I was in Jen Davis' classroom this morning and one of her students, Chrisitan Rezes, offered a particularly high level answer in explaining why he came to the conclusion that 6+7 was 13. They were working on doubles, so I think Jen was looking for something on the lines of "I know that 6+6=12, so 6+7 has to equal 13." However, Christian not only wasn't thinking that way, he was able to clearly explain that he was thinking through the problem at what both Jen and I recognized was at a much higher level of mathematical understanding. I would venture a guess that if given grade level appropriate questions on this topic, Christian would score very high in the "Number, Number Sense and Operations Standard." His explanation went something like this (I'm paraphrasing here)..."Well, I know that 7 is only 3 away from 10. 7+3=10, so I took 3 away from the 6 and in my head made the problem 10+3=13."
Here's my connection to the Ron Clark book. I believe it is in Rule #3, he talks about punishment and reward. One thing that he expect and models in his classroom is that he praises and expects the class to praise students. I'm trying to model that here. Praising Jen for this moment fits two purposes. I brought the whole thing up because she was a good example of how this might actually look in your classroom. Secondly, she modeled it for Christian. Christian gave an answer that was nowhere near what she was looking for at the time, but she recognized it as an outstanding answer, and then, possibly more importantly, she stopped what they were doing as a class and pointed it out to the rest of the class, and had them clap for him. I was sitting right next to Christian, and I can tell you because of my proximity, this meant the world to him. He knew that Mrs. Davis valued his thinking and rewarded him with praise for not only taking the chance to say something in front of the class, but for saying something pretty important as far as identifying his thinking being at a higher level than what she was actually looking for.
My question is simple. Please list off a few REAL examples of how we can do this type of thing in the classroom and also how we can expect it of each other in all that we do.
We have to be willing to build each other up and encourage each other to take risks. We have to share what we learned from that process, which could be, "Don't ever do...it crashed and burned for me." or it could be, "You have to try this. It totally changed what I am able to do in my classroom. We have to have extremely high expectations for our students and never let them believe that you believe anything less than the fact that they can do amazing things, whatever they may be.
I think the most important thing that we can take away from this, and this seems to be a recurring theme, (in fact it was mentioned at an 8:00 meeting this morning) is that we need to make education as “real world” as possible. Students can make connections to what we are asking of them, when they can see the “why” of what you are trying to do with them. I personally do not believe in praising students for nothing, but when they do something that is worthy, we have to take the time to spell that out.
This whole line of thinking makes me think back to when I was teaching 5th and 6th grade. We were studying economics at the time. I knew the owner of a local pizza shop, and used that to the best of my ability. Our students interviewed him and talked with his suppliers etc. It was actually quite involved over several weeks, but ultimately they had to open their own virtual pizza shop and included all expenses and purchasing and all other costs of doing business, and then we tried to do calculations on number of pizzas that must be sold to make profits…anyway, it was REAL to them, and maybe one of the best lessons that I ever did, and I tried hard to build off of that kind of learning. That lesson was kind of an “a-ha” moment for me, and I became a better teacher because of it. You can't do that with every lesson, but you can look to how you can make students understand why they need to know what you are doing right at that moment.
Please list some “real world” ideas that you have done, or intend to try in your classroom, and more importantly, STEAL, STEAL, STEAL these ideas from each other, and praise each other for taking the risk of sharing ideas.
This year I am using an idea that I "stole" from Tammy Borders. I read the book, Have You Filled a Bucket Today? by Carol McCloud at the beginning of the year. This book describes how each child has their own invisible bucket and by saying or doing nice things you can fill someone's bucket and even your own. Students earn warm fuzzies for their positive interactions and behaviors with others. In fact, we started out by discussing using positive words and now it's becoming a habit. I stress the importance of manners as well, greeting others, saying please and thank you, and encouraging others to keep trying their best. Overall, I make sure that the beginning of the year is a time for students to learn how to support and encourage one another. Setting the stage for a positive classroom environment is so important in making students feel comfortable enough to take risks, make mistakes, and discover new things.
ReplyDeleteValorie, I actually used this during my Student teaching and it was really effective!!! We discussed it many times during class meetings, and the students understood the point of the book and how to build others up instead of emptyiing their buckets. I got to the point where I would say "drip" and use a hand motion like a drip was going down from my bucket whenever I felt like a student was not being supportive or positive in the classroom. It was neat to see their reaction and for them to realize that they could impact a teacher, as well as other students, with their negative comments.
ReplyDeleteI love the book, "Have You Filled Your Bucket." I also read the book to my students at the beginning of the year, and my students often refer to comments students make as bucket fillers. I think this book is a great reminder to students how we should treat each other an symbolizes how they can feel if someone fills their bucket or takes a dip from their bucket. If you haven't read this book to your students, I definitely suggest it. I love Valorie's idea with the buckets, too!
ReplyDeleteIf a student is off task in my room, I have the following conversation to pull them back in:
ReplyDeleteMe: "_____, who's teaching?"
Student: "you are."
Me: "who's learning?"
Student: "I am."
Me: "I'm proud of you."
I am constantly shaping behaviors in my room by saying things like "oh...I like the way Carter is sitting and ready to listen. Or "oh, I like the way Megan is sitting like a good writer". I try to use the positive example to help others to understand what is expected of them in the classroom. I will often ask my students if they are proud of themselves so they realize their own potential in themselves. They are so happy to realize that they are doing a good job and they are understanding the work. It makes for a pleasant environment for me and my students to accomplish good work.
ReplyDeleteWhen I was doing my Student Teaching, we also went into economics a little and set up a mock town in our classroom. The students each had jobs they were paid for, so if they didn't show up for their job each day, they didn't get paid. They also were able to buy pets (horses, dogs, cats, fish) that each cost a different price. They were all so excited to buy their pets, but couldn't believe it when the pets at to go to the vet...and THEY had to pay for it!!! The look on their faces was priceless! They also had to pay rent and various other bills that would come up. They were able to help each other out if they saw someone's checkbook was running low. The students began to talk to each other and give each other advice like, "Maybe you should sell your horse because you won't be able to pay the vet the next time it needs shots" or they would try to remind each other to show up for their job so everyone would have a good pay day. I do think that making it REAL to them (and letting them see what their parents go through) is so important. It helps them understand the information on a higher level, but also helped that class work closer together and look out for one another.
ReplyDeleteLast year I received a BEWT grant. The title of my project was Everyday Math in Our Community. This project connected a banking business with math in the curriculum. I partnered with Richwood Banking Company. Chad Hoffman came to my class and discussed banking concepts. At the end of the year my students and I went to the bank for a tour. They got to work as a teller and cash a check for a “customer” (bank employee). Then we went to Curbside Cones and they could order an item up to $3 from the menu. We used the menu throughout the year for adding money and making change.
ReplyDeleteStudents received “Cats Cash” for excellent work, participation in class, and preparation for class. They could use their money to purchase items such as school supplies, candy, and prizes. This project gave the students practice adding money and making change. It helped prepare them for everyday life when using money.
Linda did something very similar to what I did when I received a BEWT (Chamber of Commerce) Grant several years ago. We partnered (for this grant) with Richwood Cardinal. We first discussed and listed the many jobs that happened at the Cardinal. We made a list of expectations for each job and then students applied for what job they wanted to do. We spent a lot of time discussing how each job had something to do with math (counting money, stocking shelves, weight in the deli, produce and meat sections). We had cash registers in my classroom and did a lot of practice activities on counting money. At the end of the project we went to Richwood Cardinal for a day and students got to work in two different jobs (about 1 1/2 hour each). After that they were each paid $3.00 and were able to purchase their lunch. We had a picnic with the lunches they had just purchased and discussed the experience. I thought that it was very "Real life" for them. The school year was ending at that point but several talked about it when I saw them at later dates.
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ReplyDeleteComment made by Lindsey Willey (Relocated by Dave & Vickie)
ReplyDeleteThe Essential 55 - By Ron Clark: Question #2 - Week #1 (Dave's question): "I was in Jen Davis' classroom this morning and one of her students, Chrisitan Rezes, offered a particularly high level answer in explaining ..."
At Thanksgiving time, I want the children to really understand what it was like for the Pilgrims to leave their homes to come to the New World so we turn our classroom into the Mayflower. Before they go on the journey, they are put into groups. They make a list of everything they want to bring with them on the Mayflower so of course they list EVERYTHING they can that they feel is important. Then from that list, I tell them they can only pack essentials so they cross off the items that they don't need. Lastly, I tell them that they can only bring three items so again they have to pick and choose. I love listening to the conversations going on within the groups because they begin to debate over why one item is more important than another (higher level thinking usually goes on during this conversation). So after they have been given this time, I tell them to pack their stuitcases. They are given five minutes to draw on their individual suitcases the three things they have chosen to bring with them. Then the "Pilgrims" get on our Mayflower (which is taped out on the floor) and we reenact the journey. It's a lot of fun and the kids remember it/talk about it for weeks. It is a meaningful lesson because it becomes "real" for them.
Comment made by Sandra Taylor - relocated by Vickie
ReplyDeleteI am not sure I understand what exactly I am supposed to list Real World examples of. I think you mean responses that encourage students clear thinking and "bravery" to speak out. I find it relatively easy to do the first, and very difficult to accomplish the second. I have said things like, "Would you explain how you came to that conclusion?" with good success. Particularly when math is an immediate part of science, asking students to explain works nicely. I can ask individuals because I have first ascertained their correct answers! The second part is extremely difficult to get my college prep students to do. They do not want to be WRONG even when I almost never say something is wrong. I can find many ways to use kind of incorrect answers to get them to see a better path. But getting them to "volunteer" is not easy. I am currently asking them to email me if they are not understanding something. This worked last year, but so far, I have received none.
Wow, I am blown away by the comments I have read so far to this question. I want to read the book, "Have You Filled a Bucket Today". It sounds like a wonderful way to encourage acceptance, manners, and encouragement to all. Since I teach reading and math to kids with learning disabilities, I try to make connections to the read world every day, but it is sometimes difficult to take time to really "make it real". I know how important it is to do that though, because if kids don't see the relevance or connection, it won't be something that stays in their brain for the long term. I can think of many things I learned in college for a test or assignment that are nowhere to be found in my brain today. I love the ideas that have been posted and I am going to try to keep this in mind as I plan upcomeing lessons.
ReplyDeleteI am also blown away by all of these comments! I have never heard of the book "Have You Filed a Bucket Today," but as Debbie has already stated, I would love to read the book and utilize it in my classroom as some of you have! In my classroom, I try to make sure to reinforce good behavior. I do this by making statements like, "I like how you followed my directions and are doing __________, or "I really like how group 1 is working hard on their assignment and staying on task." Like Belinda, I find that it helps my students to feel positive about themselves, and it increases their (what i like to call) school-self-esteem. I also liked Sharon's statement above that she says to her class. A simple statement that you could use with everyone in the class to redirect off task behaviors. I would really like to come up with a statement like this and use it in my own classroom! I can't wait to read more of these comments throughout the week because there are so many great ideas!
ReplyDeleteWhen a student has a different way to solve a problem I have them share it with the class, explaining their thinking. I make a point to say, sometimes you have the words or ways that other kids will understand better than mine. For example, in solving the problem 600-349, Evan explained that you can borrow 1 from 60 leaving behind 59 and 10. (This makes better sense when you can cross out numbers). I heard a few a-ha's and now we say, solve it Evan's way.
ReplyDeleteAs for real world connections, I have nothing as grand as running a pizza shop, but students seem to take a greater interest in glaciers after I show them my pics from Kelly's Island and point it out on a map. Knowing it's a place they can go to makes it real.
From day one, I set rules in my room that we are all friends. I tell them that in my room no one should be afraid to get something wrong. On our walk to my room, I really talk up what we are going to be doing and get my students excited and ready to learn. I am a firm believer that children feed off the energy and actions of those around them, especially their teachers. All of this helps our students to be motivated learners.
ReplyDeleteI like what Susan said about children becoming excited about learning from the energy and actions of their teachers. I think it is kind of like being a salesman, if the salesman is excited about the product, the buyer is more likely to buy. :)
ReplyDeleteI use a marble jar in my classroom for good classroom behavior and I use tallies for tables for good teamwork but I love the idea of individual buckets with warm fuzzies. GREAT idea!
ReplyDeleteAs educators we understand how important it is for students to take learning risks. I explain to parents at conferences that “risk taking” is crucial to their struggling readers and offer suggestions how they can encourage this at home. I often use the word brave to encourage risks they have taken or I want them to take. I might say, “I like that Stacy was brave and she used her reading strategies to work on the word she didn’t know. She saw the word started with s so she got her mouth ready and said the first sound; she saw a snake in the picture so she tried the word snake. Of course the intent is to encourage the risk, but also reinforce the good things she did modeling what good readers do. I use this even when they make mistakes to encourage what they did right even though it didn’t work.
ReplyDeleteI think rule # 3 is being modeled by the “Wildcat Way” culture we are encouraging. We are asking students to communicate exemplary behavior and putting our own personal wildcat stamp on it. I also like Belinda’s example of the importance of students to realizing their own potential, this encourages their intrinsic motivation.
In my experience with students is that praise at the right time means more to them then we realize. We can tell students good job, way to go, but it is that ocassion that something is said or done that they react to. For example, how many times has a kind word or a warm smile meant more to you. Its not the big things in life we remember, its sometimes the little things. I remember when a student had trouble with the prof test. I spent many hours with her class trying to help them pass the test. Then I spent nearly an hour talking one day about life. How they need to take responsibilty for themselves. We talked about many things that day. Several of them rushed back to my room after they found out they had passed the test. I told them I knew they could do it, they responded with, I was the first person in their life that they felt truly believe in them. They had the ability they just needed someone that believed in them. Whatever I said that day had impact on them and me.
ReplyDelete“Have You Filled a Bucket Today?” is a new title for me. Is it available in our library? I would love to use it with my K students. It would fit in perfectly with the Second Step lessons. I have told my class that our SS lessons are for learning about the “Wildcat Way”. I want my class to work as a team and we have discussed how members of a team would behave: helping each other, saying nice things, using manners. Being a team includes being a ”Letter Expert”. Each child is assigned a letter of the alphabet. They learn to form the letter appropriately, know the sound and be able to read the letter book that goes with each letter. If a student can’t remember how to make a letter or what sound it makes, they will go and ask the letter expert for help. A letter expert must always be willing to help when asked. Struggling students are very proud when they are able to help another student. They gain much needed self esteem and confidence.
ReplyDeleteI love Lou Ann's idea for haveing each child be a "letter expert". That way, everyone is an expert at something. What a great way to gain self esteem and self confidence!
ReplyDeleteI will try to think of a way to use the "expert" idea for individuals. I have used it in cooperative learning groups where students are experts in different areas and then teach the others, but not individually. I can see that this would definitely build self-esteem, and if I can find something simple enough but unique enough, it ought to work with science 9th graders. Units (kilograms, meters, liters, kelvins, seconds) are a possibility. Thanks.
ReplyDeleteMy question is simple. Please list off a few REAL examples of how we can do this type of thing in the classroom and also how we can expect it of each other in all that we do. Please list some “real world” ideas that you have done, or intend to try in your classroom.
ReplyDeleteExamples of different responses and handling them is abundant in the art room in fact not being able to predict how ideas are going to be expressed is part of why I love my job. I encourage students to “think outside the box” and let them know there is no “one correct way” to do things. In fact, students are informed no two people should be doing exactly the same thing because an original is always worth more than a copy. When a student exhibits something different or approaches a concept in a new way I give that child the opportunity to teach the rest of us. This little trick has worked wonders for student’s self-esteem and confidence in the creative process and I have a learned a couple new tricks too. It is important as teachers that we try to encourage students to expand their thinking and come up with new answers, we do not followers, we want to shape leaders.
“Real world” is interesting to me. What do you consider the real world? Are we talking real world for the community, for the state, nation, and globe? Are we talking the culture or the material that makes up a real world? Art is all about real world; it is consistently changing and evolving. Going with the example that was provided however, one thing my Greenon students completed involved being commissioned artists. They had to figure supply costs, time, cost of time, as well as develop a design and sales pitch. The students then presented their ideas to a board and the winning students were provided the amount of money they predicted for supplies and were paid the amount of money they predicted their art to be worth at the completion of the project. It was great for the students to realize that $20 -$50 for a piece of artwork really does not go far at all and they had a much stronger appreciation for artists that sell in galleries.
One of the bigger ideas I've had this year, but am having trouble figuring out how it can be done, is somehow connecting our students with the students/orphans that I taught while teaching at an elementary school in Africa this summer. There is SO MUCH we can learn from situations and connections like that, whether we are 5, 35, or 60 years old! I learned so much in the short time I was there, but one thing that stuck out most to me was this: KIDS ARE KIDS no matter where you go. They learn best when they are engaged and excited about what they are being taught. They learn best when they know their teacher GENUINELY cares for them and their success. And they learn more about themselves and the world when they come in contact with those different from themselves. Would pen pals be an option? I have pictures and videos from the school, so students could see who they are writing to. Just a thought.....
ReplyDeleteOn a smaller scale, I'd love to take students caroling around Christmas time. The most impactful experience I could think of was taking a group to children's hospital to carol for those children, but their are other options as well: nursing homes, the civic center, etc.
First things first, I'm going to Tammy and checking out her copy of the bucket book...sounds awesome. Since my little people have never had any classroom experiences I feel particularly responsible for preparing them for their future academic experiences. We talk a lot about being five star listeners and then when they show me they are doing their best at this they get a sticker for their chart, when the chart is full they get a prize. It's an immediate and long term reward. When a child does not get a sticker he/she and I talk about the choices they made and what they could do next time to be a five star listener. I too point out the children who are being good examples as a positive way to remind others of what I expect, but what I love is when a child who tends to have a lot of trouble in this dept does make the right choice their peers notice and say "good job..." or "wow, look how____ is sitting!" This goes into not only making good choices but being a good friend, as we call it in PK. If your friend is sad, how can you help them, if they are having trouble making good choices, could you remind them nicely of what to do...they are a community and I want them to work together to make sure our classroom is a fun and safe place to learn.
ReplyDeleteThere are so many connections to Math and the real world. With the holidays coming up, I have the students work on planning their own Thanksgiving dinner. I collect ads from the newspaper and the students have to plan out their grocery list. I usually add my own twist to the ad by having some items ___ percent off since this is the time we are learning about fractions, decimals and percents! The students don't realize how much math is put into preparing a meal. Adding up the total cost of the meal is only a small fraction of the project. They have to consider how many people they are preparing the meal for and consider the amount of food they are buying. I love when the stores have the turkey on sale for ____ dollars per pound because then the students have to consider how many pounds they will need and then figure the price.
ReplyDeleteI like what Belinda N. said about shaping behavior in her classroom. “I like how ___ is sitting,” etc. The Wildcat pledge is wonderful. It summarizes what I expect in my classroom and is stated in very few words. All I have to say is, “Check to see if you’re doing The Wildcat Way.” “Are you proud of doing your best right now?” Usually the students self-check their behavior or work habits quickly. L. Daum said she had letter experts. I use that thought in having a shoe tying expert, expert at putting on lunch number badges, or coat zipping expert. As Kindergarteners, even the basic life skills are motivators for improvement. I’ve been amazed at how a student will explain how to tie a shoe or zip a coat. Now, for the lunch badges, I think a few might need some more fine motor strength!
ReplyDeleteAs my students and I discuss the Wildcat Way and what it looks like we decided we want our class to feel like a big family who cares about each other and works together to help one another. I assign each student a buddy and tell them they are each "student teachers". They can go to their buddy for help when needed such as tying shoes, zipping coats, reading a book, help on the computer, etc. The students are proud to be a "Student Teacher" and are very willing to help their classmates.
ReplyDeleteThe way I go about praising students in my room is really whatever I'm feeling at the moment. :) There are times that I make sure students see the notes I'm writing home to their parents, I use students examples as models in our room so they have ownership and pride over their work, I pat kids on the back and I repeat the compliments other students give their classmates so the whole class hears the kind words that are said. Even though we're third graders in my room, you wouldn't believe how much of an effect the comments of "I love the way Connor is working" have in my room on the other students! (I've always thought of as a primary practice!)
ReplyDeleteSpeaking of real-world activities, one fun thing we do in some of the third grade classes is creating our own stores in which the students produce their own products and other classes come in and shop from our stores. This fits in during our economics unit and my students absolutely love this activity. I can't wait to use what we've been talking about for integration when it comes time for this unit this year.
Bethany-I would love to have my kids become pen pals with the kids you worked with in Africa! I normally have pen pals but don't have it set up yet this year. If they have access to the internet, there is an email version of pen pals called Epals.com that maybe we could use to do this!
Jess - I love your idea of having students becoming commisioned artists, what a great math integration activity!
Ashley - The activity you use for calculating the expenses for making Thanksgiving dinner is awesome too. We've also used math in preparing food in my room but when doubling an applesauce recipe. :)
I think Valorie has started a literary Craze! I too, would like to check this book out. I like the idea behind the supportive nature of the story and building each other up. I have use a variety of ideas to build teamwork in the classroom,like table tallies awared to those who have worked as a team to do what is expected at that time. This year I am trying something that I got from Janet called Box-It. I believe she got this idea from Valorie. The students are given a poster with numbered boxes. When theya re caught doing something well (working quietly, answering a question correctly, taking a risk, being a good friend, etc.) they are told to write their name in a box of their choice. The entire class can also earn a box-it when they have all done an amazing job. At the end of each day, I choose a number from the jar and that person is allowed to choose from the prize box. The students cheer for this person and then we recognize the others who have also had their names placed in a Box-It with cheers. These students will be left on the poster for the remainder of the week, and will have the opportunity to also have their name drawn.
ReplyDeleteWe have a fifth grader who has turned in very little work in all our classes. She turned in an essay on Friday that was very poorly written and very hard to read because of penmanship. This is one of very few assignments turned in all year. (She has an IEP.) When I did the "stand up if I call your name" thing for the homework board, I called her name and the kids automatically cheered for her along with me. I didn't say anything at first, just let the kids cheer along with me. She turned bright red, but for the first time, she offered to tell me something on her own that day. She whispers when she talks, but even then it is not very often. She was thrilled. When we were done cheering, she beamed. All I said to her was, "I am so proud of you! Doesn't that feel great to have done your homework and turned it in on time?" It was a highlight for her.
ReplyDeleteWe are having a difficult time with things being turned in and shared our "real world" ideas for getting homework done. We shared from kids who are turning in their work. I asked them what their routine is for doing it. Many shared that they have a special place they do it or that they have to do it before ball practices. One even shared that he has missed more than one practice because he didn't start right after school and dad wouldn't let him go! I was thrilled with that! We are trying to share ideas with those who don't have a plan to even start it! A couple of kids said they now have a place to do their work and they are getting on siblings to get it done so that they can all play a game later.
I had my boys in one class stand up. We talked about being on teams, whether sports, scouts, music, dance, or family. In 5th grade there are no "grade requirements" to fulfill to play sports or be in extracurricular things. I had them look around and see if they were on a team of some kind with those standing. I had those who turned in their work remain standing, then those who had not, sit down. It was interesting to see their responses. It was the first missed assignment for one of their classmates! We talked about letting the team down if they had not done their work. Then we moved into letting our parents, teachers, and ourselves down when we don't do what is expected of us. A few got the point and I bet I get their work from here on out. They made the observations and shared them with our class. I didn't have to say much after that. The next day, the WHOLE class had all their work in on time! They got a candy pumpkin to snack on in class. I haven't given any treats this year so that was special for them. They told the next class coming in that if they had their work done, they would get a treat. So many hadn't done it that we didn't go there with that group!
I just posted a very long set of comments and it told me that the web page was not accepting comments.
ReplyDeleteI am so mad! I am not going through all that again! Now it chooses to post!
ReplyDeleteWow! Sooo many things to read, so many ideas to digest and so many things running through my mind right now! I like many of you point out students who are doing an exceptional job when others may not, such as when working with the Daily Five, "I LOVE how _____ got started right away!" or when we meet as a class I might praise someone who has been struggling and did a better job that particular day. I'm not sure who mentioned it, but I also have 'student-teachers' in my classroom. When my students finish classwork early and do it well, they have the chance to become the teacher and help anyone who has their hand up. They love this, because it gives them the power to teach and gives them the validation that they are correct and just that they have the ability to teach their peers, it doesn't always to be me.
ReplyDeleteWhen relating the classroom to the real world, our second grade just went on a walk around Richwood Lake to take a real look at the Woodlands Habitat and how the seasons change, which we have been studying in science. It was so neat to see them and hear them take terms that we have been talking about such as coniferous and deciduous trees and applying it to the "real" world. In math we also take a look at menus and figure out the cost of a meal that they might want. It shows them that math and the real world are one in the same, and for 2nd graders sometimes thats a hard connection to make!
I'm thrilled that everyone is so interested in the "bucket book". Please feel free to stop by and take a look at the copy I have in my office. (If you haven't already run out and purchased the book for yourself!) It really is a wonderful book to explain how our words and actions impact others both positively (as bucket fillers) and negatively (as bucket dippers). Although I initially presented this as a classroom guidance lesson, I have found that it has been quite useful when working with individual students as well. By giving students the concrete image of a bucket, I believe that they are better able to conceptualize just how encouraging or damaging their words and actions can be towards others.
ReplyDeleteLast year, I wanted to get the message across that doing a small, random act of kindness can make all the difference in the world to someone. I was having a particularly hard time with many of my students being disrespectful to each other. Tammy had just done the "bucket filling" activity with my students and I wanted to keep the momentum going. It was during that time that I saw a segment on a television news program that was called "The Ripple Effect." Basically,it explained how one family with many children was having a hard time financially and was in line at a fast food drive thru. When they got to the window to pay their bill, they found out that the person in the car behind them paid for them. This family was so moved and felt compelled to do something nice for another person, thus creating this "ripple effect." I emailed the radio station that was a part of this project and received enough ripple effect cards for each student in my class. They were given the assignment to do something unexpected and nice for at least one other person and were then supposed to give that person a ripple effect card. That person was supposed to keep it going by doing something nice for another person, and so on and so on. Students were then asked to explain in detail what they did. It was so touching to hear the students share all of the sweet things they did for someone else. One student in particular really did something wonderful. She used her love of animals and her allowance money to purchase and donate bags of dog food and other supplies to a local animal shelter. She was so proud of herself and was beaming from ear to ear when the class praised her good deed. I think this project really set a tone of empathy in my classroom. (It was also a great way to teach descriptive writing with specific and clear details!) This project made writing real for the students. It also reinforced what was taught in our Second Step program.
ReplyDeleteTammy read the Bucket book in the guidance classes last year. She read it to 5th graders too and as I heard it I wasn't sure they would get into it. I was shocked! She wrote a list of "Bucket Fillers" on my board and we left it there the rest of the year to remind us that we needed to fill each others' buckets. A lot of the kids kept their bucket sheet, I think she called it, in the front of their binders in the clear pocket to remember what others' had said about them. I even kept mine till the end of the year! Go Tammy! I didn't think to use it in my room! I wasn't thinking straight at the beginning of the year...maybe not thinking at all!! What I want to know is if we all do this in our rooms, are we stealing Tammy's idea and forcing more work in planning something else on her? What say ye, Tammy?
ReplyDeleteBelinda, the "Oh, I really like how ______ is ready to listen" or whatever the positive behavior is, still works sometimes in 5th grade! I was really surprised that I used it a couple weeks ago when I was trying to get them settled in for a 2nd step lesson! It surprised me that I said it and surprised me that it worked! Guess what you will find me saying more often!!
ReplyDeleteI think the main thing we have to remember is that before a child can accept praise he has to feel he is worthy of praise. He has to know that we are all in his corner, so to speak. It takes positve comments and support from all the adults in his world. He has to believe that he is capable of achieving great things. No one person is responsible for a child reaching his or her full potential.As the saying goes, it takes a village.
ReplyDeletePatti, I liked where Ron Clark posted outside in the hallway that "this class has 0 missed homeworks for ___#___ of days." This might help for competition between class periods or even classrooms -- Reading vs Math vs Science, etc.
ReplyDeleteHave You Filled a Bucket? is great with kids (it reminds me of Steven Covey’s concept of an Emotional Bank Account). By everybody’s reaction, it sounds like this could be a part of the Wildcat Way. Tammy’s ripple is spreading.
ReplyDeleteJust like the students teachers need praise. Once teachers feel comfortable accepting praise it is easier for them to pass that along to a student. I think we are forgetting about the parents, at conferences or during the year we need to let them know how well they are doing and that you see that in their child.
ReplyDeleteI think praise is the key to life. I saw a student last year that stated she was made fun of for doing something good (I don't want to give to much info just the concept) and she stated she wasn't going to do it anymore. Her statement was "what's the point". Instead of negative feedback she needed and wanted positive feedback. I think it would have made a huge difference. I have seen this work in several of our "discipline" kids. We don't see them in the office "in trouble" anymore. And we praise them for it. Besides who doesn't want praise??
ReplyDeleteI agree with Kelly. I wonder how much more effort our parent's would give if we encourage them and use praise and positive reinforcement with them. Something to consider.
ReplyDeleteKelly, I like your comment about how teachers need to give parents praise as well. In parent teacher conferences last night I tried to make sure that I encouraged parents on how well their kids were doing and how well I thought they were doing at home. I also love LouAnn's idea about having kids be "experts" in something. I think that this can really help students develop confidence about themselves!
ReplyDeleteI agree completely with giving praise to parents. When meeting with parents last night I made sure to praise them for the things that they are doing at home in hopes that they will continue working with their children. I obviously need to read the bucket book since everyone is raving about it. I would love to use it in my room!
ReplyDeleteI also loved the "Bucket Book" lesson that Tammy did with my class last year! I had my bucket paper by my desk all year and know that a lot of my students kept them in their binders as well! Patti and Belinda, I also use the "I like the way that ____ transitioned from one activity to the next without talking, etc.. It works every time in my room and is so much more pleasant than yelling at all of the kids who are not doing what you want:) I like Ashley's lesson with Thanksgiving dinner. We do a similar activity where I bring in coupons when we are doing fractions/percents and students make purchases and figure out how much money they would save. We also have a banking system in our class that involves debits, credits, writing checks, and positive and negative numbers (going into debt). It's a great example of real life and really teaches the students to make good decisions while managing their money.
ReplyDeleteWow! The comments have taken many different directions and shapes, but all go back to how important it is to praise our students as they are prepared for the 21st century! Even though I teach 5th grade, Belinda's example of using students to model appropriate behavior works wonderfully at this grade level. Many of 5th graders still respond to praise in a positive way. When I say, "I like the way____ has completed his agenda correctly." They all check their agendas. It works for turning to the right page, etc. As far a real world learning, my students are currently learning the locations of the 50 states. I allow class time to encourage students to share any traveling they have done to the states. As we have learned about states on the east coast, students have shared their vacations to the Atlantic Ocean.
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