Hi everyone! Jen Skowronek here after a super-spectacular day at the NELMS Conference where I got my #TLAP on. Dave Burgess was an amazing speaker! What a great day with my PLN. #LostAtNPS
A1- I implemented circle time in my high school classroom as a way to create a closer, less formal and warmer atmosphere. I just say "Circulo Grande" and my Ss know that is time to sit on the floor with me! We stretch, talk and work. It works every time! #LostAtNPS
Q1: Dr.Greene speaks about reward-punishment systems in classrooms as not being as impactful for solving problems as a structured & ordered classroom culture. Share an example of a classroom culture strategy or structure that has yielded positive outcomes for your Ss. #LostAtNPS
A1: From Day 1, I invite Ss to self-govern. As part of that, we create norms of expected & unexpected behaviors which are posted, reviewed, spiraled to & faded out as needed over time. Putting Ss in control, w voice & choice shifts focus from compliance to community. #LostAtNPS
A1. One strategy that works with even my most challenging Ss is to find out why they are acting out - validating what they are feeling goes a long way. When a S knows that you "get" them, you have fewer situations that would require punishment. S voice matters.
#LostAtNPS
Q1: Talk to them like humans! Level with them - tell them kindly to knock it off. No need for Ts to escalate an issue that can be solved with basic human conversation. #LostAtNPS
#LostAtNPS A1 we have weekly meetings where we review classroom topics, individual and group progress. We give praise for positive accomplishments for the week and this year we've incorporated meditation as well!
A1: Having kids write positive messages to each other on Post-its and putting them on a bulletin board - "Put ups" are much better than "Put downs." Kids in my classroom also give each other "Warm and Fuzzies" - they own it which releases me from the responsibility. #lostatnps
A1Three BEST classrooms begin day with completing consistent sensory motor activities to improve ability to process sensory information, improve sensory responsiveness & participate. Not waiting for challenging behavior to happen itâs a proactive method. #LostAtNPS
A1: Students must partake in the development of their classroom norms, a sort of constitution to abide by...let them own it and their buy-in becomes more realistic. #LostAtNPS
Q1: Dr.Greene speaks about reward-punishment systems in classrooms as not being as impactful for solving problems as a structured & ordered classroom culture. Share an example of a classroom culture strategy or structure that has yielded positive outcomes for your Ss. #LostAtNPS
Q1: Talk to them like humans! Level with them - tell them kindly to knock it off. No need for Ts to escalate an issue that can be solved with basic human conversation. #LostAtNPS
A1. In my classroom we use a lot of round table discussions. This allows all students to be heard along with teaching them to respect what others have to say. #LostAtNPS
#LOSTatNPS
A1 I tried a "group PLan B" today with my 12 7th graders---it worked well---this group has a difficult time staying on task, working productively & independently a& waiting their turn for help==5 paragraph essay
Last year in the Kindergarten classroom I worked in, the students would go over the class rules every morning using hand signals. This created a daily routine for them and they knew what was expected of them #LostAtNPS
#LostAtNPS A1 We have moved to incorporate primary source speakers in our classrooms. It has engaged our Ss and made learning history relevant. Our Ss have come to expect this of us as we continue to add/have speakers back every year. Here are a few examples.
A1: Our classroom culture shifted when we started to better structure our program. The implementation of dynamic warm-ups and clear expectations helps to alleviate negative behaviors. Students often complete the first 20 mins of class on their own. #LostAtNPS
A1. #lostatnps In the book âThe first six weeksâ I learned how to set up rules and expectations with my class. I truly believe going slowly to start the year and really establishing class norms is what makes the rest of the year go smoothly
Q1: With the littles, brainstorming and developing agreed upon classroom expectations as a group. Then stating them positively helps develop a classroom community.#LostAtNPS
#LostAtNPS A1 We have involved our Ss in cultural conversations. Had a discussion with a class in Monterrey Mexico over current issues affecting both countries. Ss took ownership/defended their positions and learned to agree to disagree.
A1: I love the idea of a daily/weekly classroom meeting. This gives the Tt a chance to get to really know the Ss and where they are coming from, build on SEL skills, etc... #LostAtNPS
A1: After trying reward/incentive systems like spelling TAREA as a class (one letter per day everyone does homework), and this jamĂłn thing I do (that actually works), I think the best strategy is setting a positive tone and now, maybe class a Plan B discussion #LostAtNPS
A1Three BEST classrooms begin day with completing consistent sensory motor activities to improve ability to process sensory information, improve sensory responsiveness & participate. Not waiting for challenging behavior to happen itâs a proactive method. #LostAtNPS
A1: I think starting with the âwhyâ is essential. Itâs in their nature to ask âwhyâ about everything - and we WANT this as educators, right? We want them to ask for more information, and explore the âwhysâ of topics and skills they are learning. #LostAtNPS
Q1 A1: working in small reading groups throughout the day allows for student teamwork and self-regulating Sâs own behavior. Students create expectations for the group and on a regular basis we discuss any shifts we may need to make in the group that benefits all. #LostAtNPS
Learning by doing even with personal interaction and perspective taking skills is important. We must give the reigns to the Ss to allow them to feel what the experience is like. They may have challenges but in the end, they will be prepared. #LostAtNPS
A1. In my classroom we use a lot of round table discussions. This allows all students to be heard along with teaching them to respect what others have to say. #LostAtNPS
A1: Having kids write positive messages to each other on Post-its and putting them on a bulletin board - "Put ups" are much better than "Put downs." Kids in my classroom also give each other "Warm and Fuzzies" - they own it which releases me from the responsibility. #lostatnps
The follow up is usually way more meaningful than the initial interaction! Shows you care - youâre not going to forget. I hate when I hear Ts say âI donât chase kidsâ No! Care enough to chase them - even if itâs far!! #LostAtNPS
A1: Our classroom culture shifted when we started to better structure our program. The implementation of dynamic warm-ups and clear expectations helps to alleviate negative behaviors. Students often complete the first 20 mins of class on their own. #LostAtNPS
Q2: In addition to structure and order, a sense of community is crucial to the sustainability of group plan B. Imagine you have a community meeting for your class each week. What would your agenda be? What talking points would be your âGo Tosâ and why? #LostAtNPS
A2: #lostatnps
1) Review culture norms/a pledge of some kind.
2)Zones/5 Point Scale to describe state, feelings, & the why.
3) 3 declarations:1 "go me" celebration statement, 1 "gripe" statement, 1 solution statement.
4) Team work activity
5) Set an intention for the week.
A1. #lostatnps In the book âThe first six weeksâ I learned how to set up rules and expectations with my class. I truly believe going slowly to start the year and really establishing class norms is what makes the rest of the year go smoothly
A1: I agree! This time consuming work early in the year will save you time as the year goes on. The classroom becomes a well oiled machine that can run itself. #LostAtNPS
A1. #lostatnps In the book âThe first six weeksâ I learned how to set up rules and expectations with my class. I truly believe going slowly to start the year and really establishing class norms is what makes the rest of the year go smoothly
A2. I would have a box near or in my classroom where Ss can write down topics that they would like to have addressed at a community meeting. My meetings would be directed by S-choice. Of course, I would add in some questions to make them go "hmmm." #LostAtNPS
#LOSTatNPS
Letting my Ss set the rules, voice their concerns worked well--they took ownership of their actions today and 2 have been doing this for th epast 2 weeks since I tried Plan B
I work with small groups so I get to check in with each S before the lesson, they appreciate it but a few could talk the whole period about "what's up", working on being better listeners #LostAtNPS
A2: I meet with my firsties first thing each morning. We have ten minutes of open sharing time where anything can be on the table. Sometimes they lead that time and other times I pose a question and have them turn and talk and then share out. We talk about everything!#lostatnps
A2. If I were to have a community meeting we would discuss social skills and how to maneuver difficult social situations. In the small group setting the Ss frequently disagree or misperceive social@situations. #LostAtNPS
Q2: In addition to structure and order, a sense of community is crucial to the sustainability of group plan B. Imagine you have a community meeting for your class each week. What would your agenda be? What talking points would be your âGo Tosâ and why? #LostAtNPS
A1: I love the idea of a daily/weekly classroom meeting. This gives the Tt a chance to get to really know the Ss and where they are coming from, build on SEL skills, etc... #LostAtNPS
A2Discuss1 lagging skill- difficulty expressing concerns, needs, or thoughts in words, that an OT group of 6 third graders demonstrate and then problem solve solutions with the expectation that they listen to each other and try to problem solve as a group.#LostatNPS
A2: I would like to start the group by using a stretgy such as the Zones of Reg to guage where my Ss are. I would then encourage Ss to share why they feel they are in the zone they are in. Check in with those who do not share at another time in the day.#LostAtNPS
Positivity is the #1 tool in our bag. Set the tone. Ss will want to engage and will be curious about what you are offering as a learning experience! #LostAtNPS
A1: After trying reward/incentive systems like spelling TAREA as a class (one letter per day everyone does homework), and this jamĂłn thing I do (that actually works), I think the best strategy is setting a positive tone and now, maybe class a Plan B discussion #LostAtNPS
A2: Recap of the week. What went well? What is my goal for next week? Including community building and leadership activities to connect the group #LostAtNPS
#LOSTatNPS
A2 I'm for every other week with my age group---Agenda: how each Ss feels when in class, rules for oral reading, class discussions and writing,
respectful comments to each other
@SusanSegaloff
A2: Iâve actually been envisioning doing this as a prompt for making kids feel more comfortable with participating in the target language. I want feedback and ideas and for every student at every level to feel capable and willing to participate. #LostAtNPS
A2: For the Kinders: Giving them each a positive, then having them share something that made them happy that week in school, and finally talking about a positive goal to meet as a class, https://t.co/tRvc8NTF4q up their materials, etc. #LostAtNPS
A1: Dr. Greene also points out that even the kids that donât necessarily contribute to the conversation are learning the skills alongside their more vocal peers. #LostAtNPS
So important. Many of our Ss don't realize there are polite and expected ways to disagree. When they realize this, it lifts such a weight off their shoulders.
The follow up is usually way more meaningful than the initial interaction! Shows you care - youâre not going to forget. I hate when I hear Ts say âI donât chase kidsâ No! Care enough to chase them - even if itâs far!! #LostAtNPS
A2. #LostAtNPS I would do a âgetting to know youâ question and have Ss ask each other to work on their social communication. Iâm also thinking of role playing situations and asking Ss what they think. Visuals are best for my group!
Q2: Our classrooms are communities within a community As stated I work with small groups so I'm able to check in with each S before each lesson. Need to continue Plan B with one group - lagging skill: being good listeners #LostAtNPS
A2 (continued): The weekly class meetings will help to fine tune the participation process (because we have so many ways of communicating) and hopefully air any other concerts or frustrations #LostAtNPS
Q3: The Story Continues.. Looking at Pages 205-232, if you had to describe Mrs. Francoâs journey of using Plan B with Travis as a Newspaper Headline, what would the headline be? Explain why. #LostAtNPS
A2: I find following a long weekend or vacation itâs especially important to come together as a group and check in with each other. Setting goals & expectations after connecting personally first. #LostAtNPS
A3: "Franco declares unification as The Travis Wall down."
As when the Berlin Wall came down, when Travis agrees to let his wall down, to communicate in notes & begin discussions, he & Mrs. Franco are unified to work together, toward a common cause & goal. #LostAtNPS
#LostAtNPS A3 "Try Try Try AGAIN!" She just kept trying and chipping away...it is a good example of Plan B not going exactly smoothly! But she never gave up!
A3 Three Steps Forward into Plan B Franco successfully completed the empathy (invested in taking his concern into account, define adult concerns (Sâs who feel bullied) invitation (begin to develop solution) steps. #LostAtNPS
Q2 A2: #LostAtNPS Discussing/modeling social expectations in my small groups with Sâs and talking with them about what adjustments might need to take place throughout the year for the groups to be effective and positive for all members. Sâs would be a part of that problem solving
Hey all! I was ready to chat about week 7. But my power has gone out and phone is at 13%. And 2 boys are now awake....so. Iâll catch up next time!! #LostAtNPS
A3: My headline would be âTravis Turns It Aroundâ because Mrs. Franco finally finds out what makes him tick and the WHY behind his anger; Travis wants to talk (without a note) and finally gets to explain himself #LostAtNPS
A2: Objective: know them better and make them feel comfortable in the classroom
1. We already do a 5-10 minute routine.
2. Talk about feelings, previous night, plans for the week 3. Concerns, problems #LostAtNPS
#LostAtNPS A1 working with small groups at a time my kiddos are often anxious to respond especially when it is someone else's turn, I have a rule that no hands are up while someone is answering or thinking of an answer, this works to allow needed processing time my S need
A3: Franco and Travis are Gaining Momentum on Plan B. It takes time to get to know the needs and wants of students. Change doesn't happen overnight. Collaboration with colleagues and being consistent with plans pay off. #LostAtNPS
#LostAtNPS Anyone interested in adding to your UDL Ed Tech Toolbox? Check out this free @masscue SLP/SPED SIG sponsored event happening on 4/25 at NMS. It is open to ALL educators.
RSVP here:
https://t.co/GgNMYDMVeM
A3: This Franco Doesnât Dictate!â Mrs. Franco wants to listen to Travis and engage him in setting up his own future. (Unlike General Francisco Franco in postwar Spain) #LostAtNPS
#LostAtNPS A1 working with small groups at a time my kiddos are often anxious to respond especially when it is someone else's turn, I have a rule that no hands are up while someone is answering or thinking of an answer, this works to allow needed processing time my S need
#LostAtNPS A2 start with each S sharing a positive, be clear that sharing is optional not mandated, encourage ?s to generate/work on conversation skills
A3: âCreativity meets Successâ Mrs. Franco thought outside the box and found a way to connect with Travis
to open some line of communication. đ #LostAtNPS
#LostAtNPS
A2
Meetings are important in the classroom community. For sharing, for planning, for housekeeping. Using this time to pose questions and develop solutions to concerns in the classroom can only help the students "own it". They are doing it, not having it done to them!
