Ross Greene

I'm reading Lost at School by Ross Greene but this time through the lens of an administrator. This post is my reflection of the key areas I want to focus on in my role as a leader.

When I read this paragraph (page 15) it sounded all too true. I have often got caught up in the quest for the right diagnosis assuming that the diagnosis will help me to know what to do next. When in truth in learning that the child has been diagnosed with ADHD, ODD, FAS does nothing but confirm there is a problem. Now the question is what to do next.

"Behind every challenging behaviour is an unsolved problem and a lagging skill."

At the website lostatschool.org  is a copy of the ALSUP (Assessment of Lagging Skills and Unsolved Problems)

Summary of three ways to solve a problem

Plan A - Adults impose their will in response to an unmet expectation. This is by far used the most by teachers, supervisors parents administration etc. I know I have used this plan and when I think about when I use this plan it is often when I am in a hurry!

Sounds like:

"Billy go stand in the hallway"
"Stop throwing snowballs or you will get a detention"
"Do you need to go to the office?"
"If you don't get your homework done tonight I will be calling your parents"
"If you continue to be disrespectful to teachers in the school you will be suspended"

The Problem with Plan A:
-You are asking for the behaviour child to heighten his behaviour
-This does not teach the child the lagging skills they are missing
-Does not help us to understand why the behaviour is occurring


Plan C - drop the given expectation completely at least temporarily

Looks like:
-removing low priority expectations ie. homework completion, getting out of their seat, talking to a peer, lack of participation, limited schoolwork, accommodations and modifications due to behaviour etc.

Sometimes plan C is necessary so that the big fish can be resolved. For example if a student has difficulty completing school work in class that might be the area of focus and homework can be on the back burner until one problem is solved. I think of Plan C as putting the expectation on hold.

Plan B - Collaborative Problem Solving

Five Goals for using this Plan:
1. Look at unmet expectations
2. Solve the problem together
3. Teach lacking skills
4. Reduce the behaviour
5. Develop a relationship


Here is what Plan B is not:
-Reminder of more desirable behaviour
-Telling of the bad choice
-Imposing a solution



Plan B involves three steps:

1. Empathy
2. Defining the Problem
3. Invitation to solve the problem


Empathy

Sounds Like:
"I've noticed that ... What's up?
"Help me understand"
"I don't quite understand"
"Can you tell me more"
"I'm confused"
"How so?"



So in my PLT we are working on digital archive of video clips to help students with their behaviour. While I was reading "Lost at School" I was making a connection between the work in my PLT and the work collaborative problem solving method. Here is what I came up with. The movie clip can act as a starting point for conversation. The student can watch the video clip and reflect independently on the behaviour displayed. Following the independent work can be a conversation that follows Greene's three steps. For example:

Admin: I notice that the Grinch yells and is mean to Cindy Lou. What do you think is up?

Kid (My 7 year old daughter) He is grumpy

Admin (clarify) - Can you tell me more?

Kid - He doesn't like Christmas and Christmas is coming so he is grumpy

Admin (Define the problem) - So the Grinch is being mean because he is grumpy because Christmas is coming. The thing is he is being mean to Cindy Lou and that would hurt her feelings. I wonder if there is  a way that the Grinch can tell Cindy Lou he is grumpy without yelling at her. Do you have any ideas?

Kid - He can tell her he doesn't like Christmas

Admin - Can you think of a time when you were yelling at your classmates?

Kid - At recess

Admin - I noticed that you get mad at the other kids on the playground?


Reflection Sheet (Independent Work)

What negative or challenging behaviour do you notice in the clip?

Why do you think the behaviour is happening?

Brainstorm 3 solutions to solve the problem


This is a work in progress ... more to come! Please let me know what you think.

Q-Chart Literacy Strategy

Q Charts Created by Mary Anne Patterson Elementary Program Consultant LKDSB

Purpose of Using Q charts

Q charts are a tool that teachers use to help their students develop many skills. When Q charts are used along with a read aloud, rich opportunities are provided for literacy development. 

Using a Q-Chart to Form Questions

• In order to form a question, you first select one word from the left hand side of the Q chart (Who, What, Where, Why, When, How) • Then select a word from the upper column (is, did, can, would, will, might) to form the question • Now move across and down the chart following your 2 selected question prompts to locate the square where the question will be recorded. (ie: “Where will the story take place?” is recorded in the 3rd row down, 5th column over)


Value of Student Talk

“Talk supports the thinking process. By providing opportunities for oral language development, teachers encourage students to develop higher order thinking skills. To ensure that all students strengthen their oral language skills, and find their voice in the classroom, teachers should provide opportunities for them to participate in a variety of oral language activities.” (Guide to Effective Instruction in Reading K-3, 2003, p.3.3)

• https://melrosecurriculum.wikispaces.com/file/view/Q%20Charts%20Presentation.pdf/371997480/Q%20Charts%20Presentation.pdf

Local Author - Lisa Dalrymple

Here are some links to find out more information about Lisa and her presentations:

www.lisadalrymple.com

http://www.writersunion.ca/member/lisa-dalrymple

More info re: the Ontario Writers in the Schools Program:

http://www.writersunion.ca/node/122

If you think you might be interested, applications must be received 4 weeks in advance of the speaking engagement 

And one final link to the application form:

http://www.writersunion.ca/sites/all/files/attachments/application-FALL.pdf

Lisa Dalrymple

Skink on the Brink

If It's No Trouble... A Big Polar Bear

and Bubbly Troubly Polar Bear 

Primary Math Continuum

Learning Trajectories for Primary Grades Mathematics Developmental Levels 

https://www.mheonline.com/assets/pdf/program/building_blocks_learning_trajectories.pdf

Learning Trajectories Children follow natural developmental progressions in learning, developing mathematical ideas in their own way. Curriculum research has revealed sequences of activities that are effective in guiding children through these levels of thinking. These developmental paths are the basis for Building Blocks learning trajectories.

 Learning trajectories have three parts: a mathematical goal, a developmental path through which children develop to reach that goal, and a set of activities matched to each of those levels that help children develop the next level. Thus, each learning trajectory has levels of understanding, each more sophisticated than the last, with tasks that promote growth from one level to the next.

The Building Blocks Learning Trajectories give simple labels, descriptions, and examples of each level. Complete learning trajectories describe the goals of learning, the thinking and learning processes of children at various levels, and the learning activities in which they might engage. This document provides only the developmental levels.

Frequently Asked Questions (FAQ)

1. Why use learning trajectories?

Learning trajectories allow teachers to build the mathematics of children— the thinking of children as it develops naturally. So, we know that all the goals and activities are within the developmental capacities of children. We know that each level provides a natural developmental building block to the next level. Finally, we know that the activities provide the mathematical building blocks for school success, because the research on which they are based typically involves higher-income children.

2. When are children “at” a level?

Children are at a certain level when most of their behaviors reflect the thinking— ideas and skills—of that level. Often, they show a few behaviors from the next (and previous) levels as they learn.

3. Can children work at more than one level at the same time?

Yes, although most children work mainly at one level or in transition between two levels (naturally, if they are tired or distracted, they may operate at a much lower level). Levels are not “absolute stages.” They are “benchmarks” of complex growth that represent distinct ways of thinking. So, another way to think of them is as a sequence of different patterns of thinking. Children are continually learning, within levels and moving between them.

4. Can children jump ahead?

Yes, especially if there are separate “sub-topics.” For example, we have combined many counting competencies into one “Counting” sequence with sub-topics, such as verbal counting skills. Some children learn to count to 100 at age 6 after learning to count objects to 10 or more, some may learn that verbal skill earlier. The sub-topic of verbal counting skills would still be followed.

5. How do these developmental levels support teaching and learning?

The levels help teachers, as well as curriculum developers, assess, teach, and sequence activities. Teachers who understand learning trajectories and the developmental levels that are at their foundation are more effective and efficient. Through planned teaching and also encouraging informal, incidental mathematics, teachers help children learn at an appropriate and deep level.

6. Should I plan to help children develop just the levels that correspond to my children’s ages?

No! The ages in the table are typical ages children develop these ideas. But these are rough guides only—children differ widely. Furthermore, the ages below are lower bounds of what children achieve without instruction. So, these are “starting levels” not goals. We have found that children who are provided high-quality mathematics experiences are capable of developing to levels one or more years beyond their peers. Each column in the table below, such as “Counting,” represents a main developmental progression that underlies the learning trajectory for that topic. For some topics, there are “subtrajectories”—strands within the topic. In most cases, the names make this clear. For example, in Comparing and Ordering, some levels are about the “Comparer” levels, and others about building a “Mental Number Line.” Similarly, the related subtrajectories of “Composition” and “Decomposition” are easy to distinguish. Sometimes, for clarification, subtrajectories are indicated with a note in italics after the title. For example, in Shapes, Parts and Representing are subtrajectories within the Shapes trajectory. Clements, D. H., Sarama, J., & DiBiase, A.-M. (Eds.). (2004). Engaging Young Children in Mathematics: Standards for Early Childhood Mathematics Education. Mahwah, NJ: Lawrence Erlbaum Associates. Clements, D. H., & Sarama, J. (in press). “Early Childhood Mathematics Learning.” In F. K. Lester, Jr. (Ed.), Second Handbook of Research on Mathematics Teaching and Learning. New York: Information Age Publishing.

Show and Tell for Adults

What Adults Can Learn From Show and Tell

January 12, 2015 Leave a Comment

Apparently today is Show and Tell Day at Work.

Who knew?

When I read this fact, it got me thinking . . .

I went back to Mrs. Fredrick’s kindergarten classroom on a warm spring day. I was called to the front. It was my turn to share! No, I don’t remember exactly what I showed off, but I remember feeling great to have the chance to share it. And I have many other memories of “show and tell” in general, and I’m guessing you do too. I’m not an elementary aged educator, but I can guess that some of the reasons “show and tell” is a mainstay classroom activity is that it:

• Builds self esteem
• Allows kids to practice speaking in front of groups
• Provides a chance for self-discovery (by thinking about what to bring and share)
• Helps build personal pride

Read that list again and leave your thoughts of elementary school behind. Maybe show and tell day at work isn’t such a bad idea after all!

I don’t think we need to have a specific workplace exercise that looks like “Show and Tell”, but I do think there are workplace lessons here worthy of our consideration. Let’s start with some universal truths.

Show and Tell Truths Revealed

• The act of sharing our work makes a difference in and of itself. Knowing it will be shared changes our approach to the work, whether we are consciously aware of it or not.
• Sharing provides a sense of pride. A feeling of pride is valuable to all human beings at all ages. When we can feel a sense of pride, good things happen emotionally and in this case with our work.
• Sharing provides meaning. More than perhaps anything else, we want a sense of meaning in the work that we do. Sharing it with others helps us see that meaning and helps others see it too.
• Sharing creates enthusiasm! Step into any classroom during show and tell, and you will see it. Notice anyone talking about something they are proud of and you will see their enthusiasm grow. And who doesn’t want more enthusiasm in the workplace?
• Sharing creates positive peer pressure. It isn’t just kids who are impacted by the thoughts of others. And while we often think of peer pressure as a negative thing, it isn’t always. When we are all sharing, all of us want to do better to be seen in a positive light by our peers (and boss). A rising tide lifts all boats.
• Sharing stokes innovation. When you know what others are working on, you will get new ideas. When the sharing provides a chance for dialogue, new ideas will be spurred. Let people share what they are working on and what they are trying!
• Sharing promotes momentum. When meaning and pride and enthusiasm are in place, momentum grows. And with momentum in the right direction it is hard to stop improvements and growth.
• Sharing builds culture and team spirit. Who doesn’t want more of all of the things on this list? When we provide opportunities for people to share, we provide the nutrients for growing a positive culture and climate, and a more engaged team.

Some Leadership Applications

As I’ve already said, I am not suggesting a team exercise that looks exactly like the Show and Tell of your youth. (“Bobby, it’s your turn, what did you bring to share with the class today?…”), but don’t lose my message in that detail. Rather, here are just a few ideas that you can apply to begin to create these powerful outcomes for yourself and your team.

• Give people a chance to share their progress with others on the team. This is the best scenario for a staff meeting – when people are sharing progress and results with others.
• Give people a chance to share their progress and results with others in the organization. You don’t need to make all of the presentations to management, do you?
• Let people attend meetings for you. Send a representative to a more senior meeting, giving them a chance to share your team’s update in your absence.
• Let people share team results. People can share the results of a team, show and tell doesn’t have to be just about “me.”
• Listen to people when they want your time. One thing people want is the chance to share with you. Show and tell doesn’t have to be a presentation in front of a group. It might just require five minutes of your time – and attention.

There are more reasons and applications, but I’ve hopefully given you a chance to reflect on some pleasant memories and enough solid ideas to help you move forward effectively.

How will you implement Show and Tell today?

- See more at: http://blog.kevineikenberry.com/leadership-supervisory-skills/adults-can-learn-show-tell/#sthash.HuDeY73t.dpuf

Online Free Reading Books and Activities

Check out this link for some great online free reading books/follow up activities for children for K-6 (or older depending on their reading ability).

[ http://www.oxfordowl.co.uk/Reading ]http://www.oxfordowl.co.uk/Reading

More IPAD Apps

Apps for Education 

Apps for Students with LD

*see website www.slp4all.com for more ideas

App	Description	Cost
Inspiration	-Allows students to plan/brainstorm about a topic prior to writing about it -graphic organizers	Lite version is free
Dropbox	-can set up shared files so that students can work on project together even if they aren’t in the same place -a lot like ugcloud	Free
Evernote	-storage site for documents/pictures -you can search for the document you are working on	Free
Dragon Dictation	-Voice to text -Note *Dragon is built in to the keyboard on the ipad3, has a mic so that you can dictate and it with transform it into written text -dictation does need Wifi to work	Free
Myhomework	-helps students organize homework assignments	Free
Notability	-audio recording app -students can record their ideas and listen to them as many times as they need to -students can take a picture of the notes on the blackboard and add it to their own notes -can record teacher	Free
Appwriter US	-word prediction, can read text once you take a picture of it (much faster than scanning) -a lot like work-Q and speak-Q	$19.99
Iannotate pdf	-a lot like Kurzweil, good for test-taking	Free

*Better to give students with LD fewer apps (just give them the ones that they will really use).*

Apps for teaching phonological awareness and decoding

App	Description	Cost
ABC Magic Reading (there are a few different ones)	-has activities to work on blending, segmenting and reading	Free
ABC Magic Phonics	-phonics	Free
ABC Spelling Magic 123	-spelling	Free
Phonics Made Easy	-phonics	$4.99
Sight Words	-has Dolch words that child can trace and hear (K to Gr 2)	Free
Sight words by little speller	-student uses letters to make words (K- Gr 1 level)	Free
Sight Words by Photo Touch	-student has to find target word from 2 choices (K-Gr 1)	Free
A spelling treasure	-spelling words in categories when given the letters (K- Gr 2)	Free
Magic Spell	-student spells words for items in different categories when given the words and letters (K)	Free
ABC Phonics (there are a number of different free ones)	-rhyming words -word families -sight words -long vowel (K-Gr 2)	Free
Rocket Speller	-gives student letters and they have to spell word (K-Gr 1)	Free
Little Matchups ABC	-student matches upper and lower case letters (k)	Free
iTouchilearn Words for Preschool	-interactive way to learn to read new words (K-Gr 1)	Free

Apps for information/projects

App	Description	Cost
Encyclopedia Britannica	-students can research info for projects	Free
Google Earth	-students can look up different places	Free

Apps for Other Things

App	Description	Cost
Timer+	-let’s you set a timer for any amount of time	Free

IPAD Apps-Reading Writing Math

Apps for teaching phonological awareness and decoding

App	Description	Cost
ABC Magic Reading (there are a few different ones)	-has activities to work on blending, segmenting and reading	Free
ABC Magic Phonics	-phonics	Free
ABC Spelling Magic 123	-spelling	Free
Phonics Made Easy	-phonics	$4.99
Sight Words	-has Dolch words that child can trace and hear (K to Gr 2)	Free
Sight words by little speller	-student uses letters to make words (K- Gr 1 level)	Free
Sight Words by Photo Touch	-student has to find target word from 2 choices (K-Gr 1)	Free
A spelling treasure	-spelling words in categories when given the letters (K- Gr 2)	Free
Magic Spell	-student spells words for items in different categories when given the words and letters (K)	Free
ABC Phonics (there are a number of different free ones)	-rhyming words -word families -sight words -long vowel (K-Gr 2)	Free
Rocket Speller	-gives student letters and they have to spell word (K-Gr 1)	Free
Little Matchups ABC	-student matches upper and lower case letters (k)	Free
iTouchilearn Words for Preschool	-interactive way to learn to read new words (K-Gr 1)	Free

Apps for Reading/Books

App	Description	Cost
Grasshopper.com *type this into your app search	-there are many apps/books available with the options : Read to Me, Read by Myself and Autoplay, words are highlighted as they are read which is a great feature to improve literacy -topics include: music, colours, math, spring, summer, horses, drawing etc.	Free

Apps for Story Writing

App	Description	Cost
Story  Wheel	-students can spin a wheel and record their part of the story -students can play their story -K-Gr 2	Free
Story Lines	-students can pass the ipad around to create a story together  -incorporates drawing -student each sign their work, so the teacher can see who added what -Gr 2-6	Free
Little Story Maker	-student can take pictures, type or record their voices to make stories -student who have difficulty with writing can record story orally	Free
Toontastic	-students can create their own cartoon -has decription of cartoon including: setup, conflict, challenge, climax and resolution -students can select scenes and characters -Gr 2-6	Free
Mad libs	-select nouns, verbs, adjectives etc to complete a story, has word-prediction and hint option if the student can’t think of a word or doesn’t know what an adverb is -Grade 2-6	Free

Apps for Math

App	Description	Cost
Number Magic 1, 2, 3	-student matches items with number (K)	Free
Tell time- Little Matchups	-match the digital and analog times	Free
Shapes Toddles Preschool	-good for learning shapes (K-Gr 1)	Free
Adventures Undersea Math	-good for multiplications	Free
Telling time –digital clock	-student has to select the correct time when given three choices (digital)	Free

  

Linguisystems Autism & PDD Social Skills Lessons by Pam Britton Reese & Nena C. Challenner, 1999, page 38.

Linguisystems Autism & PDD Social Skills Lessons by Pam Britton Reese & Nena C. Challenner, 1999, page 39.

 Websites with Printables for Special Events

Search by holiday, event or theme within each website

A to Z Teacher Stuff

http://www.atozteacherstuff.com/Themes/

ABC Teach

http://www.abcteach.com/directory/seasonalholiday/

Preschool Coloring Book

http://www.preschoolcoloringbook.com/

Preschool Education

http://www.preschooleducation.com/

Tinsnips

http://www.tinsnips.org/

Freggie Tales - Public Health

Freggie Curriculum

http://freggietales.ca/htmlPages/SchoolCorner.html

FREE comprehensive lesson plans - for grades 1 through 6 - which support various elements of curriculum expectations from health to language arts, science and math, dramatic arts and more. The curriculum was developed to complement Ontario Curriculum guidelines but can easily be adapted to suit any school board requirements.

http://freggietales.ca/htmlPages/curr_download.html

The Freggie™ In-School Program is designed to encourage children to eat fruits and vegetables as part of their healthy lunches and snacks at school, while helping them understand the benefits of making healthy food choices that include fresh fruits and vegetables.

Websites for the Classroom

kidblog.org

storybird.com 

nfb.ca  (clips and videos from National Film Board can be edited)

explania.com

khanacademy.org (Great for Math) 

voicethread.com

fotobabble.com

edtechteacher.org

tech4learning.com