|Teachers.Net Gazette Vol.6 No.3||March 2009|
|Cover Story by Graysen Walles|
|Teachers are Brave|
|Somewhere in this country a drive-by was avoided, a robbery was reconsidered, or a suicide attempt was abandoned because a teacher was willing to show up and make a difference in the classroom, administrative office, after school activity, or at the home of a child.|
|Harry & Rosemary Wong: Effective Teaching|
|Assessing for Student Learning|
|»||The 21st Century Teaching-Learning Environment - (Think Outside the Classroom Box)Hal Portner|
|»||Why Do You Teach?Sue Gruber|
|»||Educating Homeless ChildrenLeah Davies|
|»||Old School Progress ReportsTodd R. Nelson|
|»||Habit vs. Awareness for the 3 Practices and for the Hierarchy of Social DevelopmentMarvin Marshall|
|»||The Busy Educator's Monthly FiveMarjan Glavac|
|»||Dear Barbara - Advice for SubsBarbara Pressman|
|»||Global Travel GuruJosette Bonafino|
|»||Tool & ToysRick Morris|
|»||Economic Relief for TeachersTeachers.Net|
|»||Fifty Years of TeachingBill Page|
|»||Strange SignsTim Newlin|
|»||A Dozen Surefire Tips To Maximize Flexible Grouping and Small Group LearningSusan Fitzell|
|»||Time to Reward YourselfAlan Haskvitz|
|»||March 2009 Writing PromptsJames Wayne|
|»||Using Photographs To Inspire Writing VHank Kellner|
|»||What’s Wrong With Teacher Education In This Country?Howard Seeman|
|»||“Slumdog Millionaire” Teaches About Education, TooDorothy Rich|
|»||Teachers’ Role in Improving Students’ Thinking Skills: Moving beyond the ‘sage on the stage’Ambreen Ahmed|
|»||Apple Seeds: Inspiring QuotesBarb Stutesman|
|»||Today Is... Daily CommemorationRon Victoria|
|»||The Lighter Side of Teaching|
|»||Teacher Blogs Showcase|
|»||Liz Phillips' Printable Discipline Rubric|
|»||Photo tour: 4th Grade Classroom|
|»||Lessons, Resources and Theme Activities: March 2009|
|»||Featured Lesson: Recognizing Bullying|
|»||Modeling Guided Reading FAQ, Periodic Table of Videos – Fascinating Chemistry!, Carl Sagan - 4th Dimension Explanation, Parabolas in the Real World, Al Jolson sings - Brother Can You Spare a Dime?, Lovers’ Waltz - Casey Willis on violin, Meet Secretary of Education Arne Duncan|
|»||Live on Teachers.Net: March 2009|
|»||T-Netters Share Favorite Recipes|
|»||Managing Hyperactive Students|
|»||Newsdesk: Events & Opportunities for Teachers|
|»||This Board’s For Me!|
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Post Me & Moment of Silence
*NEW COLUMN!* Rick Morris will share exciting, innovative techniques for management, motivation, more! This month: how to triage other students' needs so you can work - uninterrupted - with small groups, and using a moment of calming silence.
|by Rick Morris
New contributor to the Gazette
March 1, 2008
When I’m working with a small group of students at the reading table, I don’t like to be interrupted by other students. Nonetheless, there will be three or four of them who feel it’s critical that they share some need, issue, or concern immediately. And although you would think that just asking everyone to not bother the group would do it, experience has taught me that it doesn’t. So, as opposed to trying to suppress their energy for sharing their needs, I figured out how to redirect it instead.
A student writes what he was going to tell me on a post-it, sticks it on the edge of our small group reading table, and then returns to whatever he had been doing.
Here, completely unedited, are the concerns being shared by some first graders in a friend’s classroom.
As I continue to work with the group, I’ll glance down at a newly posted note. Based upon what I read, I am able to make decisions.
I am not Felling well (Mikaela) [As long as she’s not puking, it can wait a bit.]
Kenny is Bothr’n me (Eileen) [Yeah. Kenny bothers just about everyone. Get over it.]
I can’t find my Read Book (Donovan) [He should be able to solve that himself.]
The computer is not working (Louise) [Dang. One of the groups needs it for testing.]
Leave the small group with something to read and discuss, go fix the computer, and then swing by Mikaela’s desk to check up on her. Later, after the group has been dismissed, call over Donovan and Eileen to see if they were able to solve their problems.
Bonus: An advantage to the post-it notes—with the names of the students who are sharing the concerns—is that I’ll be reminded to call over anyone I didn’t see during the group’s time. The ability to follow-up will encourage my students to trust the Post Me strategy and not see it as some kind of a “brush off ” move.
© 2009 New Management