students that they give the teacher, so if I try to do something different the students don’t respond anyway. If I am backed by a teacher that’s a different story.

There are a few strategies that I do see that seem to work pretty well to manage an unruly classroom. It’s human nature to know what is expected of us, so a useful tool is an agenda. I go to classrooms that have a specific routine and teachers offer a clear explanation of what class will look like for that specific block. Then within the last few minutes of class the teacher will give a reminder if something is due for the next time they meet. This is good for all types because there is a clear expectation for what the class will look like that day. This is an example of the categories a teacher may use for the daily agenda:

Attendance

Announcements/Business

Classwork, what class time will look like

Assignment/Due date

Teachers like to give students the benefit of the doubt and let them choose where they would like to sit in their classroom. We all know that this does not always work for the best of the classroom. Changing desk arrangements and creating seating charts are great tools for better classroom management. Students don’t always like the person that they end up sitting next to, but often there will be better attention to the teaching going on and less attention to their neighbor. On certain occasions there will be that “one in every bunch” who can be distracting or distracted no matter where they are sitting.

I like the approach on page 87 for if students are defiant. I specifically like the part of asking them questions. I am guilty of engaging in a power struggle, but I have tried a few times asking them, “What are students supposed to be doing right now?” etc. The questions offered don’t seem to leave an opening for a rude or ridiculous answer, although there will always be that one student that will push my buttons. I also like, but have not yet tried the firm alternatives. Students don’t like to give up their lunch or their free time, so giving them the alternative of doing their work in the moment or during their lunch time seems like it could work. Many times, at least in high school, the student would just not show up.

Type Hypothesis

 

1/25/16 – 1/26/16

Extended Learning Block # 3   12:10- 12:40   Read Naturally 3 is my most challenging class of the day.  I have chosen two 7th grade boys from this class.  These are their stories:

Student 1    a.k.a.   Mischiever       E     N    T   P

Mischiever is an extrovert.    He waltzes into my class, often late, with excuses, but he is very cheerful about it. He wants to share why he’s late and then usually asks to use the bathroom or get a drink before he starts his folder work. In the meantime he has interrupted me and the other three boys who are attempting to get their work done.  Two other boys feed right into this, so I have to kindly redirect all of them to settle in.   Believer sharpens his pencil, invades the others’ spaces, and generally wastes 5 minutes of start time.  He begs with a whine to play Scrabble.  He loves Scrabble.  I only play Scrabble one Friday a month, or if there’s a sub in for me.  Scrabble is a reward, for getting your work done, I remind him.  He is looked upon as a leader because he was in the running for 7th grade class president, but did not win the primary.

Mischiever is an intuitive, because he is always willing to help someone else if their CD player isn’t working. If a student is confused, he is great at helping them with the problem if I am busy with another student. I do trust him in this, because is confident in the Read Naturally Process. He also does take advantage of the moments when I am giving timings with the others, because he knows I am not going to stop a timed reading to redirect him should he be off task.

Mischiever is a thinking type.  He loves to debate with me over facts and ideas within the readings.  He likes to have the last word and sometimes I let him have it, just so we can move on.  For example the word pneumonic was used in a story about how the presidential faces on Mount Rushmore were carved.  He pronounced it pe – neu-mon-ic, and insisted that’s what his dad’s friend called that kind of drill “down at the shop.”  Even after I googled Webster’s and showed him the word, he shook his head and refused to believe it.  Thinkers don’t like to lose face.  He loves to play Scrabble and hates to lose.   He was depressed when he didn’t win the presidential primary, but seemed to receive my condolences graciously.  He understands that he is on the lower end of the fluency spectrum compared to the average 7th grader, and I know this bothers him, so this is why is shuts down sometimes.

Mischiever is a perceiving type.  He may opt to listen to the CD more than the required number of times to avoid practice, or he says he’s “got it” on the first track.   Sometimes I have caught him listening to the radio instead.  Easy to do, these stories don’t often elicit head bobbing.  I locked that CD with the radio feature in my desk. He often has to skip my class to do make up work in other classes, a plan that we worked out with his teachers.  He sometimes misses my class to finish up in the science lab.  As a staff, we have to notify each other when this happens, because he has played us more than once, and has not shown up for any of us.  Some days, if I have been involved with the three others more than with him, he gets very little done.  He has difficulty managing his time to be successful. When he puts his timer away, he sets them all going, so after he is gone, his presence lingers with 8 timers beeping like baby chicks in my file drawer. I let this go as perceivers like work and play to coexist. I let him play.  The next class comes in and the first one to the drawer resets the cheeping timers.  They all know who does this.  They just shake their heads.

Student 2   a.k.a.      Achiever     I   S  F  J

Achiever is an introvert.  He is the quiet type, thoughtful and congenial.  He comes into my room, gets his folder and sits down to work.  He is patient while he waits for the other three boys to settle themselves, and he never buys into their extroverted behavior.  He is a master at tuning them out. He rarely makes any mistakes on his comprehension questions, and he advocates for himself when he needs help getting meaning from context.

Achiever is a sensing type.  The reading program is very formulated and structured, where expectations are written.  He appreciates the small flow chart that tracks his progress through the exercises and checks them off himself as he moves through the steps.  He especially enjoys the time when I google images of the things he is reading about, so he can see “the real thing” rather than the blurry photocopy image on his paper. (I do this with all my reading students.)  Today he read about the Leaning Tower of Pisa and was quite amused by all the pictures of people with their hands placed just so, to make it appear that they were keeping the tower from falling down.

Achiever is a feeling type.  He definitely makes exceptions for the other three boys in the class, and often gives me an eye roll or a sympathetic grin when I remind the others to focus on their work.   I think he could be a real hoot if he allowed himself to be, but I think he feels better about “being on my side” because he wants to be liked.  He is the Democratic nominee for president of the 7th grade class in their mock election, so I know it’s not just me appreciating his cooperative nature.

Achiever is a judging type.  He fell right into the reading program as if it were designed for him.  His plan of work was already laid out for him, and he was a quick study. Within the week, he had the process down.  His stature among his peers speaks volumes to his character.  He gave the best campaign speech in front of the entire grade level with no cue cards, he stood up straight and projected his voice, and used his hands for emphasis.  I could tell he really spent some time working through his speech and carefully planning what he would say and how he would say it.

I had the hardest time deciding whether this guy is an E or an I, and I concluded he was more introverted because of his work habits.  I thought perhaps he was a really polite and respectful extrovert, but observing him in the halls and in the cafeteria, he still retains a more introspective nature.   His speech was so great because he had time to plan it and execute it well, which gave him the confidence to get up in front of everyone.  He beamed from ear to ear.  He knew he nailed it.