Raising the Bar
When we raise the bar, kids reach for it. They push themselves and excel. And when
they do reach it, it gives them great reason to celebrate! Reason for celebrating the hard work, and perseverance. In turn kids gain a sense of accomplishment, self-confidence and reason to believe in
themselves.
Recently on the playground when my daughter faced two bars. She easily reached the lower of the two, hung upside down, jumped off and was done. It was easy for her and there was no sense of accomplishment. No reason to celebrate. Then she stood before the high bar and reached. It was too high to get a hold of. I could sense the wheels turning, "How can I get up there?" She began to stand on her tip toes and wiggle her fingers. She still couldn't reach. Attempt after attempt she thought, she tried and she failed, but did not give up. She reassessed and she watched others. With encouraging words, determination, the belief that she could succeed and days of visiting the playground she proudly ran over to me, "Mommy, watch me. I can do it!" The hard work paid off.
Watching the process of kids working through tasks that are hard for them and then succeed is exactly why I raise the bar in my classroom. I want to see my students ponder, work hard, reach high and not settle for the easy way out. I expect them to fail sometimes because when we accomplish tasks with hard work we have reason to celebrate, to give high-fives, smile and feel good about ourselves. We must believe in our children, and they will believe in themselves.
During science students were to read a non-fiction selection on the stem of plants and answer questions. As it had been modeled in class, they were expected to record answers in complete sentences using content vocabulary. Every single student needed to reexamine their work. I could have thought, "This is too hard for them" and move on since all students struggled with the expectations. But it was not out of their reach. Yes, they had to work harder, reread, rethink and rewrite, but it was an attainable goal. Some students fixed their errors in one attempt, for others it took a number of times. Yet, students were not discouraged because they knew I believed they could do it. I gave support, encouragement and strategy to help them succeed. All the kids persevered to complete the assignment as expected and were proud of their accomplishments. We gave high fives, we cheered, and they definitely had reason to celebrate.
I believe all learners need to be held to a high standard. We must raise the bar, and help them until they reach it. As a result we will begin to see students believe in themselves and expect more from themselves.
A GREAT REASON TO CELEBRATE!
they do reach it, it gives them great reason to celebrate! Reason for celebrating the hard work, and perseverance. In turn kids gain a sense of accomplishment, self-confidence and reason to believe in
themselves.
Recently on the playground when my daughter faced two bars. She easily reached the lower of the two, hung upside down, jumped off and was done. It was easy for her and there was no sense of accomplishment. No reason to celebrate. Then she stood before the high bar and reached. It was too high to get a hold of. I could sense the wheels turning, "How can I get up there?" She began to stand on her tip toes and wiggle her fingers. She still couldn't reach. Attempt after attempt she thought, she tried and she failed, but did not give up. She reassessed and she watched others. With encouraging words, determination, the belief that she could succeed and days of visiting the playground she proudly ran over to me, "Mommy, watch me. I can do it!" The hard work paid off.
Watching the process of kids working through tasks that are hard for them and then succeed is exactly why I raise the bar in my classroom. I want to see my students ponder, work hard, reach high and not settle for the easy way out. I expect them to fail sometimes because when we accomplish tasks with hard work we have reason to celebrate, to give high-fives, smile and feel good about ourselves. We must believe in our children, and they will believe in themselves.
During science students were to read a non-fiction selection on the stem of plants and answer questions. As it had been modeled in class, they were expected to record answers in complete sentences using content vocabulary. Every single student needed to reexamine their work. I could have thought, "This is too hard for them" and move on since all students struggled with the expectations. But it was not out of their reach. Yes, they had to work harder, reread, rethink and rewrite, but it was an attainable goal. Some students fixed their errors in one attempt, for others it took a number of times. Yet, students were not discouraged because they knew I believed they could do it. I gave support, encouragement and strategy to help them succeed. All the kids persevered to complete the assignment as expected and were proud of their accomplishments. We gave high fives, we cheered, and they definitely had reason to celebrate.
I believe all learners need to be held to a high standard. We must raise the bar, and help them until they reach it. As a result we will begin to see students believe in themselves and expect more from themselves.
A GREAT REASON TO CELEBRATE!
"That's not fair.”
We've all heard either our own or someone else's child claim those very words when they are not getting what they want or receive the same amount of (food, attention, playing time) as someone else.
It is often misunderstood, especially by children, what fair really means. To help the students understand the difference between fair and equal we first demonstrated some scenarios, then brainstormed everyday examples and finally connected their understanding to classroom learning.
I started by taping a dollar bill on the top of the white board. I asked a tall student and a student on the shorter side to come up to the board and said whoever claims the bill first can keep it (not for keeps). Everyone laughed knowing Jack would quite easily reach the bill and remove it from the board before Charlie. Charlie was jumping up and down trying to come into reach with the dollar. Kids began shouting, “That’s not fair!" Jack is taller than Charlie; of course he is going to get it. He doesn’t have a chance"
"How can we make it fair?" I asked.
"Charlie could use a step stool or chair."
“Okay, let's try again.” After they both reached the dollar simultaneously, we discussed that now that they were about the same height, it was in fact fair. Since Charlie was given what he needed he was not at a disadvantage. Here is when it was explained that fair is not about what you WANT, but what you NEED, and that everyone will be treated, not necessarily equally, but always fairly in our classroom. To be fair, we will give every student what they need to succeed in the classroom. Some students will get a "step stool", while others may not need it.
For our next demonstration a sentence was written on the board. Ms. Frenkel read it with ease while I struggled to decipher the words. I was not given the boost I needed, my glasses. "That's not fair," the students chanted again. True and we would never deprive a student of what they need to succeed, ever. Kids caught on quite quickly and brainstormed other everyday situations where people are not always treated equally, but treated fairly.
Once the students could visualize various ways in which people are not treated equally,and also understand it was fair (in everyday situations) it was easier for them to see fairness in a classroom
setting.
These are fair because it is what the child needs to learn, practice and succeed. When all students get what they need to learn in our classroom, then our classroom is an environment where everyone is treated fairly. All things are not equal in our classroom, but they are fair!
We've all heard either our own or someone else's child claim those very words when they are not getting what they want or receive the same amount of (food, attention, playing time) as someone else.
It is often misunderstood, especially by children, what fair really means. To help the students understand the difference between fair and equal we first demonstrated some scenarios, then brainstormed everyday examples and finally connected their understanding to classroom learning.
I started by taping a dollar bill on the top of the white board. I asked a tall student and a student on the shorter side to come up to the board and said whoever claims the bill first can keep it (not for keeps). Everyone laughed knowing Jack would quite easily reach the bill and remove it from the board before Charlie. Charlie was jumping up and down trying to come into reach with the dollar. Kids began shouting, “That’s not fair!" Jack is taller than Charlie; of course he is going to get it. He doesn’t have a chance"
"How can we make it fair?" I asked.
"Charlie could use a step stool or chair."
“Okay, let's try again.” After they both reached the dollar simultaneously, we discussed that now that they were about the same height, it was in fact fair. Since Charlie was given what he needed he was not at a disadvantage. Here is when it was explained that fair is not about what you WANT, but what you NEED, and that everyone will be treated, not necessarily equally, but always fairly in our classroom. To be fair, we will give every student what they need to succeed in the classroom. Some students will get a "step stool", while others may not need it.
For our next demonstration a sentence was written on the board. Ms. Frenkel read it with ease while I struggled to decipher the words. I was not given the boost I needed, my glasses. "That's not fair," the students chanted again. True and we would never deprive a student of what they need to succeed, ever. Kids caught on quite quickly and brainstormed other everyday situations where people are not always treated equally, but treated fairly.
- Babies, kids and adults will not be served the same amount of food because their calorie intake and nutritional needs are different.
- A child learning to ride a bike will use training wheels, while someone who already knows how to balance will not use training wheels.
- Someone who is afraid of the dark may use a night light, but not all people need night lights.
Once the students could visualize various ways in which people are not treated equally,and also understand it was fair (in everyday situations) it was easier for them to see fairness in a classroom
setting.
- It is fair that some students use the computer and others use paper
- It is fair that some students use the computer and others use paper.
- It is fair when some students meet with Ms. K or Ms. F., but others don't.
- It is fair when some students use "offices" to do their work and others don't.
- It is fair if some students work on a project while others work on skill sheets.
These are fair because it is what the child needs to learn, practice and succeed. When all students get what they need to learn in our classroom, then our classroom is an environment where everyone is treated fairly. All things are not equal in our classroom, but they are fair!
August 2013
Dear Parents,
Welcome to our class website. This is where our class will share our on-going learning that takes place in our classroom throughout the year. We will share pictures and explanations of lessons and activities we have participated in during our school days. At the beginning of the year the teachers will write the blog posts, but as the year progresses the students will author the posts about our learning. Our hope is that the website will not only inform you of classroom happenings and content your child is learning, but promote conversations about their learning with families at home.
Since, we use pictures of students on the website, we first need your permission to do so. If you would, please send an e-mail to Ms. Kilpatrick ([email protected]) indicating; Yes, pictures of my child may be included on the class website or No, my child's picture may not be included on the class website. When pictures are included only first names will be used. We value parent/teacher communication, so in your e-mail please feel free to share any information you feel is important for us to know about your child before school starts or ask any questions that you may have.
We are looking forward to meeting and working with all of you to make this a happy and successful school year for everyone.
Sincerely,
Kristen Kilpatrick
Joan Follett
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March 6, 2013 is World Read Aloud Day!
What is World Read Aloud Day (WRAD)?
The Lit. World website states. . . .World Read Aloud Day is about taking action to show the world that the right to read and write belongs to all people. World Read Aloud Day motivates children, teens, and adults worldwide to celebrate the power of words, especially those words that are shared from one person to another, and creates a community of readers advocating for every child’s right to a safe education and access to books and technology.
By raising our voices together on this day we show the world’s children that we support their future: that they have the right to read, to write, and to share their words to change the world.
How can you do to get involved?
Do you have family or friends in an other country? Do you think they would they be willing to read to the class via Skype? Please ask. (update: we could only do a 8:30 or 9:30 skype)
Join us in school on March 6th.. . .You could read aloud, listen to the students read, or visit while we skype with an author, or perhaps a family member.
Together, let's make a difference!
The Lit. World website states. . . .World Read Aloud Day is about taking action to show the world that the right to read and write belongs to all people. World Read Aloud Day motivates children, teens, and adults worldwide to celebrate the power of words, especially those words that are shared from one person to another, and creates a community of readers advocating for every child’s right to a safe education and access to books and technology.
By raising our voices together on this day we show the world’s children that we support their future: that they have the right to read, to write, and to share their words to change the world.
How can you do to get involved?
Do you have family or friends in an other country? Do you think they would they be willing to read to the class via Skype? Please ask. (update: we could only do a 8:30 or 9:30 skype)
Join us in school on March 6th.. . .You could read aloud, listen to the students read, or visit while we skype with an author, or perhaps a family member.
Together, let's make a difference!
Classroom Website Questionaire
One of my educational goals for this year is provide on-going communication about the happenings of the classroom with parents. As a means of communicating, I chose to publish a classroom website to provide updates. To help me understand your needs and to provide the most meaningful and beneficial information, I am asking if you take a few minutes to take a short survey. Thank you in advance for your time.
Food Allergies
Allergies among children is increasing. Even if you are not effected directly chances are you and certainly your child knows someone who suffers from a sensitivity, mild, severe to life -threatening allergy. Those of us who are fortunate enough not to be directly effected ourselves or by a family member are not always aware or understand the anxiety individuals and families experience every day.. I came across this video that gives a close look at the daily struggles allergy sufferers encounter.
Choose Kind. . . PLEASE, take just 17 minutes to educate yourself about this epidemic that is among us. Understanding people's differences is a great way to teach empathy and compassion to our children
Choose Kind. . . PLEASE, take just 17 minutes to educate yourself about this epidemic that is among us. Understanding people's differences is a great way to teach empathy and compassion to our children
Book Love
Help Your Child Grow from Reluctant Reader to Enthusiastic Reader
We all know there is no forcing a “non-reader” to read. Parents try every trick,
every bribe to encourage their children to read. We also know that reading is the number
one indicator of success in school and college for children. So, what do parents do?
Book Love by Melissa Taylor is a book especially for parents, no teacher jargon, just straightforward, to the point suggestions and strategies in how to determine why your child may be a non- reader. Melissa helps you determine if the reading is Too Boring? Too Blurry? Too Tricky? Or Too Silly? The book is an easy read that I completed in one sitting. The format is colorful and friendly, making it inviting to the reader. While reading I envisioned my own children and students, and walked away with ideas to implement right away.
Print, if it be books, ebooks, blogs, newspapers or magazines etc., need to be part of our everyday lives.
Together we can make that happen for your child.
You can visit Melissa’s website http://imaginationsoup.net/ to read more about Book Love.
Parents, The Most Important Teachers
Parents, you know your children better than anyone. As teachers, we respect and depend on your expertise and input to help us know and understand your child, so we can best teach and support them in learning the acedemic skills necessary to be successful in school.
I came across this article (click the button below) and it reinforces that parents are the most important and influential teachers in a child's life.
Thank you for supporting your children at home. And thank you for trusting and supporting us, teachers and the Westborough Schools to continue teaching your child on his/her learning journey.
I came across this article (click the button below) and it reinforces that parents are the most important and influential teachers in a child's life.
Thank you for supporting your children at home. And thank you for trusting and supporting us, teachers and the Westborough Schools to continue teaching your child on his/her learning journey.
Share Your Reading
Last year I come across the book The Book Whisperer by Donalyn Miller. Her book provides practical strategies and real life application for inspiring her students to read in her classroom and beyond. I was then fortunate enough to hear her speak at the Literacy for All conference in RI last fall and my life and teaching changed. She is such an inspiration to all those she connects with in her classroom, through her book, speaking at conferences, writing for blogs or even Twitter.
Today she wrote a post for one of my favorite blogs, The Nerdy Book Club. I wanted to share with you some of her wisdom. As I do in the classroom, I hope you will share your reading with your child to model the importance and enjoyment of losing yourself in a book. Click the link below to read Donalyn Miller's post.
http://nerdybookclub.wordpress.com/2012/09/23/embarrassed-to-read-by-donalyn-miller/
"Why Can't I Skip My 20 Minutes of Reading Tonight?"
Let's figure it out ‐‐ mathematically!
(Source: Read Across America ‐ NEA)
The importance and cumulative effects of daily reading.
(Source: Read Across America ‐ NEA)
The importance and cumulative effects of daily reading.
Student A reads 20 minutes five nights of every week.
Student B reads only 4 minutes a night...or not at all!
Step 1: Multiply minutes a night x 5 times each week.
Student A reads 20 min. x 5 times a week = 100 min./wk.
Student B reads 4 minutes x 5 times a week = 20 minutes
Step 2: Multiply minutes a week x 4 weeks each month.
Student A reads 400 minutes a month.
Student B reads 80 minutes a month.
Step 3: Multiply minutes a month x 9 months/school year.
Student A reads 3600 min. in a school year.
Student B reads 720 min. in a school year.
Student A practices reading the equivalent of ten whole school days a year.
Student B gets the equivalent of only two school days of reading practice.
By the end of 6th grade if Student A and Student B maintain these same reading habits,
Student A will have read the equivalent of 60 whole school days.
Student B will have read the equivalent of only 12 school days.
One would expect the gap of information retained will have widened considerably and so, undoubtedly,
will school performance.
How do you think Student B will feel about him/herself as a student?
Some questions to ponder:
Which student would you expect to read better?
Which student would you expect to know more?
Which student would you expect to write better?
Which student do you expect to have a better vocabulary?
Which student would you expect to be more successful in school...and in life?
Student B reads only 4 minutes a night...or not at all!
Step 1: Multiply minutes a night x 5 times each week.
Student A reads 20 min. x 5 times a week = 100 min./wk.
Student B reads 4 minutes x 5 times a week = 20 minutes
Step 2: Multiply minutes a week x 4 weeks each month.
Student A reads 400 minutes a month.
Student B reads 80 minutes a month.
Step 3: Multiply minutes a month x 9 months/school year.
Student A reads 3600 min. in a school year.
Student B reads 720 min. in a school year.
Student A practices reading the equivalent of ten whole school days a year.
Student B gets the equivalent of only two school days of reading practice.
By the end of 6th grade if Student A and Student B maintain these same reading habits,
Student A will have read the equivalent of 60 whole school days.
Student B will have read the equivalent of only 12 school days.
One would expect the gap of information retained will have widened considerably and so, undoubtedly,
will school performance.
How do you think Student B will feel about him/herself as a student?
Some questions to ponder:
Which student would you expect to read better?
Which student would you expect to know more?
Which student would you expect to write better?
Which student do you expect to have a better vocabulary?
Which student would you expect to be more successful in school...and in life?
You may have seen this study before. Either way, I think it is important to see (revisit) the impact daily reading has on reading success. Remember, reading is homework Sometimes it is
overlooked because there is no written work to be passed in or checked. Reading is the most important and meaningful homework your child will recieve from me all year.