Please briefly respond/blog to the following; (2 or of 3 in each chapter)
Chapter 4
Why is Lesson #6 not "necessarily" true...and give a brief example?
How can you encourage students to "change" their associations?
How do we help students change their values and self-worth? examples, ideas, activities
Chapter 5
Give a brief example of how coaching and teaching can be related and used to help students?
Give examples of basement educators and how to change to balcony individuals (obviously no
names).
Who was your "advocate" and how have they effected you?
Chapter 6
What does "more is caught rather than taught mean to you?
What are some ways educators/admins can insure students are connected to you at school?
Define "genetics loads the gun, but environment pulls the trigger" and if you think this concept can be changed in students.
Chapter 4
ReplyDeleteIn Real Talk Lesson #6, Dr. Brown eludes that stereotyping can kill. Though stereotyping may play a huge part in one’s success or failure in life, it is not an absolute FACTOR for failure. For example, I am reminded of how Dr. Brown grew in a less than perfect environment. Yet, he did NOT let his adverse upbringing deter him from achieving success. As the famous saying goes, “it’s not how you start, but how you finish.”
Mini character education lessons can help aid students in changing, cultivating, and improving their self-worth. Also, simply saying encouraging words to students can make a huge difference. I personally believe speaking life into our students, telling them that they can achieve whatever they put their minds to, and modeling what’s expecting to our students may also help change student’s values.
Chapter 5
When thinking of coaching and teaching, I am reminded of the similarities between the two. Both coaching and teaching involve the same concept of student achievement. In my opinion, both professions desire to help students reach their highest potential.
At one point in my life, I had two main advocates (my mother and grandmother). Both encouraged me to reach for the stars. While growing up, I was fortunate to have both parents. However, it was my mother and grandmother’s nurturing upbringing that helped me blossom into the person that I am today. Education was of the upmost importance. So with all of the love, motivation, and support--- I was able to achieve a college degree. My parents instilled in me the value of obtaining an education.
Chapter 6
Listening, nurturing, and motivating students to be the BEST are some ways to make a connection with students. I agree with Dr. Brown when he states that, “we must listen to the young people to establish meaningful connections.” In addition, educators can plant POSITIVE seeds into the lives of their students. In doing so, you may not see immediate results. Nevertheless, one day all of the positive seeds (words of encourage) will help the students BLOSSOM into a productive citizen.
When Dr. Brown mentioned “genetics loads the gun, but environment pulls the trigger,” it made me think --- whatever is in you will come out. Life circumstances aids in pulling the trigger. The phrase also made me think that a person is the result of the environment he or she is in at the time. I think this concept can be changed in students with positive adult/peer role models.
"Speaking life" into our students is a must! There's life and death in the power of the tongue...I truly believe that! Great post!
DeleteGreat thoughts... yes parents and grandparents are great "coaches"... and environment is a factor but we can't let it be an excuse...
DeleteChapter 4, Question #2:
ReplyDeleteHow can you encourage students to "change" their associations?
My classes require group participation as well as individual performance. I enhance my lessons by creative activities beyond just singing and playing instruments. Although is a tiring and challenging feat, I have used rhythm instruments to create "bands" within given homeroom classes. This requires dividing the students into two groups. Without their knowledge, I use this activity to actually "re-group" students who normally do not associate with each other to achieve the goal of a finished performance by having to collaborate with other students they don't regularly associate with socially. Yes, it can be very trying, but I have found it does foster new relationships in working together while doing a fun project. Another music project I have them do is entitled "Music World". It requires using what they learned and being creative in its completion. What has amazed me is that some of the students who complete theirs earlier are always willing to assist those that need help - no matter if it's a student they normally associate with or not. I attribute the success of this partially due to the "help session" being short-term within the class period.
Chapter 4, Question #3:
How do we help students change their values and self-worth? (examples, ideas, activities)
Wow! This is deep! Change their VALUES? The best way I know how is lead by example. I admit my mistakes when I mess up in a class, no matter how major or minor. I even ask forgiveness if it seems appropriate. This is not a common occurrence but I have found once I have established strong, trusting relationships with my students, a genuine admission and apology for a mistake is appreciated. It is reciprocated. I have used this to instill the value of honesty within my students. When I first started teaching, students would steal money, items out of my desk and room. Years later, they actually GIVE me money, gifts, presents. One huge advantage I have had is that by teaching the same students from Kindergarten through 5th grade, I develop long-term, trustworthy relationships with them as I "raise" them in music classes. This gives me opportunity to instill positive values through character education that I incorporate within my lesson plans. Homeroom teachers have always appreciated this and I'm glad to work with them to reinforce positive change.
SELF-WORTH? Whew! Just today, I was told of a 13 year old boy who hung himself at home. Supposedly, his step-father (who found the boy) was a key factor. What brings a child to such a dark place? Environment? A horrible home life? Ridicule both at home and school? It hurts my heart to hear of such tragedy, and I am familiar with tragedy. Because of my own severe lack of self-worth growing up, one strategy I use to help students who need help with this is to pay close attention to what they may be very good at - even if it's ONE thing. Give attention and GENUINE encouragement there as a starting point. Then create a network of finding something else that can be nurtured, etc. The other week, one of my 4th graders popped up in class saying, "I did it so well, Mr. Stone, because I'm the best student in this class!" Yikes! No filter. Moans and groans from the other students. Truthfully, this child is brilliant and she actually made that comment without pride or an attitude to down the others. Yes, I pulled her aside later and gave her some good advice on "discretion" without demeaning her true academic abilities.
FIND SOMETHING POSITIVE IN A STUDENT - no matter how small and build on that till THEY have a foundation to start building on.
Yes, educators must create a safe environment and make learning meaningful and relevant to their students' lives.
DeleteEducators can always encourage and develop trust... amen...positively..!
ReplyDeleteChapter 5, Question #2:
ReplyDeleteGive examples of basement educators and how to change to balcony individuals.
This is tough. Two particular staff members come to mind. Both are long-term employees and their negativity both in speech and actions, as well as their non-association with other faculty is just too obvious. They teach nothing fresh even though they attend PD. We all have seen "burn-out" cases. Being honest, it's not an easy task to continually grow, at the very least maintain, when one has taught the same grade level/subject area for over 20 years. It can be compared to marriage. All of us can get in a rut. The key is to recognize it, listen to others who truly care about your success as an admin or teacher, and then choose to ACT upon it. Honestly, I have seen very few who have reached a really low basement "comfort" zone pull out of it, or try to re-spark life into their job. Perhaps, this goes along with the next question I chose about an advocate. One way I continue to choose to be a balcony person is to be an advocate for others.
Chapter 5, Question #3:
Who was your "advocate" and how have they affected you?
I have to list more than one, please. My family broke apart when I was 12. I had to move to a new city, new school, and that was at middle school level. Tough. I knew absolutely no one. A man with a great wife and four wonderful children was kind enough to provide me with a ride to church during this time. Since my dad had left, this man became a "father" figure to me. He had strong values and his love for children was deeply passionate within him. Even though I lost him only a year a half later (cancer), during those few months he impacted my life with hope, endurance, encouragement. He imparted self-worth to me at a time in my life that was devastating. Neither of my parents went beyond the 6th grade in education. My 9th grade English/Spanish teacher was one of the greatest advocates of my life. My ignorance of long-term benefits of succeeding academically caught her attention. She instilled in me an educational work ethic that transformed me. I became the first student in my high school to be an AP student attending the local community college. None of my older three brothers graduated from high school. Because of Mrs. Ruth Rice, I became an honor graduate, state and national honor student, etc. I was the first person in my immediate and extended family to obtain a college degree. I still think of her today and emulate her strategies. (Our town was small and she was my teacher all four years of high school.)
This is such a great story of your childhood. Thank God for men who choose to be a Father to non-biological children..I am convinced it changed the course of your life. Great post.
DeleteChapter 6, Question #1:
ReplyDeleteWhat does "more is caught than taught" mean to you?
Truer words . . . Times tables are forever; a positive role model is, too, but has the greatest impact. Students watch us - INTENTLY! We must never become complacent in our actions and that requires daily, renewed energy to achieve. Students "catch" teachers', administrators' conversations in the hallway/office, not just the classroom. They watch, listen, and process. This could possibly be one of the toughest aspects of our vocation. We deal with people constantly, every day, all day long - in and out of the classroom. It is still amazing to me what we all DO get accomplished with the mix of so many personalities and communications. One small example is how I will deliberately choose to be the "door holder" for a class on occasion. In elementary, students love to have assigned jobs. But when they see ME willing to hold the door for THEM, or I tell them to leave all their materials and I will clean up after them, they notice. There are times I will tell them point blank, "I'm doing this task because I appreciate you and your hard work." When I give a reward party, I "serve" them with food and drinks to show appreciation for their hard work in a Showcase or Strings Concert. Lead by example.
Chapter 6, Question #3:
Define "genetics loads the gun, but environment pulls the trigger" and if you think this concept can be changed in students.
This is massively evident. The mixture of genetics, home life, outside factors, school environment - what a mix! There are some, what we refer to as disabilities, that cannot be "fixed" or changed genetically. But, learning about each student and working hard to understand how to reach them in some way is a constant motivation to me. Environment pulling the trigger is a two-way street - home environment/school environment. That is why it is imperative that we provide the absolute best learning/nurturing environment possible for as many as possible. Yes, it can be changed. I have a second grade student that was a complete "shut-down" when he came to my class at the first of the year. No work, no effort, no participation. I decided to change this. I went to his teacher from last year, this year, and his SPED teacher(s), read his IEP, rolled up my sleeves and got to work. It took over three months of strategic teaching to get through, but by April, he was fully cooperating, smiling and participating. He responded to MY environment. Go TEAM!
Awesome Mr. Stone. In my years of knowing you, you've always led by example. I admire how you went above and beyond duty. You've even taught me some things... SO...YES...the saying stands TRUE... "MORE IS CAUGHT THAN TAUGHT."
DeleteAgain... most "kids" will respond positively to positive support.. problems occur when they do shut down.. that is the challenge we all face..
ReplyDeleteChapter 4
ReplyDeleteHow can you encourage students to "change" their associations?
I am in a position to often address students and their associations in school and out. Many times students come to me for disciplinary reasons. Its during these times I try to connect with the student on some level and use some counseling while administering the punishment. Most of the time I ask students what type of plan do they have for the future and then we can begin a conversation on what it will take accomplish it. Students are at many crossroads in their development as human beings and it mainly comes down to making right choices. That also includes choosing the right associations. I have many times asked a student if this choice or association is good or bad for them. If bad I tell them to run away from - if good I tell them to run to.
Chapter 5
Give a brief example of how coaching and teaching can be related and used to help students? One example is how they both can instill the value of a good work ethic. Being on time, being responsible to your teammates and classmates, by working as a team - doing your job. Teachers and coaches students accountable for completion of all tasks, giving full effort and showing improvement and progress. Having a good work ethic is a must have skill to maintain a job and function in the workplace. Teachers and coaches both create environments full of these expectations and many more that promote this skill.
Chapter 5
Who was your "advocate" and how have they effected you?
My high school basketball coach Gid Riddle was very influential in my development as a young man. He was very demanding of me and I was worked very hard. I really appreciate all the skills he helped develop in me as a player and a person. He taught me many things that helped me be successful on the court and off. At the time I really didn't understand all the mental and physical hardships it took to bring out the best in you as a player and person. Now I look back with great fondness and pride of all that we did and accomplished together.
Everyone has a "coach"... athletics or not.. the hardships are a spring board to life lessons..
DeleteKelia: I am a very, very strong (adamant) proponent of "speaking life" into students. You and I have worked together for years so you know how I operate first-hand. I do not turn away from the negative issues students deal with, but work on acknowledging it exists and how can I change it to something positive, or in some cases, eliminate it. Some children have no one at home to speak life into them; encourage them; promote their gifts. If we look hard enough, there is not a single student who does NOT have potential or gifts. Sometimes, we just have to dig deeper to find the diamond. Don't just find it - polish it!
ReplyDeleteI love it!!!
DeleteWhat are some ways educators/admins can insure students are connected to you at school?
ReplyDeleteI'm always amused when I go to the grocery store or Wal-Mart and see a student from school. They want to speak to me and give me a hug but don't really want me to talk to the adult with them. I would only have positive things to share but the worry in their eyes is obvious. I have enjoyed going to ballgames, sitting with other "mamas" and cheering as loudly as they do. I believe it is so important for my students to know I care about them as individuals. I try to make them believe I have all the time in the world to listen to them. I do wish we could do home visits to meet them on their turf.
I have had conferences in Wal-Mart. It was a great time to show the student that mom and I were on the "same page". It was important for us to our solidarity.
DeleteChapter 4
ReplyDeleteHow can you encourage students to "change" their associations?
School counselors focus on student standards in their counseling programs. I feel this is a great way to address “changing their associates”. The counselor can address other character skills that will guide them to choosing associates more wisely.
How do we help students change their values and self-worth? examples, ideas, activities
Helping students change their value and self-worth leads back to chapter 2….building relationships. The students must feel a connection. Students will begin to look up to the people that fully support them. Community mentors is a great way to tackle this issue. They will be able to build relationships with adults who value self-worth. Monthly luncheons will give students an opportunity to connect and reflect so they can improve their value and self-worth. This is a great way for students to communicate and collaborate with well-rounded adults.
I am in TOTAL agreement with your responses to changing associations as well as value/self-worth. I believe that counselors and mentors are KEY influences to reaching our students.
DeleteChapter 5
ReplyDeleteGive a brief example of how coaching and teaching can be related and used to help students?
Like good teaching, effective coaching often involves modeling best practices. Coaches model learning strategies or tasks gradually so that teachers and/or students can assume the responsibility. During this process, the teacher, students, and coach are building relationships. Good coaching connects teachers to resources that can be used in the classroom so that students can be success.
Who was your "advocate" and how have they effected you?
A school counselor was an advocate for me. She was always there to talk and listen when I needed her. She encouraged me to always reach for the stars. And of course, when I needed that tough love and/or corrective guidance, she didn’t hesitate to redirect me. Our relationship continues 25 years later.
Chapter 6
ReplyDeleteWhat does "more is caught rather than taught mean to you?
Leading by example is the meaning of this quote. Sure my parents discussed right and wrong with me, but I learned because they led by example. They are good people and do the right thing. I caught that. I caught a whole lot more from watching them live. In the classroom, students will learn things by watching the teacher and other classmates.
What are some ways educators/admins can insure students are connected to you at school?
In order for students to connect to schools, educators must create a warm and inviting environment. It is important that students feel that they are in an environment where they are accepted. Students must feel they can learn. Teachers should encourage students to commit and control their learning. Many educator forget to solicit input from the students. This technique creates a partnership in the classroom and school.
I just read a twitter quote about coaching which said "Until you can reach in and grab that kids heart you can't coach him"... same can be said about teachering...
DeleteChapter 4
ReplyDeleteSticks and Stones
Names or labels,these words can harm a students self worth. Image is important to the kids. They don't want to be a "snitch", so they don't tell authority what they need to hear. They don't answer questions in class so they don't look "dumb". They argue or fight so not to be called a "punk" or that others will call them "weak". Like other names, they tend to guide students. Some kids also hide their intelligence so friends don't think they are too "smart" for them. These names or labels from peers can and have a strong influence on the person that they become or project.
How can you encourage students to "change" their associations?
I tell the story of a friend form high school. He lived with two parents that were drug addicts. His parents were in and out of jail all of the time. So he went to live with his grandparents. He never really had a relationship with his parents. Our junior year of high school, his grandmother passed away. He had every reason to be a statistic. I see many students you are in the same boat as he was back then. He could have said he didn't care. He decided that his situation was not going to dictate his future. He graduated as Valedictorian. Got accepted to the Air Force Academy only to have it taken away due to a hearing problem that he didn't know he had. He decided to go to med school. Today, he is a brain surgeon at Duke University. I was this example to my students to show them that its not where you begin but where you end up.
Chapter 5
Give a brief example of how coaching and teaching can be related and used to help students?
In coaching as well as teaching, students are different. Which means that the "coach" teacher has to find a way to reach each student. To get the student to be successful, the teacher like the coach has to find the proper encouragement. Students or players have different motivation. The coach has to motivate the players to work hard to be successful. The teacher has to motivate the student to hard work to be successful.
Who was your "advocate" and how have they effected you?
My wife was my advocate. She provided the encouragement when I needed it the most. I was struggling in college and really had no direction. She help guide them to work harder in college and lead me on the path to where I am today.
Chapter 6
What does "more is caught rather than taught mean to you?
Lead by example. Many students today are visual learners. So the by "catching" the teachers doing things the right way, they can learn more. They can also can learn bad habits from a unenthusiastic teacher.
Define "genetics loads the gun, but environment pulls the trigger" and if you think this concept can be changed in students.
See me story about my classmate above.
yes... coaching is not like it used to be... it is different today... ever how good or bad that may be.. we must all adapt...
ReplyDeleteCh. 4
ReplyDeleteI've often heard that the way you speak to a child becomes their inner voice as an adult...I think it can happen much sooner. Environment is definitely a factor for many of our students' struggles, but they must hear from us.. repeatedly.. that it can't be used as an excuse. Praising small steps of success or "good choices" and providing them with motivational stories of success from previous students in similar situations, etc.
Ch. 5
"Coaching" students in the classroom is one of the most important aspects of our profession. I feel some days I do a lot more coaching than actually "teaching" content material. Figuring out what motivates these kids to want to learn and succeed is part of the process with these students who come to us....sleepy...hungry...and often times exposed to and stressed about "worldly" problems that most of us have never experienced and find hard to understand.
As for basement educators, we all know and deal with some on a daily basis. My approach in dealing with these type educators has been to first listen to their negative complaints or frustrations and be understanding and somewhat sympathetic for a brief moment, but quickly coming back with a positive comment or suggestion in dealing with the situation. I usually ask..."have you tried this?"... or "I've been in the same situation and this is what I did"....
Typically these type people are hard to reach and "change" but it can be done.
Also I've found that making them feel important and/or including in planning (especially if it's implementing new practices, etc.)....seems to create more of a positive attitude
...and many times if you can involve one of them.....that helps motivate their "basement" buddies!!!! :)
Ch. 6
"More is caught rather than taught"...or in other words the old saying "do as I say not as I do" can be thrown out the window. I've been guilty of this as a parent and it's been proven to me...my children will follow the example I provide any day as opposed to listening to what I tell them to do. We must lead by example....as leaders, teachers, parents....etc.
Yes...environment can "pull the trigger" and that environment can be their home life, but it can just as easily be their school life. Students spend more waking hours with us than they do their parents or caretakers. We can be the positive influence that "pulls the trigger" or sparks that motivation to succeed. Challenge?....of course. Who's up for a good challenge? We may never know the outcome of our influence, but changing a life is worth the effort. After all ....we all have that one teacher/administrator who helped shape who we are....as will our students.
What does "more is caught rather than taught mean to you?
ReplyDeleteOur actions speak louder than our words! It is easy to tell people what they "should" do but much more difficult to model the behavior yourself. I also believe that this phrase refers to the opportunities for incidental learning that occur all around us everyday. We learn more through incidental learning than we will ever learn from books. I have two teenage boys and I am always taking opportunities for what we call "teachable moments". My boys tease me about how I think everything is a teachable moment but I tell them..."that is my job as your mom!" I really hope it pays off! :)
Give examples of basement educators and how to change to balcony individuals (obviously no names).
ReplyDeleteWe all know the basement educators...the ones who take every opportunity possible to say "that's not my job" or "these kids just won't do anything I say". It is never the basement educator's fault and the mentality is the old school "spray and pray" theory. I spray out the information and you better pray you get it! It is not enough to just teach...we have to teach and reach...if what you say doesn't lead to students learning new information then you haven't done your job. I do believe basement educators can become balcony educators but the change must come from within. We can not force someone to genuinely care about kids, but some basement educators started out in the balcony and only found themselves in the basement after years of disappointment or frustration. I love the last paragraph in Chapter 6 that says "the tree is in fact the seed". If every adult just attempted to the sun, rain, or sold for each seed they encountered, more seeds would eventually grow and believe in themselves to say, "I've got a tree inside of me just waiting to grow strong, great, and recognizable in the wonderful world."