tag:blogger.com,1999:blog-77525403040384299662024-02-19T16:51:13.703-06:00New Teacher TalkLearning to think like a teacher.Dr. Kate Kellyhttp://www.blogger.com/profile/01617503063702719721noreply@blogger.comBlogger179125tag:blogger.com,1999:blog-7752540304038429966.post-85148192628518622572016-11-17T20:05:00.003-06:002016-11-26T08:45:04.159-06:00post-election resources<div class="MsoNormal">
<span style="font-family: "arial" , "helvetica" , sans-serif;">Walking into my classroom after this election reminded me of
the way I felt heading into the classroom on 9/12/01, on the day after Columbine,
on the day after the Red Lake shootings. Emotions would be high. I was heading
into a classroom of adults this time though. For some, this was the first
presidential election they’ve participated in. Some were happy with the
results, but most were sad and angry. And for my students of color, some were
scared. I struggled with knowing how to support and yet not alienate students.
But despite this struggle, one message needs to be clear: teachers are to be
advocates for our students – all of our students. Racism, sexism, xenophobia, these
have no place in classrooms and schools. Teachers are in the unique position to
make a real difference through their work. To make this a more just, equitable,
kind, tolerant society, we must show our students justice, equity, kindness,
and tolerance. We must teach them what these values look like, and what they
can do to live just, equitable, compassionate lives and fight for justice and
equity for others.<o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">When I feel overwhelmed by this charge, I turn to resources
that I trust for help. If you need help sorting through the election results and how to
support your students, you can find helpful resources a number of places. <o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">First, check out the compiled list of resources on <a href="https://docs.google.com/document/d/1VprheADDYQJQclPhUUKjAmY0OuTXOFQpwe9p5myH-N0/edit?ts=582a3700">this
document</a>, compiled by <a href="http://www.bordercrossers.org/">Border
Crossers</a>. Or <a href="http://www.cultofpedagogy.com/election/">this one from Cult of Pedagogy</a>.<o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">On <a href="http://www.tolerance.org/">Teaching Tolerance</a>,
check out: </span></div>
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<ul>
<li><span style="font-family: "arial" , "helvetica" , sans-serif; text-indent: -0.25in;"><a href="http://www.tolerance.org/blog/what-say-kids-november-10-and-days-after" style="text-indent: -0.25in;">What to say to students</a> </span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif; text-indent: -0.25in;"><span style="text-indent: -0.25in;">Reflections from a </span><a href="http://www.tolerance.org/blog/our-work-unfinished" style="text-indent: -0.25in;">ninth grade</a><span style="text-indent: -0.25in;"> and </span><a href="http://www.tolerance.org/blog/not-so-simple-trick" style="text-indent: -0.25in;">high school</a><span style="text-indent: -0.25in;">
teacher </span></span></li>
<li><a href="http://www.tolerance.org/classroom-resources" style="font-family: Arial, Helvetica, sans-serif; text-indent: -0.25in;">Classroom resources forteaching identity, justice, diversity, and action</a></li>
</ul>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The <a href="http://neatoday.org/2016/11/09/talking-to-students-about-election/">National
Education Association</a> and the <a href="http://www.aft.org/news/after-election-ways-support-students">American Federation of Teachers</a> have published
some suggestions
too. <o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Take care of yourself, too, as you care for the next
generation. It is a huge task, but one worth fighting for.</span><o:p></o:p></div>
Dr. Kate Kellyhttp://www.blogger.com/profile/01617503063702719721noreply@blogger.com7tag:blogger.com,1999:blog-7752540304038429966.post-65524649151574583872016-08-24T16:09:00.001-05:002016-08-24T16:09:27.272-05:002016 beginning of the year read aloudsIt's hard to believe that we're back to school already. Where did summer go? Some of our colleagues around the country have been back for weeks, others start this week, and still more are yet to come in the next few. It's an exciting and stressful time. I hope you're not like me, suffering from a summer cold, probably brought on by busy days and late nights preparing for the new year.<br />
<br />
I have often written a post on read aloud suggestions for back to school, some of my most read posts of all. You can read previous years' posts <a href="http://newteachertalkonline.blogspot.com/2011/08/first-day-of-school-read-alouds.html" target="_blank">here</a>, <a href="https://newteachertalkonline.blogspot.com/2012/08/first-day-of-school-read-alouds-part-2.html" target="_blank">here</a>, and <a href="https://newteachertalkonline.blogspot.com/2013/08/beginning-of-year-read-alouds.html" target="_blank">here</a>. This year, for the suggested beginning of the year read alouds, I'm following in the footsteps of <a href="https://www.washingtonpost.com/news/parenting/wp/2016/08/10/from-preschool-through-high-school-24-great-books-that-show-empathy-kindness/" target="_blank">this article in the Washington Post</a> and focusing on empathy and kindness. What better way to begin the year, to help build community, than focus on empathy and kindness? Some of my favorites from the Washington Post list include:<br />
<br />
<i>A Chair for My Mother</i>, Vera B. Williams (PK-K)<br />
<i>A Sick Day for Amos McGee</i>, by Philip Stead (PK-2)<br />
<i>Last Stop on Market Street</i>, by Matt de la Peña (K-2)<br />
<i>Extra Yarn,</i> by Mac Barnett (K-2)<br />
<i>Each Kindness,</i> by Jacqueline Woodson (K-3)<br />
<i>The Thing About Luck,</i> by Cynthia Kadohata (grades 4-8)<br />
<i>Wonder,</i> by R. J. Palacio (grades 5-8)<br />
<i>Out of My Mind,</i> by Sharon Draper (grades 5-8)<br />
<br />
And here are some others:<br />
<br />
<i>Raymie Nightingale,</i> by Kate DiCamillo (grades 4-8)<br />
<i>Mockingbird,</i> by Kathryn Erskine (grades 5-8)<br />
<i>A Long Walk to Water,</i> by Linda Sue Park (grades 5-8)<br />
<i>Orbiting Jupiter,</i> by Gary Schmidt (grades 7+)<br />
<i>Every Day,</i> by David Levithan (grades 8+)<br />
<br />
These are good to recommend to readers, too, even if you don't select them as read alouds. One of my favorite things in the whole world is recommending books to students. After reading aloud to students.<br />
<br />
And now for a little business: The <i>New Teacher Talk </i>blog is no longer being funded, which makes it difficult for me to continue as author. I intend to continue to post occasionally, though there may be fewer posts this year than in previous. Thank you for your continued readership - I'm doing this work for you even though it is no longer being funded. I believe so strongly that even small things can help support new teachers, including this blog.Dr. Kate Kellyhttp://www.blogger.com/profile/01617503063702719721noreply@blogger.com2tag:blogger.com,1999:blog-7752540304038429966.post-56426996562809506992016-06-27T08:11:00.000-05:002016-06-27T08:11:01.047-05:00rejunvenation & reflectionAhh, summer. We've built relationships, taught lessons, assessed learning. We're "not quite burned out but crispy on the edges." Now is the time to do what you can to rejuvenate and reflect. Teachers are often relieved at the end of the year, but the end of the year is bittersweet too. You and your students have accomplished so much, and it is helpful to take stock in how the year went, and what you'd like to work on next year.<br />
<br />
Before you get too far from the end of the school year, spend some time reflecting on the year. Some great advice is included in <a href="http://blogs.edweek.org/teachers/coaching_teachers/2014/05/reflecting_on_a_year_of_learni.html" target="_blank">this article to help teachers reflect on the year</a>. Here are some <a href="http://minds-in-bloom.com/2012/05/20-teacher-end-of-year-reflection.html" target="_blank">more reflection questions</a> you could use to prompt thinking. I also love this <a href="http://www.edutopia.org/blog/transformation-begins-with-reflection-elena-aguilar" target="_blank">post by Elena Aguilar about reflection</a>.<br />
<br />
While some times it is difficult to carve out time to reflect on the year, especially if it was a difficult one, this reflection time is well-spent. You and your students will thank you next year for making this time for yourself!Dr. Kate Kellyhttp://www.blogger.com/profile/01617503063702719721noreply@blogger.com1tag:blogger.com,1999:blog-7752540304038429966.post-69072842532759919742016-06-15T07:59:00.001-05:002016-06-15T08:02:43.557-05:00talking about OrlandoMy heart is broken over the tragedy that occurred last weekend. I have a hard time talking about this and other tragedies like it that happen all too frequently. But as educators, we are in a unique position to help students understand and process these events. Some of my hardest days of teaching include the day after Columbine. The day after 9/11. The day after Red Lake. But they were some of my most important days too.<br />
<br />
<a href="http://www.tolerance.org/" target="_blank">Teaching Tolerance</a> has an <a href="http://www.tolerance.org/blog/please-talk-about-orlando-letter-nervous-educator" target="_blank">article written by a high school English teacher about Orlando</a>. Mainly, the need for educators to allow space in the classroom for conversation. The article includes links to resources to help. Included is a "<a href="http://bit.ly/orlandosyllabus" target="_blank">Pulse Orlando Syllabus</a>" which includes books that link to themes related to this tragedy that might be helpful for students to read or for teachers, librarians, and parents to read with children to open conversations.<br />
<br />
Many of you are done with school for the year, but consider bookmarking these resources. The syllabus has wider reach than just the tragedy of Orlando and can provide ideas for book recommendations in the future.<br />
<br />
Teaching is such hard work. To teach with broken hearts is among our hardest jobs.Dr. Kate Kellyhttp://www.blogger.com/profile/01617503063702719721noreply@blogger.com0tag:blogger.com,1999:blog-7752540304038429966.post-17818868352249100852016-05-23T07:00:00.000-05:002016-05-23T07:00:03.252-05:00Guest blogger: The Power of Remembrance on a Teacher’s Pedagogy<div class="MsoNoSpacing">
<i><span style="font-family: 'Times New Roman', serif; font-size: 12pt;">Guest blogger: Jeff Henning-Smith, </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt;">PhD Student, University of Minnesota </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt;">Elementary Education</span></i></div>
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<i><span style="font-family: 'Times New Roman', serif; font-size: 12pt;">---------------------------------------------------------------------------------</span></i></div>
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<span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">Teachers
often want to be remembered. A
bittersweet aspect for many teachers lies in the loss of their class at the end
of each school year. There is no
surprise in the loss, and in fact, many teachers, aware of their fleeting time,
desire to live on in the memories of their students. What will students
remember about their class? What
learning will stay with them? What experiences will they recall year after
year, and most importantly perhaps, how will they remember their teacher? This question represents an important
barometer for teachers, but, especially for beginning teachers, it can have a
profound impact on their pedagogical development. How we want to be remembered has the power to
alter how we operate in the present and plan for the future. What do teacher
statements on how they want to be remembered tell us about how they see
teaching as an act of doing and a way of being? Could they be seen as an
indicator of their own pedagogical beliefs, or the normed beliefs they feel
obligated to espouse?<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">Teachers
are surrounded by discourses regarding what it means to be a teacher at every level
of their teacher development. They are
exposed to, explicitly and implicitly taught, and asked to exhibit (and be
evaluated on) a wide variety of abilities and dispositions that at times
overwhelm, contradict, and possibly re-prioritize the very qualities they are
being asked to demonstrate. This pedagogical tension is present in all
teachers, but especially in beginning teachers, as they attempt to find and develop
their teacher identity. How do we then acknowledge, embrace, and ultimately, better
support this pedagogical tension? <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">When
asked how they want to be remembered, teachers often express a desire to be seen
as a caring and intelligent person, capable of supporting both their students’
emotional and academic needs. Based on
the responses I got last summer from a group of amazing beginning teachers, it
is clear to me that thinking about how they will remembered is a daily act. One
teacher told me that she hoped her students would say that “<i>She believed in me and saw my good</i>,” and
another said he hoped they would say, “<i>He
helped me learn new things and be excited about learning</i>.” These statements reflected a hope teachers
had on how they wanted to be remembered in the future, but they were also
statements on what kind of teacher they wanted to be in the present. <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">I
think in the end, teachers want their work to have mattered, to have left a
mark. They, like one teacher wrote, “want [their] students to say…that they
will miss me.” <o:p></o:p></span></div>
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<i><span style="background: white; font-family: "Times New Roman",serif; font-size: 12.0pt;">How
do you wish to be remembered by your students?</span></i></div>
Dr. Kate Kellyhttp://www.blogger.com/profile/01617503063702719721noreply@blogger.com7tag:blogger.com,1999:blog-7752540304038429966.post-45899892173462200932016-05-16T13:36:00.000-05:002016-05-16T13:36:10.653-05:00just say no to round robin readingA literacy practice that I would love to see vanish from classrooms is round robin reading (RRR). Or popcorn reading. Or snake reading. Or popsicle stick reading. Same idea, different names. One does not need to look far to find criticism of this practice and yet I see it perpetuated in classrooms all over the place.<br />
<br />
And I get why teachers use it. They think it helps with fluency. They think children enjoy it. They think it helps with classroom management.<br />
<br />
BUT, and this is important, there is NO research to support this practice in schools. Research on the impact of round robin reading overwhelmingly shows its negative impact on word recognition, fluency, and comprehension, as well as engagement and motivation. Students terrified of reading struggle through being put on the spot. Reading only a few sentences or paragraphs at a time does not benefit fluency. And because students are only responsible for reading a small portion, their comprehension is limited to that portion, and often they are so worried about reading, they cannot be metacognitive about their reading enough during the reading to even comprehend that part.<br />
<br />
To be clear, oral reading practice is essential for building fluency, it is just that RRR is not an effective structure to provide that practice (it undermines fluency instead). Need more resources? See some articles <a href="https://literacyworldwide.org/blog/literacy-daily/2014/05/07/what's-really-wrong-with-round-robin-reading-" target="_blank">here </a>and <a href="http://www.colorincolorado.org/article/5-reasons-not-use-round-robin-reading-ells" target="_blank">here </a>to discuss the issues around RRR.<br />
<br />
Ok, so your next question is what to do instead, right? Luckily, there are a number of alternatives to RRR. In fact, there is an entire book written by fluency experts Michael Opitz and Timothy Rasinski, <i>Good-bye Round Robin: 25 Effective Oral Reading Strategies.</i> Opitz and Rasinski provide a chapter on the importance of oral reading and reasons to move away from RRR. The majority of the book, though, is descriptions of practices that support oral reading and language development. Practices described in the book, like <a href="http://www.readingrockets.org/strategies/choral_reading" target="_blank">choral reading</a>, <a href="http://www.readwritethink.org/classroom-resources/lesson-plans/readers-theatre-172.html" target="_blank">readers theater</a>, and <a href="http://www.adlit.org/strategies/23274/" target="_blank">paired reading</a>, have substantial research to support these practices to develop fluency.<br />
<br />
Looking for more ideas? Here are two web resources from <a href="http://www.edutopia.org/blog/alternatives-to-round-robin-reading-todd-finley?utm_source=facebook&utm_medium=post&utm_campaign=blog-alternatives-to-round-robin-reading-link" target="_blank">Edutopia </a>and <a href="http://www.cultofpedagogy.com/ineffective-teaching-methods/" target="_blank">Cult of Pedagogy</a> to provide more ideas.<br />
<br />
What do you do instead of round robin reading?Dr. Kate Kellyhttp://www.blogger.com/profile/01617503063702719721noreply@blogger.com0tag:blogger.com,1999:blog-7752540304038429966.post-39777816073722503752016-04-25T18:50:00.005-05:002016-04-25T18:51:27.594-05:00emotional resilience<!--[if gte mso 9]><xml>
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Name="macro"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="toa heading"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 5"/>
<w:LsdException Locked="false" Priority="10" QFormat="true" Name="Title"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Closing"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Signature"/>
<w:LsdException Locked="false" Priority="1" SemiHidden="true"
UnhideWhenUsed="true" Name="Default Paragraph Font"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Message Header"/>
<w:LsdException Locked="false" Priority="11" QFormat="true" Name="Subtitle"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Salutation"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Date"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text First Indent"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text First Indent 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Block Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="FollowedHyperlink"/>
<w:LsdException Locked="false" Priority="22" QFormat="true" Name="Strong"/>
<w:LsdException Locked="false" Priority="20" QFormat="true" Name="Emphasis"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Plain Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="E-mail Signature"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Top of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Bottom of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal (Web)"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Acronym"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Address"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Cite"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Code"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Definition"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Keyboard"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Preformatted"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Typewriter"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Contemporary"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Elegant"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Professional"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" Priority="39" Name="Table Grid"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" Name="Placeholder Text"/>
<w:LsdException Locked="false" Priority="1" QFormat="true" Name="No Spacing"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading"/>
<w:LsdException Locked="false" Priority="61" Name="Light List"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 1"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 1"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 1"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 1"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 1"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Revision"/>
<w:LsdException Locked="false" Priority="34" QFormat="true"
Name="List Paragraph"/>
<w:LsdException Locked="false" Priority="29" QFormat="true" Name="Quote"/>
<w:LsdException Locked="false" Priority="30" QFormat="true"
Name="Intense Quote"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 1"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 1"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 1"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 1"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 1"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 1"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 1"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 2"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 2"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 2"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 2"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 2"/>
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<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 2"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 2"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 2"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 2"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 2"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 2"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 3"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 3"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 3"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 3"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 3"/>
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<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 3"/>
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<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 3"/>
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<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 3"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 3"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 4"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 4"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 4"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 4"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 4"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 4"/>
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<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 4"/>
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<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 4"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 4"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 4"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 4"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 4"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 5"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 5"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 5"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 5"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 5"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 5"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 5"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 5"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 5"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 5"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 5"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 5"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 5"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 5"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 6"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 6"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 6"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 6"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 6"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 6"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 6"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 6"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 6"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 6"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 6"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 6"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 6"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 6"/>
<w:LsdException Locked="false" Priority="19" QFormat="true"
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<w:LsdException Locked="false" Priority="21" QFormat="true"
Name="Intense Emphasis"/>
<w:LsdException Locked="false" Priority="31" QFormat="true"
Name="Subtle Reference"/>
<w:LsdException Locked="false" Priority="32" QFormat="true"
Name="Intense Reference"/>
<w:LsdException Locked="false" Priority="33" QFormat="true" Name="Book Title"/>
<w:LsdException Locked="false" Priority="37" SemiHidden="true"
UnhideWhenUsed="true" Name="Bibliography"/>
<w:LsdException Locked="false" Priority="39" SemiHidden="true"
UnhideWhenUsed="true" QFormat="true" Name="TOC Heading"/>
<w:LsdException Locked="false" Priority="41" Name="Plain Table 1"/>
<w:LsdException Locked="false" Priority="42" Name="Plain Table 2"/>
<w:LsdException Locked="false" Priority="43" Name="Plain Table 3"/>
<w:LsdException Locked="false" Priority="44" Name="Plain Table 4"/>
<w:LsdException Locked="false" Priority="45" Name="Plain Table 5"/>
<w:LsdException Locked="false" Priority="40" Name="Grid Table Light"/>
<w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="Grid Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="Grid Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 1"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 1"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 2"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 2"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 2"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 2"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 3"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 3"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 3"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 3"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 4"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 4"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 4"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 4"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 5"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 5"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 5"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 5"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 5"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 6"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 6"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 6"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 6"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 6"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 6"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 6"/>
<w:LsdException Locked="false" Priority="46" Name="List Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark"/>
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<![endif]--><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">A growing area of interest in teaching and teacher
professional development that impacts the work of all teachers, but new
teachers in particular, is emotional resilience. Not only cultivating emotional
resilience in students, which is influencing schools a lot lately, but also
cultivating emotional resilience in teachers.</span></span>
<br />
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><br />
This spring, I was fortunate enough to attend the New Teacher Center annual
conference and attend a session with Elena Aguilar, a teacher, coach, and
writer who works with teachers about cultivating compassion and building strong
communities of teachers. I went to her talk on emotional resilience. In
addition to helping students develop emotional resilience in the face of
adversity, we need to be talking (and doing something) about this to support
teachers, particularly new teachers. You can read more from Elena Aguilar about
emotional resilience <a href="http://www.edweek.org/tm/articles/2011/01/05/tln_resilience.html">here</a>
and <a href="http://blogs.edweek.org/teachers/coaching_teachers/2014/03/cultivating_emotional_resilien.html">here</a>.</span></span><br />
<div class="MsoNormal">
<br /></div>
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span><br />
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<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">In <a href="http://www.edutopia.org/blog/ways-cultivate-your-emotional-resilience-year-elena-aguilar">this
article</a> (read the whole thing – lots of great tips!), Aguilar discusses
ways to cultivate emotional resilience. She names three specific ways to
develop emotional resilience: building community, knowing yourself, and
creating a plan for self-care.</span></span></div>
<div class="MsoNormal">
<br /></div>
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span><br />
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<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Building community helps teachers feel connected. When
teachers know their colleagues, students, parents, and the community, sharing
stories and learning about one another, it reduces the isolation teachers can
feel. Another way to build community is through professional networks. I’ve
written about that <a href="http://newteachertalkonline.blogspot.com/2012/12/building-network.html">here</a>.</span></span></div>
<div class="MsoNormal">
<br /></div>
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span><br />
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<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Another important act for helping build emotional resilience
that Elena Aguilar writes about is knowing yourself. What are your teaching
motivations? What makes you happiest as a teacher? How can you build on knowing
this about yourself? She recommends reading <a href="http://www.danielgoleman.info/" target="_blank">Daniel Goleman</a> and
resources from the <a href="http://ppc.sas.upenn.edu/" target="_blank">Positive
Psychology Center</a>.</span></span></div>
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<br /></div>
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span><br />
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<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">And finally, find time to care for yourself. I’ve written a
number of <a href="http://newteachertalkonline.blogspot.com/search/label/taking%20care%20of%20yourself">posts</a>
about this. You are a better teacher when you are taking care of yourself. </span></span></div>
Dr. Kate Kellyhttp://www.blogger.com/profile/01617503063702719721noreply@blogger.com2tag:blogger.com,1999:blog-7752540304038429966.post-63238552331479140332016-03-28T10:00:00.000-05:002016-04-25T18:52:21.178-05:00text-dependent questions: craft and structure<span style="font-size: small;"><span style="font-family: inherit;">I've been working with a lot of teachers lately that are really gifted at asking text-dependent questions that focus on Key Ideas and Details in the <a href="http://www.corestandards.org/ELA-Literacy/" target="_blank">Common Core Standards for ELA</a> in reading. But when it comes to thinking about the Craft and Structure set of standards, they feel less confident about developing those questions. The Craft and Structure standards are as follows:</span></span><br />
<h4 style="box-sizing: border-box; margin-bottom: 0px;">
<ul>
<li style="color: #202020; font-weight: normal; line-height: 25.2px;"><span style="font-size: small;"><span style="font-family: inherit;"><a class="identifier" href="http://www.corestandards.org/ELA-Literacy/CCRA/R/4/" name="CCSS.ELA-Literacy.CCRA.R.4" style="box-sizing: border-box; color: #373737; line-height: 25.2px; text-decoration: none; text-transform: uppercase;">CCSS.ELA-LITERACY.CCRA.R.4</a></span></span></li>
<ul style="color: #202020; font-weight: normal; line-height: 25.2px;">
<li><span style="font-size: small;"><span style="font-family: inherit;"><span style="line-height: 25.2px;">Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.</span></span></span></li>
</ul>
<li style="color: #202020; font-weight: normal; line-height: 25.2px;"><span style="font-size: small;"><span style="font-family: inherit;"><a class="identifier" href="http://www.corestandards.org/ELA-Literacy/CCRA/R/5/" name="CCSS.ELA-Literacy.CCRA.R.5" style="box-sizing: border-box; color: #373737; line-height: 25.2px; text-decoration: none; text-transform: uppercase;">CCSS.ELA-LITERACY.CCRA.R.5</a></span></span></li>
<ul style="color: #202020; font-weight: normal; line-height: 25.2px;">
<li><span style="font-size: small;"><span style="font-family: inherit;"><span style="line-height: 25.2px;">Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.</span></span></span></li>
</ul>
<li style="color: #202020; font-weight: normal; line-height: 25.2px;"><span style="font-size: small;"><span style="font-family: inherit;"><a class="identifier" href="http://www.corestandards.org/ELA-Literacy/CCRA/R/6/" name="CCSS.ELA-Literacy.CCRA.R.6" style="box-sizing: border-box; color: #373737; line-height: 25.2px; text-decoration: none; text-transform: uppercase;">CCSS.ELA-LITERACY.CCRA.R.6</a></span></span></li>
<ul style="color: #202020; font-weight: normal; line-height: 25.2px;">
<li><span style="font-size: small;"><span style="font-family: inherit;"><span style="line-height: 25.2px;">Assess how point of view or purpose shapes the content and style of a text.</span></span></span></li>
</ul>
</ul>
<div>
<span style="font-size: small;"><span style="font-family: inherit;"><span style="font-weight: normal;">For standard 4, the focus should be on the meanings of words and/or phrases and how those words/phrases impact the meaning and/or tone of the text. So, some of what teachers need to consider, then, is to determine the most powerful academic words / phrases in the text and explore the role of those words and phrases in the key ideas of the text. Examples might include:</span></span></span><br />
<ul>
<li><span style="font-size: small;"><span style="font-family: inherit;"><span style="font-weight: normal;">What is the meaning of the word [ ____ ] in this text?</span></span></span></li>
</ul>
<ul>
<li><span style="font-size: small;"><span style="font-family: inherit;"><span style="font-weight: normal;">Which word means [ __________ ]?</span></span></span></li>
</ul>
<ul>
<li><span style="font-size: small;"><span style="font-family: inherit;"><span style="font-weight: normal;">Why did the author use the word [______ ] to describe [ _______ ]?</span></span></span></li>
</ul>
<ul>
<li><span style="font-size: small;"><span style="font-family: inherit;"><span style="font-weight: normal;">Which sentence helps you understand [ _________ ]?</span></span></span></li>
</ul>
<ul>
<li><span style="font-size: small;"><span style="font-family: inherit;"><span style="font-weight: normal;">How does the language in this section help set a tone for the text?</span></span></span></li>
</ul>
<ul>
<li><span style="font-size: small;"><span style="font-family: inherit;"><span style="font-weight: normal;">What types of figurative language is being used?</span></span></span></li>
</ul>
<span style="font-size: small;"><span style="font-family: inherit;"><span style="font-weight: normal;">Standard 5 focuses on the structure of larger portions of text (sentences, paragraphs, stanzas, etc). So, for this standard, questions revolve around analyzing how those structures relate to the entire text. Examples of questions might include:</span></span></span><br />
<div>
<ul>
<li><span style="font-size: small;"><span style="font-family: inherit;"><span style="font-weight: normal;">What type of text is this [story, poem, drama, etc.]?</span></span></span></li>
</ul>
<ul>
<li><span style="font-size: small;"><span style="font-family: inherit;"><span style="font-weight: normal;">What is the purpose of the first paragraph in this text?</span></span></span></li>
</ul>
<ul>
<li><span style="font-size: small;"><span style="font-family: inherit;"><span style="font-weight: normal;">Which best describes the structure of the fourth paragraph of this text?</span></span></span></li>
</ul>
<ul>
<li><span style="font-size: small;"><span style="font-family: inherit;"><span style="font-weight: normal;">How do the text features help me understand this text?</span></span></span></li>
</ul>
<ul>
<li><span style="font-size: small;"><span style="font-family: inherit;"><span style="font-weight: normal;">Which [paragraph/stanza/section/sentence] contributes the most to the development of ideas in this text?</span></span></span></li>
</ul>
<ul>
<li><span style="font-size: small;"><span style="font-family: inherit;"><span style="font-weight: normal;">How does the organizational structure help readers explain ideas presented in the text?</span></span></span></li>
</ul>
</div>
</div>
</h4>
<h4 style="box-sizing: border-box; margin-bottom: 0px;">
<span style="font-size: small;">
<span style="font-size: xx-small;"><span style="font-family: inherit;">
</span></span></span><div>
<span style="font-size: small;"><span style="font-family: inherit;"><span style="font-weight: normal;">Standard 6 is designed to help students determine point of view and its impact on the text. Questions that help encourage this thinking include:</span></span></span><br />
<ul>
<li><span style="font-size: small;"><span style="font-family: inherit;"><span style="font-weight: normal;">How do I know when a character is talking?</span></span></span></li>
</ul>
<ul>
<li><span style="font-size: small;"><span style="font-family: inherit;"><span style="font-weight: normal;">Who is telling the [story, poem, play] and why?</span></span></span></li>
</ul>
<ul>
<li><span style="font-size: small;"><span style="font-family: inherit;"><span style="font-weight: normal;">How does the point of view impact the [story/poem/play]?</span></span></span></li>
</ul>
<ul>
<li><span style="font-size: small;"><span style="font-family: inherit;"><span style="font-weight: normal;">Who is the subject of this text?</span></span></span></li>
</ul>
<ul style="color: black; font-style: normal; font-variant: normal; font-weight: bold; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;">
<li><span style="font-size: small;"><span style="font-family: inherit;"><span style="font-weight: normal;">What is the author's point of view?</span></span></span></li>
</ul>
<ul style="color: black; font-style: normal; font-variant: normal; font-weight: bold; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;">
<li><span style="font-size: small;"><span style="font-family: inherit;"><span style="font-weight: normal;">What techniques does the author use to develop/distinguish between the different characters'/ narrators' points of view?</span></span></span></li>
</ul>
</div>
<span style="font-size: small;">
<span style="font-size: xx-small;"><span style="font-family: inherit;">
</span></span></span><div>
<span style="font-size: small;"><span style="font-family: inherit;"><span style="font-weight: normal;">These are just a sample to get you started. </span><span style="font-weight: normal;">If you're looking for help unpacking the standards to get to the heart of what they mean for you and your students, among my favorite resources are the texts written or co-written by Jim Burke, for Grades</span><span style="font-weight: normal;"> </span><a href="http://www.corwin.com/books/Book242909" style="font-weight: normal;" target="_blank">K-2</a><span style="font-weight: normal;">,</span><span style="font-weight: normal;"> </span><a href="http://www.corwin.com/books/Book242688" style="font-weight: normal;" target="_blank">3-5</a><span style="font-weight: normal;">, and</span><span style="font-weight: normal;"> </span><a href="http://www.corwin.com/books/Book240658" style="font-weight: normal;" target="_blank">6-8</a><span style="font-weight: normal;">. </span></span></span></div>
<div>
<span style="font-weight: normal;"><br /></span></div>
<div>
<span style="font-weight: normal;">References:</span></div>
<div>
<span style="font-weight: normal;"><span style="font-size: x-small;"><br /></span></span></div>
<div>
<span style="font-size: x-small;"><span style="font-weight: normal;">Blauman, L., & Burke, J. (2013). </span><i style="font-weight: normal;">The common core companion: The standards decoded grades 3-5. </i><span style="font-weight: normal;">Thousand Oaks, CA: Corwin.</span></span></div>
<div>
<span style="font-weight: normal;"><span style="font-size: x-small;"><br /></span></span></div>
<div>
<span style="font-weight: normal;"><span style="font-size: x-small;">Burke, J. (2013). <i>The common core companion: The standards decoded grades 6-8. </i>Thousand Oaks, CA: Corwin.</span></span></div>
<div>
<span style="font-weight: normal;"><span style="font-size: x-small;"><br /></span></span></div>
<div>
<span style="font-size: x-small;"><span style="font-weight: normal;">Taberski, S., & Burke, J. (2013). </span><i style="font-weight: normal;">The common core companion: The standards decoded grades K-2. </i><span style="font-weight: normal;">Thousand Oaks, CA: Corwin.</span></span></div>
</h4>
Dr. Kate Kellyhttp://www.blogger.com/profile/01617503063702719721noreply@blogger.com6tag:blogger.com,1999:blog-7752540304038429966.post-72303460996914132832016-03-14T08:46:00.000-05:002016-03-29T10:00:34.647-05:00interaction strategiesOne of the best things teachers can do to support student learning is get them interacting with new content. We do this often by having students engage in the "think-pair-share" strategy. But sometimes this feels old and tired. Is there something else to try?<br />
<br />
Yes!<br />
<br />
There are 10 great alternatives to "think-pair-share" found here at <a href="http://www.weareteachers.com/blogs/post/2015/08/28/5-fun-alternatives-to-think-pair-share" target="_blank">We Are Teachers</a>. The "think-pair-share-square" gets kids talking to even more students. The "mingle-pair-share" is the same idea, but gets kids moving. "Sticky-note-storm" is a great way to get individual students to commit to paper their ideas in a low-stress way. "Sage-and-Scribe" also gets kids writing. And the "Tea Party" or the <a href="http://www.colorincolorado.org/article/increase-student-interaction-think-pair-shares-and-circle-chats" target="_blank">Circle Chat</a> is a strategy that gets students up and moving while maintaining a structure for partner talk. Students form two circles, one inside and one outside, facing each other. Students have a set amount of time to discuss with the student they are across from, and then the outside circle moves one person to the left. Now they have a new partner to discuss with. Check out all the strategies <a href="http://www.weareteachers.com/blogs/post/2015/08/28/5-fun-alternatives-to-think-pair-share" target="_blank">described at the link</a>.<br />
<br />
<a href="http://www.kaganonline.com/free_articles/research_and_rationale/330/The-Essential-5-A-Starting-Point-for-Kagan-Cooperative-Learning" target="_blank">Kagan Structures</a> are also another way to think about cooperative learning. In particular, the "rally coach" strategy, where one partner works on solving a problem while the other partner coaches and then partners switch roles, can provide a different structure to the "pair-share" time.<br />
<br />
We can still use "think-pair-share," but it can help to mix it up. And even better than "think-pair-share," try to be more specific than telling students to <i>think.</i> As <a href="http://habitsofmind.org/no-more-think-pair-share/" target="_blank">this blogger wrote</a>, ask students to <i>summarize</i>-pair-share, <i>generate an opinion</i>-pair-share, or <i>estimate</i>-pair-share. Instead of asking students to simply <i>think</i>, give them a clue about the strategy they should be using.<br />
<br />
What are your most effective ways to get kids interacting with content in your class?Dr. Kate Kellyhttp://www.blogger.com/profile/01617503063702719721noreply@blogger.com0tag:blogger.com,1999:blog-7752540304038429966.post-57834307195078697912016-02-22T07:30:00.000-06:002016-02-22T07:30:20.104-06:00using encouragement as a management strategyHello dear readers. I've been <a href="http://newteachertalkonline.blogspot.com/search/label/classroom%20management" target="_blank">writing quite a bit about classroom management strategies</a>. No matter how many posts I write, I still hear that this is an area where teachers are hungry for more suggestions. So here's another strategy to add to your toolkit: using encouraging statements with students with whom you are struggling to connect.<br />
<br />
This strategy comes from a text I've given to numerous new teachers <i>When Teaching Gets Tough: Smart Ways to Reclaim Your Game</i> by Allen N. Mendler. There are many helpful strategies described in this book, some of which I've <a href="http://newteachertalkonline.blogspot.com/2015/10/working-with-students-who-challenge-us.html" target="_blank">described </a>in <a href="http://newteachertalkonline.blogspot.com/2015/01/transitioning-from-break.html" target="_blank">some </a>previous <a href="http://newteachertalkonline.blogspot.com/2014/12/disillusioned-2014-edition.html" target="_blank">posts</a>. The strategy for today is to increase the number of encouraging statements providing specific praise and feedback to difficult students in your classroom. As Mendler notes, words of encouragement are important to help students feel connected, and can support building positive relationships with students. While useful for all students, this is particularly helpful for students that are struggling in school academically or with behavior.<br />
<br />
Some suggested statements include:<br />
<br />
<ul>
<li>You really hung in there to complete that assignment.</li>
<li>You got right to work after directions were given.</li>
<li>I was impressed today when you ____ .</li>
<li>When you did _____ , that showed special effort. </li>
<li>It is not easy to _____ , but you are making progress by ____ . </li>
<li>Your cooperation is really appreciated. </li>
<li>You should feel proud of your work on ____ because ____ . </li>
</ul>
<div>
Finding ways to incorporate more positive, encouraging statements with students struggling with behavior can help build your relationship and make a positive difference in their interactions in class.</div>
<div>
<br /></div>
<div>
What are some positive statements you use with students?</div>
Dr. Kate Kellyhttp://www.blogger.com/profile/01617503063702719721noreply@blogger.com0tag:blogger.com,1999:blog-7752540304038429966.post-13672093767045012172016-02-01T14:56:00.000-06:002016-02-01T14:56:07.546-06:00power struggles with students<div style="text-align: center;">
<i>"Though no one can go back and make a brand new start, </i></div>
<div style="text-align: center;">
<i>anyone can start from now and make a </i><i>b</i><i>rand new ending."</i></div>
<div style="text-align: center;">
<span style="text-align: right;">-Anonymous</span></div>
<div style="text-align: center;">
<span style="text-align: right;"><br /></span></div>
<div style="text-align: left;">
<span style="text-align: right;">The year is halfway over, and while we can't really make a brand new start at this point in the year, there are ways to shift planning, instruction, assessment, and management to make a real difference in how a classroom functions. This post will focus on one management struggle common for new teachers: the power struggle. It is easier to set the tone at the beginning of the year, but can be done at a new semester or if things are not going well. Now can be a good time to test out alternative processes and procedures if classroom management is not working effectively. </span></div>
<div style="text-align: left;">
<span style="text-align: right;"><br /></span></div>
<div style="text-align: left;">
<span style="text-align: right;">Teachers know that there is not a winner if a power struggle begins with a student. When frustrated, it can be difficult to know what to do in the moment to maintain the integrity of your instruction while addressing an issue with a student. Several key resources can help you find strategies that work for you and your students.</span></div>
<div style="text-align: left;">
<span style="text-align: right;"><br /></span></div>
<div style="text-align: left;">
<span style="text-align: right;">Intervention Central provides <a href="http://www.interventioncentral.org/behavioral-interventions/challenging-students/dodging-power-struggle-trap-ideas-teachers" target="_blank">ideas for disengaging, distracting, and deescalating power struggles with students</a>. NEA makes suggestions for planning and building relationships through a list of <a href="http://www.nea.org/tools/49922.htm" target="_blank">dos and don'ts as it relates to power struggles with students</a>. And an article on Edutopia shares the perspective that <a href="http://www.edutopia.org/blog/defusing-power-struggles-last-word-allen-mendler" target="_blank">it is not about getting the last word</a> in these management struggles.</span></div>
<div style="text-align: left;">
<span style="text-align: right;"><br /></span></div>
<div style="text-align: left;">
<span style="text-align: right;">What are your most effective management strategies when faced with a power struggle?</span></div>
Dr. Kate Kellyhttp://www.blogger.com/profile/01617503063702719721noreply@blogger.com0tag:blogger.com,1999:blog-7752540304038429966.post-83620938402227579652016-01-18T12:14:00.000-06:002016-01-18T12:14:03.398-06:00disillusioned, 2016<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;">Every year around this time, I start to feel a little down.
The lights around town come down, I’ve overdosed on chocolate, and it’s just
too cold. While I might have recharged a bit over break, goals I wanted to
reach with students still seem to loom too large, and I’m not sure I’m making a
difference. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;">While this time can be really frustrating, it is also
comforting to know that it is <a href="http://www.newteachercenter.org/blog/phases-first-year-teaching">normal</a>
and that it ends. It is very common for teachers to experience this phase. For
some, it begins midway through the fall after the excitement of the beginning
of the year wears off. For others, it happens in mid-winter, when the dark and
cold make it harder to feel optimistic. While not all teacher experience it,
most do at some point, especially in the early years of teaching.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;">What can you do? I’ve offered some ideas to help you through
this time <a href="http://newteachertalkonline.blogspot.com/2014/12/disillusioned-2014-edition.html">here</a>
and <a href="http://newteachertalkonline.blogspot.com/2013/01/disillusionment-keep-it-simple.html">here</a>.
Other ideas are outlined in <a href="http://mobile.edweek.org/c.jsp?cid=25920011&item=http%3A%2F%2Fapi.edweek.org%2Fv1%2Fblogs%2F88%2F%3Fuuid%3D33866">this
article from <i>Education Week</i></a>
include avoiding highs and lows, letting go of perfectionism, expecting
obstacles, and seeking support. The article is worth a read for some helpful
hints in understanding these suggestions and making them work for you.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;">Whatever you do, just know that others have been there, and
that you can work through it. Find your support, and lean on them. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<br />
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;">What do you do to help you get through disillusionment?</span><o:p></o:p></div>
Dr. Kate Kellyhttp://www.blogger.com/profile/01617503063702719721noreply@blogger.com0tag:blogger.com,1999:blog-7752540304038429966.post-79077833507241795692016-01-01T17:00:00.000-06:002016-01-01T17:00:09.579-06:00how to begin again after breakHello dear readers! Happy 2016! I hope you've all been enjoying a lovely winter break. Once New Year's Day hits, signaling the rapid approaching end of break, thoughts begin to turn to lesson planning, assessments, relationships with students, and goals for the remaining months of the year. Returning to school after break can be a challenge. The time with family and friends is often rejuvenating, but all the holiday bustle can be tiring too. While the transition back to work is difficult for teachers, it can be equally difficult or even more so for students.<br />
<br />
I recently read <a href="http://www.theguardian.com/teacher-network/2015/jan/03/how-engage-students-lessons-after-holidays" target="_blank">an interesting article with some great ideas for the first day back after break</a>. In the article, the author, a neuroscientist, argues for planning the first day back around what the brain needs. For example, students are naturally curious about what their classmates have been up to over break. To ignore this and launch right into a lesson will likely set up the class for management issues. Give students a chance to talk and share with one another before beginning any lessons planned. Other suggestions include: active lessons, changing the room arrangement, and trying a new instructional activity. Find a great funny book or poem to read to get students engaged. Start the new year with an exciting new experiment.<br />
<br />
Easing back into the (almost) second half of the year might take some time and planning. But do spend some time planning how you will help your students get back into it. They will appreciate the planning (and so will you)!Dr. Kate Kellyhttp://www.blogger.com/profile/01617503063702719721noreply@blogger.com0tag:blogger.com,1999:blog-7752540304038429966.post-25446897096522715022015-12-16T12:13:00.000-06:002015-12-22T16:45:25.291-06:00time to recharge<div class="MsoNormal">
<span style="font-family: "arial" , "helvetica" , sans-serif;">Winter break provides a perfect chance for teachers to
recharge. While August always and forever will feel like the true “new year,”
the passing of one year ushering in another on January 1<sup>st</sup> provides
an opportunity to reflect on what has gone well this year and what can be done
to shift anything that is not going as well.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: "arial" , "helvetica" , sans-serif;">While you’re very ready for a break, it is important to know
that <a href="http://newteachertalkonline.blogspot.com/2015/01/transitioning-from-break.html">some
students feel a lot of stress as break approaches</a>. School provides a
structure some students crave and do not get when school is out of session. It
is important to be mindful of this and watch for signs of distress in students
as winter break gets closer. And remember that after break things might be
stressful as students get back into the structure of school.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: "arial" , "helvetica" , sans-serif;">But for you, while the holidays can be so busy and
overscheduled, you do need a chance to relax in order to be ready to tackle the
end of the first semester and gear up for the second half of the year. Do what
feels best – yoga, ice fishing, wine night with friends. Find a way to fill up
your reserves so that you can return to school in January healthy, happy, and
ready to support students through the remainder of the year.<o:p></o:p></span></div>
<br />
<div class="MsoNormal">
<span style="font-family: "arial" , "helvetica" , sans-serif;">Happy New Year, readers! See you in 2016!</span><o:p></o:p></div>
Dr. Kate Kellyhttp://www.blogger.com/profile/01617503063702719721noreply@blogger.com0tag:blogger.com,1999:blog-7752540304038429966.post-62172193107365088992015-12-07T15:17:00.000-06:002015-12-07T15:17:00.639-06:00the difference a phone call can make<div class="MsoNormal">
<span style="font-family: "arial" , "helvetica" , sans-serif;">When was the last time you called a student’s parents to
tell them good news? These calls are often few and far between. And yet they
can do so much good for the students, their guardians, and their relationships
with you as the teacher. You're completely overwhelmed with the responsibilities of teaching, and now I'm telling you to add one more thing? It might seem hard to fit into a schedule already bursting at the seams. But think of this as a <a href="http://www.edutopia.org/blog/power-positive-phone-call-home-elena-aguilar" target="_blank">proactive way to support students</a> and manage classroom behaviors in a positive way.</span></div>
<div class="MsoNormal">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: "arial" , "helvetica" , sans-serif;">All too often, the only news that comes from a phone
call home is bad news. Parents are often surprised to get a “good news” call,
sometimes confused and wondering when the other show might drop. But reaching
out to guardians this way can create allies, which are so important for students - both when things are going well and when they are not.</span></div>
Dr. Kate Kellyhttp://www.blogger.com/profile/01617503063702719721noreply@blogger.com0tag:blogger.com,1999:blog-7752540304038429966.post-69887493417932721282015-11-28T15:08:00.002-06:002015-11-28T15:08:22.865-06:00they just won't stop talking<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;">One of the most common complaints of teachers is that their
students just won’t. stop. talking. Students aren’t trying to be naughty or
disrespectful, they just chat. And chat. And chat. This is a management
challenge that frustrates teachers at best. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;">One of my favorite “teacher books” is <i>Letters to a New Teacher: A Month-by-Month Guide to the Year Ahead</i>
by Jim Burke. It is a collection of
letters that Jim Burke and a new teacher, Joy, teaching down the hall from him,
wrote throughout Joy’s first year of teaching. Burke had told Joy that if she
had any questions, just ask. And ask she did.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;">In September, Joy wrote to ask about how Jim manages a class
of 35 students that won’t stop talking. Jim provides a perspective of how intrusive
behaviors in the classroom require teachers to ask <i>why</i> and sometimes that causes teachers to have to make hard choices
in order to address needs that are not being met in the classroom. He references
Frank Firpo, a master teacher in his school, and what he believes students
need: comfort, safety, control, tradition, friendship, nuturance, recognition,
success, independence, variety, curiosity, enjoyment. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;">A reflection on a management issue, such as talking, can
begin with a reflection of the above values. In what ways does your classroom
provide structures for these needs of students? Are there ways that classroom environment,
instruction, and assessments could better support these needs? Specifically, Jim
prompts teachers to think about these structures:</span></div>
<div class="MsoNormal">
</div>
<ul>
<li><span style="font-family: Arial, Helvetica, sans-serif; text-indent: -0.25in;">Are the rules clear? Are they consistently
enforced?</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif; text-indent: -0.25in;">Are there consequences for inappropriate
behavior? And rewards for appropriate behavior</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif; text-indent: -0.25in;">Do you talk with those that are the chattiest?
What might be going on? If they need attention, can setting aside time to
connect with them help?</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif; text-indent: -0.25in;">Are the tasks of the class appropriate for
students’ content knowledge, skills, and interests?</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif; text-indent: -0.25in;">Do you have assigned seating? If so, can it be
improved?</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif; text-indent: -0.25in;">Can you make an agreement with student(s) with
rewards and consequences for specific behaviors?</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif; text-indent: -0.25in;">Have you tried exit slips to get a sense of how
things are going from students?</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif; text-indent: -0.25in;">How can you use student talk to support
learning?</span></li>
</ul>
<br />
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;">It would make life so much easier if there was a simple
answer to the question of how to get students to stop talking. If only! There
isn’t an easy answer, and there isn’t a simple trick to try. But reflecting on
the above questions is a good place to start. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;">Burke also provides an action planner in the appendices of
the book. As part of the process of determining how to solve an issue in the
classroom, Burke suggests the following steps. While it is in the context of
students’ talking as the concern, these steps can be applied widely for
teachers (and students!) when a problem needs solving.</span></div>
<div class="MsoNormal">
</div>
<ol>
<li><span style="text-indent: -0.25in;"><span style="font-family: Arial, Helvetica, sans-serif;">Define the problem.</span></span></li>
<li><span style="text-indent: -0.25in;"><span style="font-family: Arial, Helvetica, sans-serif;">Generate a list of possible causes.</span></span></li>
<li><span style="text-indent: -0.25in;"><span style="font-family: Arial, Helvetica, sans-serif;">Describe the desired behavior or outcome (and
why).</span></span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif; text-indent: -0.25in;">Identify possible obstacles to success, such as
knowledge, skills, stamina, adaptability, elasticity, commitment.</span></li>
<li><span style="text-indent: -0.25in;"><span style="font-family: Arial, Helvetica, sans-serif;">Determine necessary resources (people,
materials, facilities – not lessons or information) to help students make
necessary changes.</span></span></li>
<li><span style="text-indent: -0.25in;"><span style="font-family: Arial, Helvetica, sans-serif;">Identify the necessary knowledge – both for you
and the students – to help students succeed.</span></span></li>
</ol>
<br />
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;">I’ve used this process to help in a variety of ways in my
teaching. Most of the time, I’m successful in implementing a change for the
better. When I’m not, it usually is an indication that I haven’t thought of all
the causes, obstacles, and resources needed to make a change. Give this a try –
see if the process works for you and your students’ chattiness!<o:p></o:p></span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: Arial, Helvetica, sans-serif;">--------------------------------------------------------------------<o:p></o:p></span></div>
<br />
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;"><i>Reference: Burke, J. (2006). Letters to a New Teacher: A
Month-by-Month Guide to the Year Ahead. Portsmouth, NH: Heinemann.</i></span><o:p></o:p></div>
Dr. Kate Kellyhttp://www.blogger.com/profile/01617503063702719721noreply@blogger.com0tag:blogger.com,1999:blog-7752540304038429966.post-85318408507087448902015-10-19T10:21:00.000-05:002015-10-19T11:52:58.082-05:00instructional options<span style="font-family: Arial, Helvetica, sans-serif;">Here we are, the end of October. School has been in session for a couple of months. Routines are established, beginning of year assessments are completed, and the heavy work of the academic year has been the focus for weeks.</span><br />
<div>
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div>
<span style="font-family: Arial, Helvetica, sans-serif;">When thinking about instruction, it can be so valuable to think about a variety of options. We all know this, but we fall into patterns really easily. We move, say, from whole group, to small homogeneous group, to one-on-one conferences and use this pattern for all lessons. But there are other options to keep in mind...</span></div>
<div>
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div>
<span style="font-family: Arial, Helvetica, sans-serif;"><u>Whole group</u>: Whole group instruction is appropriate when planning for common goals and experiences for the entire class. It can allow a teacher to provide valuable background in a new topic, directions for a procedure, or provide an experience with a new concept. Whole group instruction is a useful strategy for teachers in that it requires less preparation and fewer management strategies to implement. It's important to think about how to keep all students engaged throughout whole class lessons - think-pair-share, thumbs up-thumbs down, stop and summarize, write a question on a white board, reflection.</span></div>
<div>
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div>
<span style="font-family: Arial, Helvetica, sans-serif;"><u>Small group homogeneous</u>: Sometimes it is important to pull students together that all need to work on a particular skill. These homogeneous groups should be flexible and dynamic, and should change as students grow and progress. While it might be hard for teachers to resist, it is particularly helpful not to assign names to these groups - somehow the act of assigning a name to the group makes it harder to adjust. So, if the purpose of the lesson is to help students progress in particular needs, then homogeneous grouping works best. </span></div>
<div>
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div>
<span style="font-family: Arial, Helvetica, sans-serif;"><u>Small group heterogeneous</u>: H</span><span style="font-family: Arial, Helvetica, sans-serif;">eterogeneous</span><span style="font-family: Arial, Helvetica, sans-serif;"> groupings also work toward a common goal, but students have varied backgrounds and skills in the topic at hand. Groups can be randomly or intentionally assigned, depending on the purpose. Assigning roles to group members can help keep all students engaged in the work at hand.</span></div>
<div>
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div>
<span style="font-family: Arial, Helvetica, sans-serif;"><u>Peer pairing</u>: Partner work can help students beginning to work independently on a concept while working in a supportive environment. Peer partnering can also allow the teacher to work with small groups and one-on-one with students. </span></div>
<div>
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div>
<span style="font-family: Arial, Helvetica, sans-serif;"><u>One-on-one conferencing</u>: When working one-on-one, the teacher can really target the specific needs of a student. These sessions are likely to be brief, but can be powerful. Knowing your students and their needs well will help make the most of these individual lessons.</span></div>
<div>
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div>
<span style="font-family: Arial, Helvetica, sans-serif;">While it might not work for students to experience all of these within one lesson or even across each day, they will benefit if they learn in a variety of contexts across the week. You can think about your instruction for the week with a chart:</span></div>
<div>
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div>
<table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: none; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 0in 5.4pt 0in 5.4pt; mso-table-layout-alt: fixed; mso-yfti-tbllook: 1184;">
<tbody>
<tr>
<td style="border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 67.25pt;" valign="top" width="90"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 63.0pt;" valign="top" width="84"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: Arial, Helvetica, sans-serif;">Whole group</span></div>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 76.5pt;" valign="top" width="102"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: Arial, Helvetica, sans-serif;">Small group - homogeneous</span></div>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 81.0pt;" valign="top" width="108"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: Arial, Helvetica, sans-serif;">Small group - heterogeneous</span></div>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 63.0pt;" valign="top" width="84"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: Arial, Helvetica, sans-serif;">Peer</span></div>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 1.0in;" valign="top" width="96"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: Arial, Helvetica, sans-serif;">One-on-one</span></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 67.25pt;" valign="top" width="90"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: Arial, Helvetica, sans-serif;">Monday</span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 63.0pt;" valign="top" width="84"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 76.5pt;" valign="top" width="102"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
</td>
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<br /></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 63.0pt;" valign="top" width="84"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 1.0in;" valign="top" width="96"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
</td>
</tr>
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<span style="font-family: Arial, Helvetica, sans-serif;">Tuesday</span></div>
</td>
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<br /></div>
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<br /></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Wednesday</span></div>
</td>
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<span style="font-family: Arial, Helvetica, sans-serif;">Thursday</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Friday</span></div>
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<br /></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div>
<span style="font-family: Arial, Helvetica, sans-serif;">Keep track of when you use which strategies, and try to increase the variety. Of course, the benefit of this is not just for variety's sake; the purpose is to differentiate to meet the needs of all students most effectively. So you'll have to choose appropriately for the content and student needs.</span></div>
<div>
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div>
<span style="font-family: Arial, Helvetica, sans-serif;">Happy planning!</span></div>
<div>
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div style="text-align: center;">
<span style="font-family: Arial, Helvetica, sans-serif;">--------------------------------------------------</span></div>
<div>
<span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">Resource: Howard, M. (2012). <i>Good to great teaching: Focusing on the literacy work that matters.</i> Portsmouth, NH: Heinemann.</span></div>
Dr. Kate Kellyhttp://www.blogger.com/profile/01617503063702719721noreply@blogger.com0tag:blogger.com,1999:blog-7752540304038429966.post-44240286239260979952015-10-05T12:26:00.000-05:002015-10-05T12:26:00.168-05:00working with students who challenge us: two-minute intervention<div id="stcpDiv" style="left: -1988px; position: absolute; top: -1999px;">
“Write
it on your heart that every day is the best day in the year.” ~ Ralph
Waldo Emerson - See more at:
http://www.movemequotes.com/top-15-power-of-positive-thinking-quotes/#sthash.U1cufOPt.dpuf</div>
<div style="text-align: center;">
<i>Write it on your heart that every day is the best day of the year.</i></div>
<div style="text-align: right;">
- Ralph Waldo Emerson</div>
<div id="stcpDiv" style="left: -1988px; position: absolute; top: -1999px;">
“Write
it on your heart that every day is the best day in the year.” ~ Ralph
Waldo Emerson - See more at:
http://www.movemequotes.com/top-15-power-of-positive-thinking-quotes/#sthash.U1cufOPt.dpuf</div>
<div id="stcpDiv" style="left: -1988px; position: absolute; top: -1999px;">
“Write
it on your heart that every day is the best day in the year.” ~ Ralph
Waldo Emerson - See more at:
http://www.movemequotes.com/top-15-power-of-positive-thinking-quotes/#sthash.U1cufOPt.dpuf</div>
<br />
Now that the school year is into October, 4-6 weeks in, we have begun to settle into routines. We've gotten to know our students, and we know which students challenge us the most. Something I plan to focus on this year a lot on the blog are management technique suggestions for teachers, something new teachers often say they need to support them.<br />
<br />
Previous posts on classroom management can be found <a href="http://newteachertalkonline.blogspot.com/search/label/classroom%20management" target="_blank">here</a>. Today, the focus is on a proactive management technique focused on building relationships with students who are challenging - the two-minute intervention (Mendler, 2012). The <a href="http://www.ascd.org/publications/newsletters/education_update/jul14/vol56/num07/The_Two-Minute_Relationship_Builder.aspx" target="_blank">two-minute intervention</a> is simple - spend two minutes each day for 10 consecutive days trying to build your relationship with that one student that is most challenging. It may be difficult at first - the student may be reluctant to talk, but it's important to keep at it trying not to get too discouraged. Staying committed to two minutes, for 10 days can make a remarkable difference in your relationship with this student. Plan to connect with the student while others are working independently on something, so it can be woven into your lesson plan, and not seen as something that will take away from instruction.<br />
<br />
So what can you do for these 2 minutes? If you've done an <a href="http://newteachertalkonline.blogspot.com/2011/08/opening-days-of-school-get-to-know-your.html" target="_blank">interest inventory</a>, now is the perfect time to revisit that information. Find something that the student is passionate about outside of school and begin there. Notice if the student is wearing a team jersey or talks with friends about a particular game or activity, and begin with these ideas. Start small. Even 30 seconds of positive conversation can begin to shift your relationship with a student.<br />
<br />
Have you tried this intervention? Share suggestions with other teachers below! Dr. Kate Kellyhttp://www.blogger.com/profile/01617503063702719721noreply@blogger.com0tag:blogger.com,1999:blog-7752540304038429966.post-45498064468187476212015-09-14T11:56:00.000-05:002015-09-14T11:56:00.560-05:00becoming a professional (part 2): working with othersThe days of teaching "with your door closed" are no longer viable. Teaching is a collaborative effort, and for the better. New teachers can draw on their experiences during student teaching, when increasingly the model is to use co-teaching to support teacher candidates (and students!) during the student teaching experience. Co-teaching is one aspect of the collaborative efforts in schools, though there are many other ways that teachers need to work with others. The teamwork aspect of working in a school can be challenging but so rewarding. Here are some ideas to keep in mind when beginning your work with others in your new school (or to re-frame your work in your current school, for those with experience!).<br />
<ol>
<li> <i>Working with others, and guidance from your peers, can help increase your self-efficacy.</i> You may think that it is easier to keep your concerns, struggles, and failures to yourself. But sharing these with colleagues, and getting effective advice, can help make you more successful. Your colleagues are full of expertise and experience - find ways to tap into that.</li>
<li><i>Sharing ideas can save you (and others) time.</i> Yes, working with others can be time-consuming. But when you tackle new projects together, and share what you develop, this can save all of you time.</li>
<li><i>Understanding the school goals can help you be a more productive member of the school community.</i> Spend some time now, if possible, understanding the goals of the school. When you know these goals, and have thought about how your work supports the goals, the better able you'll be to dive into the work of the school. Knowing the school culture, history, and goals is an essential part of being part of the community.</li>
<li><i>Know that what you say and do is important to how others view you.</i> Think about what you say and do, and do what you can to show others the capable, hard-working, respectful, responsible person you are!</li>
<li><i>Focus on student learning.</i> Keep that running through your head as you work in the school and with others. It should be the top priority.</li>
<li><i>Ask for help!</i> Similar to the first point, it is ok not to know things. It's ok to ask for help. Your colleagues expect it when you're new (or even if you're experienced!). </li>
<li><i>And, on the other hand, be willing to help when others need help.</i> Showing yourself to be quick to help will be a good thing for you in a new school.</li>
<li><i>Remain open-minded.</i> This can be hard to do at times, but is so essential when working with others in a school. There is almost never one "right way" to do something, and you can always learn from others' expertise.</li>
</ol>
What do you keep in mind when starting a new job or beginning a new collaborative project with others? <br />
<br />
<div style="text-align: center;">
------------------------------------------------------------------------- </div>
<span style="font-size: x-small;">Reference: Thompson, J. G. (2009). <i>The first-year teacher's checklist" A quick reference for classroom success.</i> San Francisco, CA: Jossey-Bass.</span>Dr. Kate Kellyhttp://www.blogger.com/profile/01617503063702719721noreply@blogger.com0tag:blogger.com,1999:blog-7752540304038429966.post-59443680031695431822015-09-06T11:22:00.000-05:002015-10-02T12:07:16.853-05:00new beginningsWhether you are already well into your academic year or just beginning, in your first, or third, or thirteenth, or thirtieth year of teaching, this poem can be meaningful at the start of a new school year for us all.<br />
<br />
<div style="text-align: center;">
<b><span style="font-size: large;">Blessing for a New Position</span></b></div>
<div style="text-align: center;">
<br /></div>
<div style="text-align: center;">
John O'Donohue</div>
<div style="text-align: center;">
from <i>To Bless the Space Between Us: A Book of Blessings</i> (2008)</div>
<div style="text-align: center;">
<br /></div>
<div style="text-align: center;">
May your new work excite your heart,</div>
<div style="text-align: center;">
<span style="background-color: rgba(255, 255, 255, 0);">Kindle in your mind creativity</span></div>
<span style="background-color: rgba(255, 255, 255, 0);">
</span>
<div style="text-align: center;">
<span style="background-color: rgba(255, 255, 255, 0);">To journey beyond the old limits</span></div>
<span style="background-color: rgba(255, 255, 255, 0);">
<div style="text-align: center;">
Of all that has become wearisome.</div>
</span><br />
<div style="text-align: center;">
<br /></div>
<div style="text-align: center;">
May this work challenge you toward</div>
<div style="text-align: center;">
<span style="background-color: rgba(255, 255, 255, 0);">New frontiers that will emerge</span></div>
<span style="background-color: rgba(255, 255, 255, 0);">
</span>
<div style="text-align: center;">
<span style="background-color: rgba(255, 255, 255, 0);">As you begin to approach them,</span></div>
<span style="background-color: rgba(255, 255, 255, 0);">
<div style="text-align: center;">
Calling forth from you the full force</div>
<div style="text-align: center;">
And depth of your undiscovered gifts.</div>
</span><br />
<div style="text-align: center;">
<br /></div>
<div style="text-align: center;">
May the work fit the rhythms of your soul,</div>
<div style="text-align: center;">
<span style="background-color: rgba(255, 255, 255, 0);">Enabling you to draw from the invisible</span></div>
<span style="background-color: rgba(255, 255, 255, 0);">
</span>
<div style="text-align: center;">
<span style="background-color: rgba(255, 255, 255, 0);">New ideas and a vision that will inspire.</span></div>
<span style="background-color: rgba(255, 255, 255, 0);">
</span><br />
<br />
<div style="text-align: center;">
Remember to be kind</div>
<div style="text-align: center;">
<span style="background-color: rgba(255, 255, 255, 0);">To those who work for you,</span></div>
<span style="background-color: rgba(255, 255, 255, 0);">
</span>
<div style="text-align: center;">
<span style="background-color: rgba(255, 255, 255, 0);">Endeavor to remain aware</span></div>
<span style="background-color: rgba(255, 255, 255, 0);">
<div style="text-align: center;">
Of the quiet world</div>
<div style="text-align: center;">
That lives behind each face.</div>
</span><br />
<div style="text-align: center;">
<br /></div>
<div style="text-align: center;">
Be fair in your expectations,<span style="background-color: rgba(255, 255, 255, 0);"> </span><br />
<span style="background-color: rgba(255, 255, 255, 0);">Compassionate in your criticism.</span></div>
<span style="background-color: rgba(255, 255, 255, 0);">
</span>
<div style="text-align: center;">
<span style="background-color: rgba(255, 255, 255, 0);">May you have the grace of encouragement</span></div>
<span style="background-color: rgba(255, 255, 255, 0);">
<div style="text-align: center;">
To awaken the gift in the other’s heart,</div>
<div style="text-align: center;">
Building in them the confidence</div>
<div style="text-align: center;">
To follow the call of the gift.</div>
</span><br />
<div style="text-align: center;">
<span style="background-color: rgba(255, 255, 255, 0);"><br /></span></div>
<div style="text-align: center;">
May you come to know that work</div>
<div style="text-align: center;">
<span style="background-color: rgba(255, 255, 255, 0);">Which emerges from the mind of love</span></div>
<span style="background-color: rgba(255, 255, 255, 0);">
</span>
<div style="text-align: center;">
<span style="background-color: rgba(255, 255, 255, 0);">Will have beauty and form.</span></div>
<span style="background-color: rgba(255, 255, 255, 0);">
</span><br />
<div style="text-align: center;">
<span style="background-color: rgba(255, 255, 255, 0);"><br /></span></div>
<div style="text-align: center;">
May this new work be worthy</div>
<div style="text-align: center;">
<span style="background-color: rgba(255, 255, 255, 0);">Of the energy of your heart</span></div>
<span style="background-color: rgba(255, 255, 255, 0);">
</span>
<div style="text-align: center;">
<span style="background-color: rgba(255, 255, 255, 0);">And the light of your thought.</span></div>
<span style="background-color: rgba(255, 255, 255, 0);">
</span><br />
<br />
<div style="text-align: center;">
May your work assume</div>
<div style="text-align: center;">
<span style="background-color: rgba(255, 255, 255, 0);">A proper space in your life;</span></div>
<span style="background-color: rgba(255, 255, 255, 0);">
</span>
<div style="text-align: center;">
<span style="background-color: rgba(255, 255, 255, 0);">Instead of owning or using you,</span></div>
<span style="background-color: rgba(255, 255, 255, 0);">
<div style="text-align: center;">
May it challenge and refine you,</div>
<div style="text-align: center;">
Bringing you every day further</div>
<div style="text-align: center;">
Into the wonder of your heart.</div>
</span>Dr. Kate Kellyhttp://www.blogger.com/profile/01617503063702719721noreply@blogger.com0tag:blogger.com,1999:blog-7752540304038429966.post-28172400228588506132015-08-31T09:24:00.000-05:002015-08-31T09:24:00.741-05:00NSTA Book BeatCalling all Science teachers! Have you signed up for the National Science Teachers Association - <a href="http://www.nsta.org/publications/archive-bookbeat.aspx" target="_blank">NSTA Book Beat </a>email list? It is a great resource for Science teachers, including summaries of new books pertinant for Science teachers across disciplines.<br />
<div>
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A <a href="http://www.magnetmail.net/Actions/email_web_version.cfm?publish=newsletter&user_id=NSTA&message_id=10778631" target="_blank">recent Book Beat email</a> included some chapters out of books related to planning for the beginning of the year. There is a <a href="http://www.nsta.org/docs/BookBeat201508FirstWeekOfSchool.pdf?utm_source=enewsletter&utm_medium=email&utm_campaign=BookBeatAug2015" target="_blank">chapter about planning the first week of school</a> from the book <span style="color: black;"><em>Rise and Shine: A Practical Guide for the Beginning Science Teacher</em>. And there are some <a href="http://www.nsta.org/docs/BookBeat201508StartingClass.pdf?utm_source=enewsletter&utm_medium=email&utm_campaign=BookBeatAug2015" target="_blank">great ideas for beginning each class period</a> (that are actually applicable to any content area, not just Science) from the book </span><em>The New Science Teacher's Handbook: What You Didn't Learn From Student Teaching.</em><br />
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Check it out!<br />
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Dr. Kate Kellyhttp://www.blogger.com/profile/01617503063702719721noreply@blogger.com0tag:blogger.com,1999:blog-7752540304038429966.post-48718793969073436022015-08-17T08:19:00.000-05:002015-08-17T09:24:45.739-05:00NTC MOOCs for new teachersIn <a href="http://newteachertalkonline.blogspot.com/2015/05/moocs-for-teachers.html" target="_blank">May</a>, I wrote about MOOCs (massive open online courses) that are available for new teachers through the <a href="http://www.newteachercenter.org/" target="_blank">New Teacher Center</a>. At the time, their First Year Teacher series was not available, but it is now!<br />
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The NTC's <a href="https://www.coursera.org/ntc?utm_source=hs_email&utm_medium=email&utm_content=21274335&_hsenc=p2ANqtz-_6WJ9FVhkOpuQOKKCwyL6Ph1YEmxV8VXSdBTgQJ95yW3eUwKLrKFZIbD3QhdeaF_cxBQSOW5wysXLiJV0jdve607CbAg&_hsmi=21274335" target="_blank">First Year Teacher Success from the Start</a> series is available, on demand. There is a <a href="https://www.coursera.org/learn/teaching-secondary" target="_blank">secondary </a>and an <a href="https://www.coursera.org/learn/teaching-elementary" target="_blank">elementary </a>course offered. Each course has 6 modules with presentations and assignments. You can start the courses at any time. The course is free, but in order to receive a certificate of completion, there is a $49 cost associated. Check with the professional development and/or continuing education credits office in your district before paying for the certificate to see if the credits will count towards license renewal credits or professional development for you.<br />
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What a great way to get back into school mode and ready for the year!<br />
<br />Dr. Kate Kellyhttp://www.blogger.com/profile/01617503063702719721noreply@blogger.com0tag:blogger.com,1999:blog-7752540304038429966.post-52690132265595728852015-08-03T06:30:00.000-05:002015-08-17T08:07:46.130-05:00becoming a professional (part 1)The transition from student to teacher happens gradually, and then all at once. You have worked so hard in college throughout your courses, practica, and student teaching - as a teacher candidate. Suddenly, you have a job and are expected to be the full-time teacher for a group of students. Exciting! Terrifying! You have committed yourself the the well-being and success of your students, as well as maintaining rigorous standards of professional practice. But what does that really mean?<br />
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Spending time this summer thinking about what is expected of you as a teacher can be a really helpful framework for heading into a new school year. There are so many expectations for a teacher, but here are some of what makes a teacher a professional (adapted from Thompson (2009):<br />
<ol>
<li><i>Establish positive relationships with every student.</i> How will you plan to get to know your students? In what ways is the curriculum flexible to build on student interests, skills, knowledge? How will you show your respect for students?</li>
<li><i>Honor your students by having high expectations for all.</i> How can you communicate high expectations? How will you differentiate to help all students succeed at high levels?</li>
<li><i>Maintain a productive and safe learning environment.</i> How can you use your classroom to support students in their learning? What organizational structures / routines will support student learning?</li>
<li><i>Accept responsibility for what happens in your classroom.</i> It can be tempting to find many reasons to excuse low student motivation, low test scores, inappropriate behaviors. But taking responsibility for these is empowering. You can do something to fix this! Think about ways to proactively plan for these in your classroom.</li>
<li><i>Initiate a teamwork approach with parents / guardians.</i> What is your plan for working with parents? How will you keep them informed? How will you invite them to ask questions? </li>
<li><i>Be a life-long learner.</i> Being a successful teacher means that you live a life full of learning. Be open to new ideas, from your students and colleagues. Read. Attend workshops with an open mind. Take risks.</li>
</ol>
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<span style="font-size: x-small;">Reference: Thompson, J. G. (2009). <i>The first-year teacher's checklist" A quick reference for classroom success.</i> San Francisco, CA: Jossey-Bass.</span>Dr. Kate Kellyhttp://www.blogger.com/profile/01617503063702719721noreply@blogger.com0tag:blogger.com,1999:blog-7752540304038429966.post-80271024179349965292015-07-20T13:47:00.000-05:002015-07-23T10:27:03.511-05:00nonfiction resources for science and mathThere is so much talk about nonfiction lately, especially as a response to the Common Core State Standards. There are some <a href="https://www.teachingchannel.org/blog/2013/03/18/debunking-5-common-core-myths/" target="_blank">misconceptions </a>(like that English teachers can't teach fiction any more in order to meet the nonfiction percentage of text required by the CCSS), but as the linked article states, "The Common Core <i>does not</i> say to get rid of literature and only
read non-fiction. It says that 50% of what elementary, 60% of what
middle school and 70% of what secondary students read should be
non-fiction. The key here is <i>throughout the entire day</i>." This means that all teachers should be include <i>and teaching</i> nonfiction texts throughout the school day across content areas.<br />
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For science and math teachers, finding high-quality resources can sometimes be a challenge. But the great news is that there are lots of organizations out there to help you find the best sources for your students.<br />
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The National Science Teachers Association (<a href="http://www.nsta.org/" target="_blank">NSTA</a>) publishes a list every year of the <a href="http://www.nsta.org/publications/ostb/" target="_blank">outstanding science trade books published for K-12 students</a>. I look forward to the list every year to use to add to my classroom library.<br />
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Nonfiction Detectives is an awesome blog reviewing new nonfiction books. Here's their <a href="http://www.nonfictiondetectives.com/2014/12/the-best-nonfiction-books-of-2014.html" target="_blank">"Best of" list from 2014</a>, which includes a science section. The <a href="http://www.nonfictiondetectives.com/2012/12/top-ten-science-and-math-books-of-2012.html" target="_blank">2012 list</a> includes some math books too.<br />
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Sometimes, though, books are more text than you're looking for. The Electronic Library for MN (<a href="http://www.elm4you.org/" target="_blank">ELM</a>) is an amazing resource for teachers. Not only can you search for nonfiction articles to supplement your own learning about new topics, the databases have been culled to provide the best nonfiction resources for your students too. Check it out - it's free!<br />
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Where do you find the best nonfiction resources for science and math?<br />
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Dr. Kate Kellyhttp://www.blogger.com/profile/01617503063702719721noreply@blogger.com0tag:blogger.com,1999:blog-7752540304038429966.post-81299182469117509692015-07-01T12:37:00.000-05:002015-07-23T10:19:22.676-05:00effective feedbackIn my graduate course on assessment, teachers spend time observing other teachers teaching for their uses of praise and formative feedback during lessons. It is one of the activities that teachers in the course find most valuable. Not only do they learn new ideas for providing feedback to students (or, sometimes, what not to do), but the act of observing also encourages reflection on their own practices. The right kind of feedback is essential for effective teaching and learning, and several recent reviews of literature on feedback indicate that there is some good consensus on what works and what doesn't work when it comes to feedback.<br />
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It can be hard, if not impossible, to carve out time to observe colleagues during the school year, but the summer might provide a perfect opportunity to do this reflective work. You might not have access to summer school classrooms, but if you've got an internet connection, you can do this activity at home.<br />
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Review the chart of effective (and ineffective) feedback practices (McMillan, 2014). Then, find a teacher to observe. This can be in a summer school classroom or online. <a href="http://www.teachertube.com/" target="_blank">Teacher Tube</a> and <a href="http://www.learner.org/" target="_blank">Annenburg Learner</a> are great resources for finding videos of teaching. Observe the teaching, and make note of examples of the effective and effective practices you observe.<br />
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<table border="0" cellpadding="0" cellspacing="0"><tbody>
<tr><td style="border: 1px solid #000000;"><div align="center">
<b>Do</b></div>
</td>
<td style="border: 1px solid #000000;"><div align="center">
<b>Don’t</b></div>
</td>
</tr>
<tr>
<td style="border: 1px solid #000000;">Use challenging yet attainable goals</td>
<td style="border: 1px solid #000000;">Use goals that are too high or too low</td>
</tr>
<tr>
<td style="border: 1px solid #000000;">Emphasize mastery goal orientation</td>
<td style="border: 1px solid #000000;">Emphasize performance goal orientation</td>
</tr>
<tr>
<td style="border: 1px solid #000000;">Ensure that feedback is clear, transparent, and easily understood</td>
<td style="border: 1px solid #000000;">Use feedback that is unclear and/or difficult to understand</td>
</tr>
<tr>
<td style="border: 1px solid #000000;">Compare student performance to standards, criteria, cognitive strategies and precious performance</td>
<td style="border: 1px solid #000000;">Compare student performance to the performance of other students or emphasize the person rather than the task</td>
</tr>
<tr>
<td style="border: 1px solid #000000;">Use a moderate amount of specific, individualized, and descriptive feedback</td>
<td style="border: 1px solid #000000;">Use general or vague feedback</td>
</tr>
<tr>
<td style="border: 1px solid #000000;">Give feedback as soon as possible especially for simple cognitive tasks, tests , and other assignments</td>
<td style="border: 1px solid #000000;">Give delayed feedback, except for slightly delayed feedback for cognitively complex tasks, especially for high achievers</td>
</tr>
<tr>
<td style="border: 1px solid #000000;">Use both verification and elaboration feedback</td>
<td style="border: 1px solid #000000;">Use only verification feedback</td>
</tr>
<tr>
<td style="border: 1px solid #000000;">Match feedback to student ability</td>
<td style="border: 1px solid #000000;">Use the same feedback for all students</td>
</tr>
<tr>
<td style="border: 1px solid #000000;">Focus on key errors and misunderstandings</td>
<td style="border: 1px solid #000000;">Ignore key errors</td>
</tr>
<tr>
<td style="border: 1px solid #000000;">Emphasize effort attributions</td>
<td style="border: 1px solid #000000;">Emphasize external attributions</td>
</tr>
<tr>
<td style="border: 1px solid #000000;">Give feedback as students learn</td>
<td style="border: 1px solid #000000;">Give feedback only after performance</td>
</tr>
<tr>
<td style="border: 1px solid #000000;">Anticipate probable feedback messages</td>
<td style="border: 1px solid #000000;">Rely on unplanned or unanticipated feedback</td></tr>
</tbody></table>
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If you're watching videos, you are highly encouraged to do this work on a porch, with a refreshing drink, while the sun is shining :)<br />
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After completing this activity, make sure to reflect on your own practices as they relate to praise and <a href="http://newteachertalkonline.blogspot.com/search/label/feedback" target="_blank">formative feedback</a>. What are two things you could make a plan to do next year that will help your students move forward in their learning through your use of formative feedback and praise? Write them down in that notebook of great ideas you keep all summer (you have one of those right? to keep track of the brilliant brainstorms you have while you're on the boat, driving the kids to soccer, or standing over the grill but are sure to forget once back-to-school workshops start? yeah, that one!). Return to these ideas in the weeks leading up to school and throughout September to keep a focus on effective praise and feedback.<br />
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reference: McMillan, J. H. (2014). <i>Classroom assessment: Principles and practice for effective standards-based instruction (6th ed,). </i>Boston, MA: Pearson.Dr. Kate Kellyhttp://www.blogger.com/profile/01617503063702719721noreply@blogger.com0