So after a little hiatus from writing this blog, I am back. I had decided a while ago that if nothing was occupying my thoughts then I was not going to write just to write. But talking with teachers recently, I am reminded of the necessity of sending out more postive communications to parents.
The Bank of Goodwill. No it is not an actual bank but it can be just as vital. I think I first heard this term in the book Voice Lessons for Parents by Wendy Mogel. This really resonated with me. I have since adopted this term when coaching teachers on parent/teacher communications. I encourage teachers to send out a welcome communication within the 1st week of school that does not only say hello but also recites a positive interacdtions with the student. What better way to say that I am invested in getting to know your child then an actual classroom experience!
Just Google “how many positives to contradict a negative.” The consensus is that it takes 5 positive comments to negate a negative comment. I would extend this to interactions with parents. By starting out with positive comments, teachers can build their Bank of Goodwill. So when they must have a discussion about an academic or behavioral concern, parents know that you have already seen their child in a positive light.
I suggest to teachers to jot observations on a post it note or any note taking practice. Then they have them for conversations and report cards. Further I propose that they use a calendar and put a student’s name on each day of the school week as a way to organize sending a postive note to parents. That means one positive communication a day, not overwhelming especially if you have anecdotes ready.
So while this article, https://sharpencx.com/blog/positive-and-negative-feedback-ratio/, was not written with school in mind it does make the point about positive feedback (in our case talking to parents). We want parents to work with us to make their child’s school experience one of growth. If we ask them for their support in guiding less effective behaviors into positive ones, we need to start with positive reports.
So, I know some are saying, really another thing to do in this era of pandemic teaching. Maybe more than ever we need to highlight the positives we see in our students. Parents are also looking for some positives and this may be the best thing you do for your relationship with parents.
How do you communicate the positive to parents on a regular basis? Let me know through Twitter or Instagram (@edtechease) or Facebook (https://www.facebook.com/edtechease/) or email me, firstname.lastname@example.org. Will share your ideas and successes as my way of giving you the positive feedback you deserve!
Just a few days ago was Black Friday. Now as it was Black Friday 2020, it was a different Black Friday. But what was the same was the enormous number of texts and emails that I received (and I assume you did too) about the deals available. What this really means to me is that holiday gift shopping season is upon us. So as I think about what to get my nieces and nephews, my own children and their significant others, I come back to BOOKS!
When my children were young, they always received a book and a calendar as part of their Chanukah gifts. A calendar because I think that time management is an important life skill and this was my subtle way of encouraging this. A book because my husband and I truly believe you need to READ to Succeed.
You may be deciding what to get your children or the parents of your students may be asking. To help I thought I would suggest some book and series ideas. Some oldies but goodies and some newer publications. I am partial to series sets for elementary readers as they love to follow a character or characters on a variety of adventures.
Kindergarten and 1st Grade
- Flat Stanley (I Can Read level 2)
- Unicorn Diaries (Branches Books)
- Princess Truly I Am a SuperGirl (Acorn Books)
- Elephant and Piggie Books(by Mo Williams)
- Owl Diaries (Branches Books)
- Frog Meets Dog (A Frog and Dog Book) (Acorn Books)
I am a new big fan of the Branches and Acorn books by Scholastic for young readers. Acorn books are the early reader line. These books are designed for children who are learning to read. The books have easy-to-read text, some are phonics based (see the Frog and Dog books), a short-story format, and pictures on every page. Branches books are for newly independent readers that have easy-to-read text that take into account that these readers also have more comprehension skills that require high-interest content and plots. The books still have illustrations on every page to help with context clues. The books are a little longer to promote more stamina in reading independently.
(reading levels can be dependent on reading fluency and comprehension skills)
- Eerie Elementary Series
- Most Valuable Players Series
- Cam Jansen Series
- Ato Z Mysteries Series
- Magic School Bus Rides Again Series
- What if you had animal … (non-fiction)
- I am… (Ordinary People Change the World – biographies)
4th & 5th Grades
- The Explorers: The Door In The Alley (1st in series)
- Magyk (Septimus Heap, Book 1)
- Infinity Ring: #01 A Mutiny In Time
- We the Children (1) (Benjamin Pratt and the Keepers of the School)
- Don’t Check Out This Book!
This list is far from comprehensive but I hope it gives you a start in your search. Some sites to search too:
- CommonSense Media book reviews by age, topic, genre and even other parent reccomendations
- Read Brightly’s holiday shopping guide
- Scholastic Parents Gift Guide
- ReadingRockets guides and tips for parents
You can also find more (and constantly growing) of my lists at these links.
- https://wke.lt/w/s/kChB4V – my Read Alouds Wakelet collection
- https://padlet.com/swladis3/xh6aytbp3ht – my Literature Lassos Padlet
- https://bit.ly/literaturelassos – Amazon List (no paid affiliation – just a convenient place to create a list)
- https://bit.ly/etereluctantreaders – Amazon List (no paid affiliation – just a convenient place to create a list)
Looking for more suggestions? Reach out and I would be happy to talk BOOKS! Would you like me to come to your school to discuss Literature Lassos? Reach out via Twitter (@edtechease) or Instagram (@edtechease) or Facebook (https://www.facebook.com/edtechease/) or email me, email@example.com.
So I have written about perspective before, https://edtechease.com/2020/02/02/perspective/. In that blog piece I touched on how I use perspective in school. But I have been thinking more about perspective the last few weeks. It came fully to my attention this week when talking to a student’s parents. They told me how their daughter was feeling about her class. I did not agree with how the student was relating her experiences in class. But I stopped myself from arguing and instead said “her perception is her reality.” And this is true. Regardless as to how the teachers are approaching supporting this student in class, if she is not feeling this support, then the support is only partially working.
Often, perspective comes into my office when I have two (or more) students who visit because of a conflict. My procedure is to give each student the opportunity to talk uninterrupted. My hope is that the other child(ren) will hear the perspective of the child talking. Usually, I need to guide all the children in “seeing” and acknowledging the other perspective(s). But learning to look at other points of view takes practice and patience. Practice for students and adults. Patience by me, teachers, and other adults.
For those who follow me on Instagram (@edtechease), I routinely look for, and post, book recommendations. Recently on Instagram, I saw a post that included a variety of books and Duck! Rabbit! by Amy Krouse Rosenthal & Tom Lichtenheld was one.
I was intrigued and ordered it. I was a bit disappointed when I received it because it was a board book. In my experience, elementary students equate board books with preschool and will dismiss the book. That was not what I had intended when I bought it. But just looking at the cover, I changed my mind (and perspective). This would be great to project at a faculty meeting to start a conversation about perspective! I will confess to first seeing the Rabbit. But with an adjustment to my eyes (and my perspective) I saw the Duck. After school one afternon this past week, I had it on my desk and when another admin’s daughter came by, I asked her what she saw. She said the Rabbit. I asked her if she could see something else and she said no. With some conversation and direction, she did see the Duck. Her little Kindergarten sister walked by and when asked, she saw the Duck first. With some hints to where to look for the ears, she saw the Rabbit. Finally, we asked the oldest sister and honestly as I write I do not remember which she saw, but it did take some time for her to see the other one. In fact she read several of the pages before she changed her perspective enough to see the other character.
These encounters with the book just confirm my thoughts on using this as a Literature Lasso. A book to lasso teachers’ and students’ attention to the idea of perspective. Then discuss perspective taking from a neutral, non-personal direction. I will continue to tryand see student’s perspectives as well as my colleagues. Because as I said, this takes practice and patience.
Looking for other Literature Lassos? Check out my Padlet: https://padlet.com/swladis3/xh6aytbp3ht or follow me in one of the ways below.
Let me know how you discuss perspective or use perspective when talking with students.
@edtechease (Twitter and Instagram)
So it happened again! Sent home scores for the first progress monitoring assessments and parents are calling, texting and stopping at carpool to ask how to improve their child’s reading scores. First, the true question is how to improve their reading skills. Second, READ! So I started to write down my thoughts and said to myself this sounds familiar. And it was…I have written about this before. so here it is again:
Want to get better at something? Then practice it! Been feeling a bit frustrated that some educators and parents seem to think that students will improve in reading just because we are assessing their reading skills. No. Some think that students will improve their individual reading skills because they are reading short passages in an anthology once or twice a week. No. Just like all skills, reading must be consistently practiced.
That is not to say that there are not other factors that contribute to reading development. Having plenty of books available for our readers is one. Modeling good fluency and reading comprehension when reading aloud is another. Making personal connections to the story. And there are abundant articles for parents and entire books written to support reading instruction in the classroom.
The bottom line…all the articles, books, and advice have one thing in common. One must read to get better at reading. Set aside reading times in class and at home.
A basketball player is not going to have a consistent 3-point shot without hours of practice. A dancer will not learn a new routine or a new dance move without practicing. A pianist must practice to grow into move difficult arrangements. Gamers practice their digital prowess.
So let’s talk with our reluctant readers about topics they like and show them book after book till they find one they enjoy. Let’s do book talks to introduce new genres and titles to all our readers. Let’s DEAR. Let’s integrate science and social studies into our Language Arts classes through novels. Let’s use picture books to introduce a STEAM challenge. Let’s fill our classroom and school libraries with books!
Mostly, let’s have the students read!!
How are you encouraging reading in your classroom or school? Reach out with your ideas via Twitter (@edtechease) or Facebook (https://www.facebook.com/edtechease/) or email me, firstname.lastname@example.org.
Originally posted on Thursday, 27 December 2018.
Each week during the past Spring’s sequestering due to Covid I wrote an Instagram post (and 1 blog post) about what I had learned. These thoughts mostly came from the distance teaching I was doing with Kindergarten and my talks with my other teacher colleagues about their experiences. So while walking the other day I started making a mental list of how this first week of school had gone. I realized Iwas doing the same thing I had done in the Spring. What had I learned and what can I change moving forward.
So a little background on where these learnings are coming from. I am consulting with a small private school and not teaching right now. I helped design their Covid policies and their VIP program during the summer. VIP – Virtual/In Person is this school’s version of a hybrid program. Most students are in person but a few are learning virtually along with their in-person classmates.
So What Have I Learned:
- VIP teaching is hard but not impossible.
- Connections are imperative! Making time in the already busy day for teachers to have small group time with their VIP Kids.
- Finding ways for the parents and kids to let the teacher(s) know they are having an issue (need more instructions; can’t hear; going to step away from the screen todo their independent work).
- Internet and wireless projector issues are the bane of my school day right now.
- Daily adjustments and facing these issues calmly (then going into my office for a silent scream)
- It is awesome to see kids in school!!
- They are all doing great with mask wearing (reminders are often necessary but are met with understanding by students).
- As with any challenge – an open mind and preparedness are key.
- Teachers are SuperHeroes!
Will add more on my instagram feed as this year progresses.
So what have you learned? If you have not started school, Good Luck and let us know later what you have learned.Share in one of the ways below.
@edtechease (Twitter and Instagram)
This is an excellent question. I have had parents tell me that I can and should “make” their child sit and do his/her work. Now let me be clear… I can’t “make” kids do their schoolwork. I can encourage them, I can support them, I can reteach the material, I can praise them, I can even bribe them with a reward system. But I can not “make” kids do their work (If it is ok with you all, I will leave out the “” from here on, but know that I am mentally putting them in).
In this age of Covid-19, we will need to make kids wear their masks. It is a safety thing, like wearing a seatbelt. I will search for books that can be a literature lasso to open a discuss about their feelings on wearing a mask. Teachers may do cutesy things to make young kids feel more comfortable with seeing their teachers wearing a mask (even if they get criticized on social media for doing it – keep doing it, your heart is in the right place!). We may use masks with a clear area to show our teacher smiles. All to make kids wear their masks.
We will start school, in-person or virtually, and make kids comfortable in their new classroom community. We will do it with read alouds, all-about-me posters and stories, as well as creating classroom expectation anchor charts.
We can make kids have opportunities to socialize even if it is done through a screen or socially distanced classrooms.
We can make kids have classrooms filled with literacy opportunities.
We can make kids have lessons planned with their academic and social needs in mind.
What can you “make” kids do? Share in one of the ways below.
@edtechease (Twitter and Instagram)
This time last year I wrote a blog post entitled Reflection. Sound familiar? Yes, I chose to use the same title but added an “s.” Why? Because for most weeks of the last few months I have written social media posts and even a blog post about what I have learned during quarantine, distance learning teaching. This morning I woke up and needed some closure on this time period.
Yesterday was the last day of school at my main client school and I spent the afternoon gathering materials and computers that were being dropped off by families. This was bittersweet as I got to see some students and parents. Some I had seen at our car parade a few weeks ago but some I had not seen since mid-March.
The questions started as I drove home:
- How to “open” this school and all schools in August?
- What does “open” even mean?
- How to assess where the students need to start? Review? Support?
- Did we get back all the materials? Need to count and then order.
- Do we add platforms to the typical school day so that if we have to close for a time we are ready?
- Go-Bags for the students in case of closure? What to put in them?
- What worked during distance teaching? What to change?
Then came the reflections:
- Learning Continues…
- Every day Google Meets worked well with middle school.
- Would add more Google Meets to a schedule for 4th and 5th grade.
- Would include more small group and 1-1 Meets for K-3rd grade. This was a helpful way to do formative assessment.
- Meet with parents in person at the start of school to set the expectations for work submittal in case we close again.
- ‘Do with Me’ instructional videos worked really well with K-2nd grade.
- Google Meets with teachers works to maintain connections and support.
- Texts and emails to connect with parents always is effective for good relationships, in school or out.
- A platform for younger students (Maybe Seesaw) for video responses or work turn in.
- Google Classroom is efffective in school or out for older students.
- Loom or Screencastify work well for instructional videos (need premium subscription). May work well for video responses from older students.
- There is no one way to remote teach effectively.
Big reflection >>>>> To make meaningful connections on a regular basis works great in and out of school!
Links to previous blog posts mentioned:
What I Have Learned: https://edtechease.com/2020/04/05/what-i-have-learned/
What have you learned? Share in one of the ways below. If you are looking for some ideas for your children – feel free to contact me.
Join me in July for a virtual workshop: Digital Citizenship – How Do I Teach This? Information on the website.
@edtechease (Twitter and Instagram)
A decision by the state governments put administrations of almost every school in the U.S.A. into action. Actually all over the world. School was going virtual. Plans were created and preparations began in earnest. Teachers arrived to their classrooms with set time periods to gather materials. Decisions were made abut asynchornous and synchronous teaching. Which video conferencing system to use. Tutorials were done on how to use virtual tools. School continues…
Many schools started distance learning in Mid-March. Adjustments have since been made over the last 7 weeks. Some added Video Conferencing classes to their asynchronous instructional videos. Or visa versa. Some teachers have “office hours” that students can pop into a video conference for support. There are 1-1 video conferences, phone calls, video text calls and even some social distance visits from the sidewalk that happen between teachers and students. Student/teacher connections continue…
Through parent hubs, emails, social media posts – additional resources for distance learning are continually added. Websites that have digital books or audio books. Sites that have animal and sea life webcams for taking virtual field trips. Learning websites to work on skills, keyboarding, or comic creating. Physical Education teachers are doing virtual sessions. Art lessons and Music appreciation are creatively provided by these special area teachers. Opportunities to have a range of experiences continue…
Some Principals and Head of Schools start the day with a whole school video conference. Maybe this mimics their morning news programs or just a ‘Hello, have a great day of learning.’ Some have celebrated holidays together virtually. Some have had school assemblies. Many have had car parades to have some social distanced face to face time! School communities continue…
Teachers are reading to students through videoed Read Alouds or at Zoom and Google Meets. Novels are being devoured in other upper grades (sometimes through ebooks). Students and parents are searching the book review websites supplied by teachers, schools and librarians. Reading continues…
School buildings may sit empty but the spirit of learning continues in our students, parents and faculties!
How is learning continuing for you? Let me know.
@edtechease https://www.instagram.com/edtechease/ (Instagram)
@edtechease https://twitter.com/edtechease (Twitter)
I have always tried to find the silver lining in any situation. But this social distancing due to Covid-19 has been a tough one for me. Sleeping in a bit each day that is a good thing. Having two of my sons at home (one from college, one opted to remote work with us) another good thing. One son in NYC with his girlfriend is very worrisome for me. Not having my mom and mother-in-law join me earlier in April for the holiday not good.
Not being able to physically be in a school to teach, coach, prepare for next year is awful. When I read that Florida schools will not return to the classroom this school year, I felt a huge weight drop on my shoulders!
Distance teaching has not been easy to transition to but here is the silver lining: I have learned to do things that have been on my to do list for a while. I have also renewed some tech skills that I had let lapse, particularly using iMovie. My next post or two will be about the programs that I have learned to use to support my distance teaching but will ultimately enhance my coaching of other educators in integrating technology effectively.
Genially is a program for creating interactive content. I first learned of Genially last summer at ISTE in Philadelphia. I was intrigued. I am a big fan of Canva for my blog posts and other graphics but the idea of interactivity was interesting. But as often happens, many other things took my attention. Then as we started to distance teach, I was contacted by a representative from Genially that I had met at ISTE. She had seen the information on the EdTech EASE website and asked if I had tried Genially yet. This gave me a spark as I could imagine immediately how I would use this in remote learning. I started a Genially creation focused on curating the at-home resources that my parent contacts had told me were most helpful from the huge amount of resources I had sent them. I started this project with a free account to Genially. I was very impressed with the amount of resources that accompany the free plan. All resources for your creations are available in this plan. Check out the At-Home Resources guide I created.
Full disclosure, as I finished this creation, I did receive a complimentary EDU plan from Genially. This plan allows me to share my creations publicly or privately as well as a variety of download options. Free plans do allow you to share your creations in a public link, so you should be careful of the information placed in the creation.
I have found Genially fairly easy to learn. Watching the tutorials offered may have been helpful but I like to play first. The animations and interactive features are fun but I soon learned that to maintain them on the creation you must adjust the setting or they disappear after the entrance. Here are a few things I have created (some with animation some without):
Here is a Brag Board that I send out each Friday to my Kindergarten students along with a Week in Review video:
Currently I am trying out creating my Week in Review video in Genially. There are a number of template options, infographics and gamification, to name a few. I like to start with a template and then adjust to my needs. You can start with a blank creation too. I am looking forward to exploring this further, not just now but as we return to “normal.”
A colleague of mine has recently begun talking a lot about gratitude and how attitude plays a part in our having gratitude. So I have decide to adjust my attitude and find my silver linings of remote teaching. Truly for me it is the opportunity to try out new programs and see how they fit into my teaching and coaching world.
Have you tried anything new to make your remote teaching more effective or just go easier? Let me know.
@edtechease https://www.instagram.com/edtechease/ (Instagram)
@edtechease https://twitter.com/edtechease (Twitter)
Just finished my third week of distance learning. Here are some Instagram posts I’ve written about what I have learned on this journey.
I am starting a break as the school I am consulting with (and teaching Kindergarten remotely for) is having their Spring Break. I will take some time to do my needlepoint, sit outside and go walking, read the stack of books waiting for me, work on some upcoming workshops, learn a new program called Genially (more on that in a later post), and prepare for the restart of distance learning. Not totally different from what a typical school break looks like for me but I will do it without meeting friends for coffee or dinners. Virtually yes but not IRL (in real life). I hope that all this social distancing reminds us to be nicer to each other, take time for family and connecting face to face not just through texts.
That is what I have learned. To make meaningful connections on a regular basis.
What have you learned? Share in one the ways below. If you are looking for some ideas for your children – feel free to contact me.
@edtechease (Twitter and Instagram)