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4 episodes with responsive classroom
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2 episodes with responsive classroom
2 episodes with responsive classroom
3 episodes with responsive classroom
2 episodes with responsive classroom
2 episodes with responsive classroom
7 episodes with responsive classroom
Get the book, Tackling the Motivation Crisis: How to Activate Student Learning Without Behavior Charts, Pizza Parties, or Other Hard-to-Quit Incentive Systems Visit Mike's website LeadingGreatLearning.com About The Author Mike Anderson is a full time education consultant who works with diverse schools across the United States and beyond. He was a classroom teacher for 15 years and then a Responsive Classroom consultant and developer for 6 years. He is also the author of many books about great teaching and learning. This episode of Principal Center Radio is sponsored by IXL, the most widely used online learning and teaching platform for K-12. Discover the power of data-driven instruction in your school with IXL—it gives you everything you need to maximize learning, from a comprehensive curriculum to meaningful school-wide data. Visit IXL.com/center to lead your school towards data-driven excellence today.
Get the book, Rekindle Your Professional Fire: Powerful Habits for Becoming a More Well-Balanced Teacher Listen to Mike's Principal Center Radio interview on his book, Learning to Choose, Choosing to Learn: The Key to Student Motivation and Achievement Visit Mike's website LeadingGreatLearning.com About The Author Mike Anderson of Leading Great Learning is a full time education consultant who has worked with diverse schools across the United States and beyond for more than a decade. He was a classroom teacher for 15 years and then a Responsive Classroom consultant and developer for 6 years. He is a Milken National Educator Award winner, and was a finalist for New Hampshire Teacher of the Year. He is the author of 10 books, including three that were selected as ASCD member books.
On this week is special guest Maliha Iqbal. Maliha Iqbal is a consultant for international schools. She has extensive experience as a classroom teacher, particularly early childhood, as well as experience as an instructional coach for PreK through 5 in all curricular areas. Maliha is a math specialist (MSIS), trained for the implementation of the new science standards (NGSS), has done extensive work in training teams for C3 social studies framework, and has advanced training in Cognitive Coaching as well as Responsive Classroom and Social and Emotional Learning (SEL). She strongly believes in the Reggio Emilia philosophy and the role of the environment designed to be not only functional but also beautiful and reflective of a child's learning. Her favorite aspect of her role as an instructional coach and consultant is being involved in collaboration between teachers and administrators to further learning and better instruct students. We talk about her work with The Reggio Emilia philosophy, which emphasizes the environment as an educator, with intentional and purposeful design to support children's learning. Maliha reminds us that educators need to unlearn traditional practices and trust children with responsibility. The conversation explores the impact of intentional design on learning spaces, emphasizing the importance of creating warm, inviting, and functional environments. We also discuss the significance of slowing down the learning process, extending learning beyond the classroom, and the value of decluttering and sustainability. Ready to connect with our guest? https://malihaiqbal.com/maliha-iqbal/ Reach out to us to tell us more about your hopes for our next season: https://unhingedcollaboration.com/
If you want the full blog of this episode, check out www.theresponsiveclassroom.org/the-responsive-educator-blog/To check out our summer and BTS PD calendar and spring sale, click here!If you are thinking about Responsive Education PD and want to see how responsive your campus currently is, click here for our checklist!PD can be super impactful and really important to the growth of students, BUT research shows us that the average teachers pulls away just 10% of a PD day - 10%! What a waste of time! We want to change that! In this episode, we discuss a checklist for the 3 stakeholders involved that when done well, will create a PD plan that has an meaningful influence on the campus: the service provider, the administration, and the teacher.Take a listen, and if you want to discuss PD with The Responsive Classroom, email jenn@theresponsiveclassroom.org.
Dr Agnieszka Handzel, wykorzystując metodykę Responsive Classroom, dzieli się swoim doświadczeniem w tworzeniu środowiska szkolnego, które jest przyjazne uczniom i jednocześnie przestrzenią satysfakcji dla nauczycieli. Jej podejście, które podkreśla rolę nauczyciela jako wychowawcy, moderatora relacji i przewodnika po świecie wartości, z pewnością zainspiruje wielu pedagogów do poszerzenia swoich metod dydaktycznych. Podczas spotkania poruszyliśmy tematykę integracji edukacji społeczno-emocjonalnej z realizacją treści programowych w nauczaniu literatury. Była to doskonała okazja, aby dowiedzieć się, jak w praktyce wygląda budowanie szkoły skoncentrowanej na potrzebach uczniów i jak literatura może stać się narzędziem kształtowania wrażliwości i empatii.link do ebooka: https://profesjonalnypolonista.uj.edu.pl/publikacje?fbclid=IwAR2DaaTsnZz23tt8roUkU2kD2vSaCfBK_gmFNoR7-olZ8NLlkJf1OQGVH-E___________________________________________________Strona odcinka: https://plandaltonski.pl/podcast/Jeśli chcielibyście nas wesprzeć jako twórców, zapraszamy na stronę: https://buycoffee.to/ondu, gdzie można postawić nam wirtualną kawę :-) DziękujemyJeśli interesuje cię plan daltoński, albo chciałbyś/łabyś dowiedzieć się co to jest, polecamy: https://daltonskiewiesci.pl, czyli cotygodniowy list, który trafia do ponad 4 tys. odbiorców a znajdziesz w nim inspirujące treści i nie ominą Cię żadne informacje, które pojawią się w naszych mediach oraz specjalne oferty dla naszych czytelników i widzów.Dziękujemy, że nas odwiedziłaś/eś, mamy nadzieję, że nie zapomniałaś/eś zasubskrybować naszego podcastu, za co z góry serdecznie dziękujemy.Link do materiałów na temat planu daltońskiego: https://plandaltonski.plAnna i Robert Sowińscy
Jessica White is a co-founder of Mid-South Gifted Academy. As a mother of four, she understands the intense desire of all parents to find a school where their children will thrive. With 19 years of experience in education, Jessica has worked in a variety of school settings to create challenging and engaging learning environments for gifted and high-achieving students. In 2017, she completed the Memphis Leadership Scholars Program at the University of Memphis, earning an Education Specialist degree with a license for school administration. Through her years of teaching high-ability children and listening to the hopes and concerns of parents, Jessica became passionate about finding the best ways to serve these students. Having completed extensive training in the Responsive Classroom approach, she acquired numerous tools and strategies to help students build academic and social-emotional competencies. She spent two years researching the micro-school movement in order to address the need in the community to provide another educational option for gifted learners, and Mid-South Gifted Academy welcomed its founding families in August of 2018. Jessica resides in Collierville with her husband and four children.
My guest today is Lindsay Lyons. We talk about what a culturally responsive sustaining classroom is, as well as why and how to make it happen, especially through PBL. She shares a lot of practical ideas and resources. Then Lindsay knocks it out of the park playing a literature focused The 5-Minute Game Show. I want to thank my guest today, Lindsay Lyons, and for help with the fauxmercial - Shane Lawrence, who is now on the podcast Unprofessional Development, and also Shane's daughter. Resources and links: Lindsay's Website YouTube Twitter https://extras.lindsaybethlyons.com/overthrowsurvey https://extras.lindsaybethlyons.com/overthrowcircle https://extras.lindsaybethlyons.com/overthrowplanne
Diana Mendoza, Director of ESOL and Diversity, and Susanne Stevenson, ESOL Instructional Coach, both at Dodge City Public Schools, give examples of Biography Driven Instruction and explain why it is important to have a Culturally Relevant Classroom. Susanne Stevenson is also recognized as the 2022 Kansas Teacher of the Year. Listen to this episode to better understand how educators can help families and students be more successful when they come to our schools from a wide variety of backgrounds, cultures, and languages.
Post Daily Dose from 8.9.19 Featuring Post Institute Co-Founder, Bryan Post Have you become Trauma Informed Certified?? Don't forget your FREE copy of the book "From Fear to Love" HERE! Find everything for your Post Parenting Toolbox at, Post Institute Facebook: @PostInstitute Instagram: @post_parenting --- Support this podcast: https://anchor.fm/post-institute/support
Post Daily Dose from 8.8.19 Featuring Post Institute Co-Founder, Bryan Post Have you become Trauma Informed Certified?? Don't forget your FREE copy of the book "From Fear to Love" HERE! Find everything for your Post Parenting Toolbox at, Post Institute Facebook: @PostInstitute Instagram: @post_parenting --- Support this podcast: https://anchor.fm/post-institute/support
Post Daily Dose from 8.7.19 Featuring Post Institute Co-Founder, Bryan Post Have you become Trauma Informed Certified?? Don't forget your FREE copy of the book "From Fear to Love" HERE! Find everything for your Post Parenting Toolbox at, Post Institute Facebook: @PostInstitute Instagram: @post_parenting --- Support this podcast: https://anchor.fm/post-institute/support
In this episode, I interview my friend and colleague, Hillary Woods. She shares her perspective on the responsive classroom method and teaching with English Learners in mind after 16 years of experience teaching 4th - 8th grade students.Hilary discusses the value of connecting with students and getting to know them whether they are English Learners or not. This process starts at the beginning of the school year in her classroom, and continues in various ways throughout the year. Through her use of the responsive classroom method, she describes the routines and procedures she introduces from the start to create a student centered learning environment. Her goal is to create a safe, joyful, engaging, and predictable classroom where students feel comfortable and engaged while learning the required academics.We also discuss Hilary's planning style. She likes to stay ahead, but not too far ahead in order to be prepared, but allow flexibility to respond to student needs. She highlights two questions she always asks herself while planning.How do I want students to interact during this lesson?What do I need to explicitly model?One of the specific lessons she shares about is an Emoji paragraph, including guiding questions that support students to practice writing in a low-risk, fun way.Hilary believes success in a responsive classroom looks like students engaged and participating, students conversing with each other and having all of the materials ready. One key to this is teachers having partnerships set up at the beginning - students need to know exactly who they are supposed to converse with at any point so they feel included in the classroom.What you will hear about Responsive Classroom and planning for ELs.How Hilary navigates mixed ability level classroomsWays to connect with students and get to know themWhat a Responsive Classroom and how to begin creating oneConsiderations for lesson planningHilary's definition of a successful classroom.ResourcesAs mentioned in the episode, I am linking some useful resources!The ESL Teaching Roadmap – membership community for middle and high school ESL/ELL teachers. As a thank you for listening, use code ESLPODCAST for 10% off when you join. 25 Authentic Speaking Activities for Your ESL ClassroomSimply Ieva ESL Teachers Pay Teachers StoreTeachable Platform - Courses and WorkshopsFollow me on Instagram Join the Simply Ieva Facebook Group You may also be interested in: Emoji paragraph lesson videoEduprotocols emoji generatorResponsive classroom Paragraph writing lesson for ELLs
Guest posting, also called guest blogging, is a process in which a blogger creates content for another site in order to build backlinks, expand their audience, and strengthen their authority. Early on in the world of blogging, guest posts were a hugely popular way to increase your search engine optimization (SEO) and grow an audience. In fact, anyone could write a 300-word post, share it on any other site, and boost their blog's standing. It didn't even have to be a good post. However, in recent years Google (and other search engines) have updated their algorithms to limit the abuse of guest posts. These days posts need to be both well-written and useful, but also relevant to the blog on which they're posted… and the site should be in good standing, too. Still, guest blogging can be a valuable experience if you do it right. What are the Benefits of Guest Blogging? Broaden your audience. A guest post can get your ideas in front of new people, ideally those who will click over to your site and become loyal, raving fans. Tip: Include a strong call to action in guest posts, and links to other posts on your site (if permitted). Increase your traffic. When you bring more people into your world, the traffic to your site increases. The return on increased traffic is (usually) proportionate with the amount of traffic the site you're guest posting on gets. B Tip: Look for established sites that accept guest posts to get the most bang for your buck. Build SEO cred. When search engines rank your website, they consider a number of factors - thousands, actually - and backlinks are one such factor. A backlink is any link to your site from another. Tip: Consider the authority of the sites you're guest blogging on. Strengthen your authority. When you are granted permission to blog on another person's site, it is an implicit endorsement of you and your business. You are borrowing the authority of the site owner because their audience trusts them to curate quality posts. Tip: Look for bloggers who've built a loyal audience who trust their guidance. Expand your web online presence. The more places you are online, the more likely you are to be found by those you can help. Guest blogging provides more access points to you and your content. Tip: Target your guest blogging efforts on sites that serve similar audiences to yours. When You Should Pass on Guest Posting With all those reasons to guest post, it seems like a no-brainer, right? Not so fast. Not all guest blogging opportunities are created equal. You need to closely evaluate prospect separately and make sure that the post you spend your precious time and energy creating is going to provide the benefits above. Spam sites. The internet is littered with sites that provide little-to-no value and gain traffic by simply pumping out a constant flow of mediocre content. You don't want to be featured on those sites. There once was a time when a site was a site, and Google hadn't really figured out the difference, but those days are long gone. Search engines now rank sites for quality using an insane number of metrics. They also rank links leading from one site to another, so creating anything for those content mills isn't going to do much except waste your time. Too close to your products/ services. You don't want to guest post for a blog who serves the exact same market in the same way you do, especially if they're highly established and monetized. The blogs you post on should be related to yours, serving a similar audience, but in a different way. For example, a minimalism coach could work with a home decor blogger (think: How to Embrace Minimalism Without Making Your Home Look Sparse), or a classroom management blogger could partner with a Responsive Classroom blogger (think: 10 Morning Meetings to Reinforce Classroom Routines). You'd neglect your own blog. As a part-time blogger, you have to be careful about giving too much time away at the expense of your own blog. Guest blogging takes time - you have to do your research, pitch the blogger whose site you want to contribute to, and then you have to write a truly kick-ass post that will inspire their followers to click over to your site and find awesome stuff. If life is too crazy to take all that on AND write a weekly post for your own blog, put a pin in guest blogging until the next vacation. How to Find the Best Sites to Blog For (for your blog) Research. Do your homework before making contact with any bloggers. First, see if they accept guest posts. If not, and they're an established blogger, it's likely their policy not to permit others to share on their site. You can try to reach out anyway, but don't hold your breath. You also want to look at the types of posts they share. If they are a step-by-step how-to website, you want to match your proposed guest blogs to that. Finally, spend some time looking at what has already been written about on their site. Nothing will kill your chances at guest blogging like suggesting post ideas that are already on their blog. Find a Peripheral Blogger. As mentioned above, the best blogs to write for are ones that serve your audience in a different way than you do. This allows you to offer content that's of use to the site's owner, but also guides them towards your blog. Consider niches that are one level broader or more niched down than yours. For example, sustainable living and bee keeping, natural lawn care, canning food, or even alternative energy. Or mom lifestyle and mindful parenting, meal prep, calendar management, money saving tips for families, or homeschooling. Consider the benefit (for both of you). A guest post should provide an upside for both the contributor and the site owner. Before you start planning a post, think about what you hope to gain from sharing on this particular site. Of the many benefits I mentioned above, which are your biggest priorities, and does this site provide opportunities to meet those goals? Similarly, when asking other bloggers to borrow their blog space, you have to answer the question, “What's in it for me?” What can you provide for their audience that they can't? If you've done a thorough job finding someone who writes about a connected, but divergent, topic to yours, this will be easier to come up with. At the end of the day, being a guest on someone else's blog can be a fabulous opportunity, when done right. But it's not the quick and easy path that some purport. It takes time and effort, and remember that any post you write for another blog should be your A+ stuff. Only you can decide whether or not this is a good fit for you at this time. Please note: Side Hustle Teacher is not accepting guest posts at this time.
In this episode of Redemption Unveiled, we're gonna have a wonderful conversation with my friend, Jenn Kleiber, about obeying God's lead in our lives even when He calls us outside of our comfort zone. I know that is easier said than done, but we also know that faith without works is dead. It is imperative we are doing what God is asking us to do even if it scares us! Jenn Kleiber is the founder of The Responsive Classroom and The Faith Filled Entrepreneur. The Faith-Filled Entrepreneur equips online business owners to step fully into God's purpose for their lives and business with unwavering faith, Biblical truth, and essential marketing strategies. The mission is based on Ephesians 3:20, “All glory to God, who is able, through Christ in us, to do infinitely more than we might ask or think.” Jenn specializes in planning, creating and marketing content, and is passionate about leading business owners to operate and grow in faith and truth.She runs the Content and Kingdom Builders Membership, and has authored The Risk-Taker's Bible Study, which is currently available through the membership. She is also the host of The Faith Filled Entrepreneur's Podcast. Show Links: Waitlist for Redemption Unveiled Community Get to know Jenn: https://linktr.ee/jennkleiber Show Takeaways: Listen in as Jenn shares her journey with entrepreneurship. Discover how to obey God even if you are scared. Learn that you don't have to wait to have a plan to take the next step. Let's Connect: Facebook Instagram
RESPONSIVE CLASSROOM AND FLY FIVE SEL Dr. Lora Hodges President and CEO of The Center for Responsive Schools is my guest along with Ina Pannell-St.Surin, Special Ed teacher in NYC snd a Fly Five Ambassador. Visit ace-ed.org, SELtoday.org and teacher-retention.com to see all our work PLUS We're excited to be working on the inaugural Excellence in Equity Awards, which will help us spotlight and celebrate high-impact work across K-12 education.Head to ace-ed.org/awards to find all the information and nominate before June 30! Email awards@ace-ed.org with questions.
RESPONSIVE CLASSROOM AND FLY FIVE SEL Dr. Lora Hodges President and CEO of The Center for Responsive Schools is my guest along with Ina Pannell-St.Surin, Special Ed teacher in NYC snd a Fly Five Ambassador. Visit ace-ed.org, SELtoday.org and teacher-retention.com to see all our work PLUS We're excited to be working on the inaugural Excellence in Equity Awards, which will help us spotlight and celebrate high-impact work across K-12 education.Head to ace-ed.org/awards to find all the information and nominate before June 30! Email awards@ace-ed.org with questions.
Welcome to The Responsive Classroom! Formerly, Pressing Onward. We are excited to be back on our podcast! In this episode, Jenn chats about our rebranding and discusses what it means to have a responsive classroom. We have so many amazing resources to move your campus to cultural responsiveness and we can't wait for you to check them out! Visit our website or send an email to info@pressing-onward.org and let's connect! Visit our website here! Click here to download your Responsive Checklist!
Last week, we chatted with our sweet friend, Tracee T. Holloway about determining just exactly who your ideal client is. She provided us with some awesome tips on finding your niche and how that can help grow your business. Thank you again, Tracee for your wisdom! This week, we're shifting our focus a little bit and talking about the "why" behind finding your niche. In this episode, Jenn breaks down the reasoning behind this practice and what that could mean for your business. She shares her personal insight from her education consulting company, The Responsive Classroom, and how determining Administrators pain points really helped spur her business in the right direction. If you're not seeing the results you want from your business or are looking for a way to convert your audience into clients, this episode is for you! Ready to create your ideal customer avatar? Download our cheat sheet here to determine who your ideal customer avatar is and start selling to their pain points! Here's to growing in business AND faith. Don't forget to like, subscribe, and share this episode! And if you're not already part of The Faith Filled Entrepreneur community, we'd love to have you! Join now at www.facebook.com/thefaithfilledentrepreneur and follow us on Instagram: @jenn_kleiber. And always keep up with the latest at www.thefaithfilledentrepreneur.com!**Now offering 1:1 Coaching Sessions with Jenn! Only 4 spots left for June, don't miss out on this awesome opportunity to take your business to the next-level. Click here to register!
On this week's show we invite two guests to talk about social emotional learning at the elementary level. Becky Laus Principal of Barlow Mountain Elementary and Jill Katkocin Principal of Scotland Elementary tell us about the Responsive Classroom, RULER, the Mood Meter, and other methods that provide meaningful touch points that give our youngest students autonomy. […]
In this episode, we (Mark Raffler and Sarah Shoemaker) reconnect with Sommer Jabbar, Equity and Student Success Coordinator at Kent Intermediate School District. Sommer joins us to dialogue again about Culturally Responsive Teaching. This podcast is a follow-up conversation to our ever popular Culturally Responsive Teaching episode which aired in February of 2021. Today, Sommer takes us further into Culturally Responsive Teaching by talking about classroom practices and ways of creating a responsive classroom. In essence, this dialogue is all about relationships with students. Here is a quick brief of our conversation: *Sarah and Sommer reflect on the previous podcast regarding the internal work of culturally responsive teaching. Sommer dives into the needed elements for taking this work into the daily classroom with application. Some elements Sommer discusses more in-depth include: A strengths-based mindset, attention grabbers specifically games, creating opportunities for social interactions with peers and teachers as a way to build rapport, and storytelling. Storytelling helps with literacy and keeps the history of cultures alive. Sommer emphasizes that these elements are not new, yet require intentionality. This intentionality focus is not a burden, but a hope for culturally responsive teaching. *Mark asks about resources for culturally responsive teaching. Sommer talks about diverse classroom libraries. Survey families and students to see what their needs are. Take time to learn the cultures represented in your classroom. All students need to see themselves in the classroom and the classroom library. Lots of resources are available locally through libraries, colleges, and the Kent ISD. *From there, we talk about exploring and integrating these resources into our teaching and classrooms. Solid foundations are important. We're working to make “a house a home” in our classrooms. Including students in these decisions is crucial. *Sommer reminds us to incorporate “mirrors and windows” into our classroom teaching materials and to counter stereotypes. It takes intentionality to keep materials relevant to the classroom and content. *We wrap up this episode by asking listeners to share your thoughts on podcast topics - your voice matters! Please visit bit.ly/LLCNtopics to tell us what you want to future podcasts to focus on in relation to literacy. All resources in this LLCN Brief (and future podcasts) can be found at: bit.ly/LLCNresources2122 Subscribe to the Literacy Leadership and Coaches Network podcasts here: anchor.fm/llcnbrief or your favorite podcast platform Please note the audio used as an introduction and in transitions in this podcast is under the Creative Common License and attribution is given as follows: Medicine by WinnieTheMoog Link: https://filmmusic.io/song/6256-medicine License: http://creativecommons.org/licenses/by/4.0/
In today's solo show, I share a Responsive Classroom Book List for teachers and educators. These books are my favorite back-to-school resources. Press play. Episode Webpage / Transcription: https://edtech-class.com/2021/08/08/starting-the-school-year-with-responsive-classroom-5-back-to-school-books-for-teachers-and-educators/ The First Six Weeks of School: https://www.amazon.com/gp/product/1892989816/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=1892989816&linkCode=as2&tag=edtechclass05-20&linkId=b8f91223959daed01de68faa1c73cbdf The Joyful Classroom: https://www.amazon.com/gp/product/1892989832/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=1892989832&linkCode=as2&tag=edtechclass05-20&linkId=4c8650ac58245e4c498c94c7de863bd1 Yardsticks: https://www.amazon.com/gp/product/1892989891/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=1892989891&linkCode=as2&tag=edtechclass05-20&linkId=a1bce8eebde6132bbc21acb85a8e61d1 The Morning Meeting Book: https://www.amazon.com/gp/product/1892989603/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=1892989603&linkCode=as2&tag=edtechclass05-20&linkId=bdac8d11902cb4ca8db3957c8a73a909 Responsive Classroom for Music, Art, PE, and Other Special Areas: https://www.amazon.com/gp/product/1892989840/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=1892989840&linkCode=as2&tag=edtechclass05-20&linkId=dad6de4a69135cb8af0f2b716cf778fe EdTech Classroom: Website: https://edtech-class.com/ Instagram: @edtechclass Email: myedtechclassroom@gmail.com
In this episode we discuss the responsive classroom philosophy, strategies, practices and principles.
In today's solo show, I'm focusing on just one of the many classroom practices at the heart of the Responsive Classroom approach: Morning Meeting. During Morning Meeting, which occurs at the start of the school day, everyone in the classroom – teachers and students alike – gather in a circle for twenty to thirty minutes. The Responsive Classroom Morning Meeting approach consists of four sequential components: Greeting, Share, Activity, and Message. Press play. Episode Webpage / Transcription: https://edtech-class.com/2021/07/21/all-about-morning-meeting-a-teachers-guide-to-responsive-classroom/ Responsive Classroom: https://www.responsiveclassroom.org/ EdTech Classroom Website: https://edtech-class.com/ Instagram: @edtechclass Email: myedtechclassroom@gmail.com
Ep #29 - What strategies are you employing as an educator to meet your students’ needs? For your students to be successful, you have to engage different appropriate strategies that work for each of your students. Culturally responsive teaching is using the cultural knowledge, prior experience, and performance styles of diverse students to make learning more effective and appropriate. It is essentially teaching to and through the student. The educator makes sure that the instructional strategies and methodologies that you’re using are going to help the student be successful- you make it about the student and not you. This method helps educators meet the needs of their students, which goes beyond instructions but building and maintaining relationships with them and their families.Teachers need to identify the cultural background of their students and understand the processes that are going to work to meet their needs. You have to use different things to ensure all students’ needs are met and that they become successful. Learn the concept of meeting all your students where they are by engaging appropriate strategies that they understand. You have to look at your students’ cultural knowledge, the experiences they bring, and then add spice to it so they understand and perform at their highest level. Stop being afraid of your students so your strategies can work! Dr. Shonta explains how as an educator, you can get to know your students and effectively build and maintain relationships with them. She also gives some tips on how to approach lesson planning to give your student and yourself ownership of the time available. Key Moments: [1:54] Defining culturally responsive teaching and its effectiveness. [3:14] The importance of culturally responsive teaching in building and maintaining relationships between students and teachers. [5:54] Dr. Shonta explains the importance of identifying and understanding your students. [7:55] How to use multiple different modalities to teach your students. [8:13] Just teach! How to employ engaging strategies that your students understand. [14:18] Why you should stop being fearful to be successful in teaching your students. [16:47] The ways you can get to know your students and maintain relationships with them. [20:19] She states a few things an educator should keep in mind when planning a lesson.[23:55] Why Dr. Shonta chose a path in education over any other career. Quotes:· “What works for one student might not necessarily work for another student.”- Dr. Shonta [3:01]· “To be successful, you have to make sure you’re engaging in successful practices.”- Dr. Shonta [4:31]· “If you’re not experiencing success with the students, then what you’re doing is not effective and efficient.”- Dr. Shonta [12:49]Relevant Links:Website: https://www.drshontasmith.org/Facebook: https://www.facebook.com/DrShontaSmithInternationalBook: The Essence of Education by Dr. Shonta Smith Contact Nick:Website: https://nickzizi.com/Linkend: https://www.linkedin.com/in/nick-zizi-12a6aa8/Instagram: https://www.instagram.com/nickzizi/?hl=enLet's continue the conversation in our Facebook group. Join our dazzle of educators from around the country here https://facebook.com/groups/zebraeducators
We probably don’t do this very often, but we should. Just like diet and exercise, we know we should do it to stay healthy and we know we’ll be better for it, but it can be hard to discipline ourselves. I’m talking about developing a culturally and linguistically responsive classroom. In this episode I sit down with Dr. Fernando Naiditch to talk about his experience growing up in Brazil and all the things that influenced his journey to becoming a professor of education in the States. We cover everything from Paulo Freire’s influence, to his international journeys, to his current work on helping teachers develop a classroom environment that meets the needs of all learners. By making sure their culture and language are discussed, and represented in the lessons, teachers can create a community of learners who feel welcomed.Timestamps0:01 - Intro3:04 - Fernando Naiditch Background and K-12 Private Education in Brazil7:05 - Why he’s a proponent of public education11:13 - Experience in the middle east and traveling the world16:08 - The digital divide in education and how it’s been amplified by COVID17:22 - Influence of Paulo Freire and the importance of reading and literacy22:31 - Experience in England, and english as a 5th language!26:20 - What is Culturally and Linguistically Responsive teaching?38:15 - Example: Responding to a student who was mislabeled as having a learning disability41:57 - Developing Critical Thinking: From Theory to Practice46:26 - Exit Ticket Answers55:53 - Wrap up and Takeaways
New teachers are often trained in what education experts call “responsive classroom” techniques. The goal is to share important information in a welcoming way so your audience will respond well. A responsive teacher is sensitive to their audience’s needs and designs the learning situation to address those needs. Jesus was the epitome of a responsive teacher. John 4 gives an excellent example of such a teacher, as Jesus talks with a Samaritan woman in her comfort zone. As a teacher, Jesus chose “to go through Samaria” (v. 4) so he could interact with His learner in her environment. This was a controversial route as the Samaritans were alienated from the Jewish people; most people would travel around that area. Instead, Jesus chose to go through Samaria because He knew the Samaritan woman would be there, and He knew of her greatest need—salvation. As a responsive teacher, Jesus chose to engage His audience in a non-threatening manner. He used a shared human need to begin a conversation: “Will you give me a drink?” Notice that all this required was a simple yes/no response. But that question opened the conversation to the greater need—her salvation. Jesus then shared truth, including her sin and her heart’s need: “The fact is, you have had five husbands, and the man you now have is not your husband” (v. 18). Through non-threatening dialogue, questions, and then sharing key truth, Jesus leads the woman to ask for what she needs: “Sir, give me this water so that I won’t get thirsty and have to keep coming here to draw water” (v.15). Ultimately, Christ spends two days with the Samaritan community, “and because of his words many more became believers” (v. 41). >> How can you use “responsive teaching” to share the gospel? Consider the needs of your audience. Build relationship through being responsive to their individual situation. Listen well, and then be ready to share life-giving truth as God leads.
If I asked you, tell me a time you sat down with a leader and felt immediate inspiration and growth? What and who would you describe? Well, for me, this occurred during this interview on multiple occasions as I had the great pleasure of speaking with my guest, Dr. Shaun Woodly, while he provides fantastic stories about his passion for music, culturally responsive classrooms, equity in schools, and mental health for educators. Please join us as we discuss these very important educational and social topics! https://twitter.com/share?text=+-+&via=Joshua__Stamper&related=Joshua__Stamper&url=https://joshstamper.com/?p=2372 (Tweet This)In this Episode, we discuss: Creativity in the classroom Creating Equity in Schools Mental Health Strategies And “MC Means Move the Class: How to Spark Engagement and Motivation in Urban and Culturally Diverse Classrooms” About Dr. Shaun Woodly:Dr. Shaun Woodly has dedicated his professional career to education. He is a decorated K-12 teacher, university professor and author whose deep passion and research have allowed him great success as an educator and entrepreneur. He is the architect behind the educator movement “Teach Hustle Inspire” and has written the best-selling book “MC Means Move the Class: How to Spark Engagement and Motivation in Urban and Culturally Diverse Classrooms”. In both education and life, Dr. Woodly believes in having fun! He educates with love, enthusiasm, motivation and hustle! Follow Dr. Shaun Woodly: Website: https://www.teachhustleinspire.com/ (https://www.teachhustleinspire.com/) Twitter: https://twitter.com/shaunwoodly (https://twitter.com/shaunwoodly) Instagram: https://instagram.com/teachhustleinspire (https://instagram.com/teachhustleinspire) Facebook: https://www.facebook.com/TeachHustleInspire (https://www.facebook.com/TeachHustleInspire) The Super Teachers Summit: http://www.superteacherssummit.com (www.superteacherssummit.com) https://www.amazon.com/gp/product/1732848114/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=1732848114&linkCode=as2&tag=aspirewebsite-20&linkId=0c1f67f2da3b34d999b6d62d16c4ec67 This post contains affiliate links. When you make a purchase through these links, The Aspire Podcast gets a small percentage of the sale at no extra cost to you. Need a Presenter for a conference or school PD?[caption id="attachment_2521" align="alignnone" width="1024"]https://joshstamper.com/wp-content/uploads/2020/01/Joshua-Stamper-tag.png () Joshua Stamper Teach Better[/caption] https://joshstamper.com/contact/ (Contact Joshua Stamper ) for presentations on Restorative Practices, Leadership Development, Coaching and Innovative campus systems. [caption id="attachment_2597" align="alignnone" width="1024"]https://joshstamper.com/wp-content/uploads/2020/02/Joshua-Stamper-Stock-photo.jpg () Joshua Stamper, Teach Better Speaking Network[/caption] Follow the Host, Joshua Stamper:Contact:https://joshstamper.com/contact/ ( https://joshstamper.com/contact/) Twitter:http://www.twitter.com/Joshua__Stamper ( www.twitter.com/Joshua__Stamper) Instagram:http://www.instagram.com/joshua__stamper ( www.instagram.com/joshua__stamper) Linkedin:http://www.linkedin.com/in/joshua-stamper/ ( www.linkedin.com/in/joshua-stamper) Facebook:https://www.facebook.com/AspirePodcast ( https://www.facebook.com/AspirePodcast) Subscribe:https://podcasts.apple.com/us/podcast/aspire-the-leadership-development-podcast/id1384210762?mt=2 ( https://podcasts.apple.com/us/podcast/aspire-the-leadership-development-podcast/id1384210762?mt=2) Help the PodcastThe ranking of this show is 100% tied to subscriptions and reviews. You can help me reach more school leaders by subscribing to the show and leaving an honest rating and review on your favorite podcast platform.
Today we’re going to talk about Restorative Practices and Responsive Classroom, a relatively new but incredibly powerful approach to formal educational spaces that utilizes a variety of social and emotional learning techniques. To learn more about what these practices are and what they look like in a classroom (even a virtual classroom), we sit down with Allison McMannis, a third-grade teacher at Herbert Mills STEAM Elementary School in Reynoldsburg, Ohio. To learn more, visit: pastfoundation.org (http://pastfoundation.org/) Resources: Learn more about Herbert Mills Elementary: www.reyn.org/herbertmillselementary_home.aspx (https://www.reyn.org/herbertmillselementary_home.aspx) Twitter: twitter.com/missmcmannis (https://twitter.com/missmcmannis) Learning Unboxed is produced in part by (http://crate.media) Recorded by Eric French at (http://wosu.org) in Columbus, Ohiio
Why showcase student work—and why not use the bulletin board Sends the message that you value student work Makes students collaborators in the shared space Reinforces the idea that the teacher isn't necessarily the only audience Gives others a glimpse into your classroom and what you are working on Time to think outside the traditional bulletin board Bulletin boards might be the most common method for displaying student work-- but that doesn't make it the only way to show what students can produce Re-doing bulletin boards isn't exactly a fun task/Using ways outside of the bulletin board actually allow you to update student work more regularly. In ASCD's "Classroom Displays: Keep the Focus on Student Work," Mike Anderson, a Responsive Classroom specialist suggests displaying drafts and works in progress, not just final products, and reminds us to leave plenty of space--even if that means you need to display work in shifts http://www.ascd.org/ascd-express/vol6/613-anderson.aspx At the time of this recording, our classrooms are remote-- there is no physical bulletin board Sometimes, bulletin boards aren't the right "fit" for the assignment (not all great student work is visually appealing) Greener (yay environment!) Perfect for traveling teachers (reference episode) Bulletin boards themselves have a limited audience-- only others in the school will see them (parents, others who teach the same subject that you do, etc.) How to display work without that traditional bulletin board 1| Embed the “show off” portion directly into the project/class routine itself Certain apps/websites are designed for sharing (Ex. FlipGrid, ClassroomDojo) 2| Show it off to parents in a newsletter Do you already send a classroom newsletter home? Why not make that another space to show off learning instead of using it simply as a platform to explain what is being worked on [TpT template opportunity?] 3| Show it off to the greater community using social media Does your school have official school social media accounts you can post to? This could potentially get both parents and students to see that great work at the same time 4| Get it in front of the eyes of judges NEA's “Showcasing Student Work” reminds us of other ways to show off (encourage them to enter their work into contests) http://www.nea.org/tools/57917.htm 5| Digitize Your Bulletin Board-- and show it off in #alltheplaces Shana of @HelloTeacherLady has an amazing tutorial on customizing your Zoom Waiting Room or Google Header (check out more here!) In her example, she shows off how she replicates the vibe by including posters she loves in the virtual space she's made-- why not use your newly created bulletin board instead! Make it once, use it in many places! [TpT Product Template Opportunity]-- use it for the Waiting Room, post it in Stream with that day's announcements, update the Banner, post it on the LMS that you used before remote instruction began. You know the principle that you can share your one piece of content in multiple places because your audience might not be following you in all those places so you really aren't bothering anyone? The same applies here! Some students/parents may have missed it the first time around-- and none of your students will be upset at seeing their work featured once more! Speaking of lessons from social media...Edverything Social!
Welcome to our last episode in our Fostering a Culturally Responsive Classroom. In this episode, we relive our tragic elementary school cooperative project experiences and pick at the group-grade scabs and scars we all carry. In a culturally responsive classroom, choice is offered to students. That doesn't mean it's a free for all. On the contrary, choice can be as simple as offering a couple of different ways for students to show what they have learned and retained after a learning opportunity. We discuss the rationale for this approach, as well as a myriad of ideas for how to incorporate more of this in your classroom. Like what you hear? Be sure to follow us on Facebook: https://www.facebook.com/weteachsohardpodcast/ Or visit us at... Tracy @ http://www.mossyoakmusings.com/ Kathie @ https://www.triedandtrueteachingtools.com Deann @ https://socrateslantern.com/ Retta @ https://rainbowcitylearning.blogspot.com/ Image Credit: Jennifer Ward “The Show Must Be Go” Kevin MacLeod (Incompetech.com) Licensed under Creative Commons by Attribution 3.0 Licensed https://creativecommons.org/license/by3.0
This episode has got us singing our Patti LaBelle! Some sequins, a few feathers, and a blinged-out mic... "I got a new attitude!" In this 3rd episode of our 4-part series, we explore how culturally responsive practices can provide an attitudinal paradigm shift for our students. We include some tips and ideas for stretching your pedagogy so it's inclusive and responsive to ALL learners! Like what you hear? Be sure to follow us on Facebook: https://www.facebook.com/weteachsohardpodcast/ Or visit us at... Tracy @ http://www.mossyoakmusings.com/ Kathie @ https://www.triedandtrueteachingtools.com Deann @ https://socrateslantern.com/ Retta @ https://rainbowcitylearning.blogspot.com/ Image Credit: Jennifer Ward “The Show Must Be Go” Kevin MacLeod (Incompetech.com) Licensed under Creative Commons by Attribution 3.0 Licensed https://creativecommons.org/license/by3.0
In this second episode of a 4-part series on the culturally responsive classroom, we explore how we foster student motivation and engagement. We muck around in four research-based conditions that must be present for student motivation and engagement: Establishing inclusion, developing attitude, enhancing meaning, and engendering competence. We know, we know. Those are some BIG WORDS, but we promise that there are some great ideas to get you started on the path toward increased student engagement! Like what you hear? Be sure to follow us on Facebook: https://www.facebook.com/weteachsohardpodcast/ Or visit us at... Tracy @ http://www.mossyoakmusings.com/ Kathie @ https://www.triedandtrueteachingtools.com Deann @ https://socrateslantern.com/ Retta @ https://rainbowcitylearning.blogspot.com/ Image Credit: Jennifer Ward “The Show Must Be Go” Kevin MacLeod (Incompetech.com) Licensed under Creative Commons by Attribution 3.0 Licensed https://creativecommons.org/license/by3.0
In this first episode of a 4-part series on the culturally responsive classroom we explore how we build a respectful environment where our students feel safe and valued. We answer questions like: How do we make sure that all students feel safe enough to take learning risks? We give tips for building a bridge with parents, educating ourselves on cultural norms, and setting up classroom structures (physical and pedagogical) that support all students. You don't want to miss this series! It's a biggie! https://www.facebook.com/weteachsohardpodcast/ Or visit us at... Tracy @ http://www.mossyoakmusings.com/ Kathie @ https://www.triedandtrueteachingtools.com Deann @ https://socrateslantern.com/ Retta @ https://rainbowcitylearning.blogspot.com/ Image Credit: Jennifer Ward “The Show Must Be Go” Kevin MacLeod (Incompetech.com) Licensed under Creative Commons by Attribution 3.0 Licensed https://creativecommons.org/license/by3.0
In this episode, I talk with Matthew Stensrud, better known as "Mister S Orff" about the responsive classroom and movement ideas in the music room. He shares so many amazing ideas that are easy to implement and that I know you'll gain so much value from. If you're unfamiliar with what the responsive classroom is, then this episode will help you out so much. You'll find out how to connect with your students better, ways to include movement and to get them involved in the learning process, and how to really make your music classroom your own. Matthew Stensrud is an award-winning Elementary Music and Movement Teacher and currently teaches PK-4 music and movement at Sidwell Friends Lower School in Washington, DC. He received his Master of Music Education from George Mason University and Bachelor of Music Education from the University of Cincinnati College-Conservatory of Music, is an Orff Schulwerk approved Teacher Educator of Movement, and teaches Movement Levels Courses in South Carolina and Oregon. Matthew is also on The Orff Echo Editorial Board and was a key content contributor to the book Responsive Classroom for Music, Art, PE and Other Special Areas. He present workshops internationally and is well-known on social media as @MisterSOrff. You can connect with him here: His website: www.mistersorff.com On Instagram here On Facebook here I'd love for you to leave a rating and a review of the podcast on I-tunes, be sure to share the podcast with any music teacher friends who would find it helpful and be sure to tag me on Instagram or Facebook.
This is an article called "Reading Your Way to a Culturally Responsive Classroom" Resources / Publications / Young Children / May 2016 / Reading Your Way to a Culturally Responsive Classroom By SHANNON B. WANLESS, PATRICIA A. CRAWFORD. Students will listen to this article as a part of the Child Development Course designed by The Learning Project. For more information go to www.tlpsuport.com --- Send in a voice message: https://anchor.fm/tlpedu/message Support this podcast: https://anchor.fm/tlpedu/support
Morning Meeting is easily the most important part of our school day. It is the time when my students are welcomed into their classroom, they have an opportunity to preview their day, engage in shared reading, build community, and learn about one another. Responsive Classroom emphasizes the need for students to feel safe, valued, and respected before they can be expected to engage in any academic tasks. Morning meeting is the key to making that happen! Find out how to make the most out of your morning meeting, how to get creative if you have limited time to give to this model, and hear answers to some of your most frequent questions. Morning meeting is the best way I have found to support my struggling scholars, prevent bullying, and build critical social and emotional skills! Listen in to find out all of the details!
In this episode, we get deep into talking about the all important classroom environment with Holly Hodges from the blog Research and Play. Although Holly is a Kindergarten teacher, her knowledge of the Reggio-Emilia and Responsive Classroom approaches provides us as middle school ELA teachers with some great takeaways. This episode will give you a lot to think about when preparing for the next school year. I promise there will be areas of your teaching practice that you'll want to revisit and revamp after hearing what Holly has to share. I know I sure do! To find more information about this episode, head over to ebacademics.com/9. You can also follow us on Instagram @ebacademics and Holly @researchandplay. Thanks for tuning in, and be sure to leave a review if you're loving what you're listening to!
Patrick and Antonia plan their dream school in this extended episode. Then, they discuss asking for more planning time, uncertified teachers and Responsive Classroom! Don't forget to send us your Dream Schools! Here's the link to the results: https://twitter.com/PresidentPat/status/965621597829828610?s=20 Patrick: @PresidentPat Antonia: @MsAdamsTeaches Website: www.CommonSensePod.com
In this episode, listen as Lauren and Addison break down 4 different pieces required to setting up a trauma responsive classroom: 1. Create a sense of belonging 2. Accommodate needs through literal classroom setup (from desk configuration to color schemes) 3. Provide oxytocin opportunities 4. Designate a space for students to calm down
What to do with a class with too much energy? What to do with a class that is lethargic? Responsive Classroom has some ideas for both of those, to help your lessons run smoothly. It may take 2-3min to do, but those 2-3 minutes would have been spent trying to get the students to do what you wanted them to do anyway, so no lesson time is lost! Originally Recorded 2018-11-18
Something that sets Responsive Classroom apart is the nuances of the language that they use. That seems to be the "secret ingredient". Listen to how tiny changes in how you speak can make all the difference within your classroom. Originally Recorded 2018-12-09
"Naughty child", "bad kids", "discipline issues", "Poor behaviour". These are all terms that we've heard in our staff rooms referencing students in our schools. In this episode we talk about the Responsive Classroom approach to dealing with misbehaviours in our classroom and how it can ultimately help classroom harmony. Originally Recorded 2018-11-18
Rules! Rules! Rules! or are they Guidelines? or maybe Classroom Agreements? Continuing with our Responsive Classroom mini-series, we look at the different way that Responsive Classroom approaches the classroom rules. There are some key differences between approaches to classroom rules for classroom teachers and specialist teachers! Originally Recorded 2018-11-18
Continuing with Responsive Classroom, we look at Classroom Routines and Interactive Modeling. Both very important for classroom teachers AND specialist teachers alike! We talk about some key differences between modeling and interactive modeling. Originally Recorded 2018-11-18
Starting our foray into the Responsive Classroom programme, we look at the Morning meeting and Opening Sequence format that classroom teachers or specialists would use to get the day/lesson off to the best start. Originally Recorded 2018-11-18
World language teachers at the elementary level are often in the unique circumstance of teaching the entire school, with just a limited time each week. World language teachers at all levels face the challenge of teaching and building community and managing their classes in a language that the students don’t all understand yet. In this episode we are discussing classroom management: keeping kids on task, engaged, and acquiring the language. We look at setting up the rules, expectations, and routines in class, plus introduce the Responsive Classroom, and then I interview Julie Speno is a K-4 Spanish Teacher in Maine, in her 25th year teaching languages.
Hello, and welcome to Episode 66 of the Planning Period Podcast, your #EdBreakroom. I’m your host, Brad Shreffler. This week on the show I am … Read More ›
A teaser episode on what's coming up in the next few weeks. Originally Recorded 2018-10-07
Your Parenting Mojo - Respectful, research-based parenting ideas to help kids thrive
Parent-Teacher conferences are about to be underway in many places, so I thought it might be helpful to give you some resources to make these as productive for you and your child as possible. In this episode we talk with Dr. Margaret Caspe and Dr. Elena Lopez of the Global Family Research Project, which develops authentic partnerships to support children’s learning in the home, school, and community. I actually used Dr. Lopez’ textbook for my Master’s in Education, so I’ve been familiar with her work for a while and knew she and her colleagues at GFRP were just the right people to help us learn more about Parent-Teacher conferences (for example, did you know that teachers find them just as scary as parents?!) and understand how to advocate for our child – and for all of the children in our community. The resource guide on Parent-Teacher Conferences that we reference throughout this episode can be found here (https://globalfrp.org/Articles/Parent-Teacher-Conferences-Strategies-for-Principals-Teachers-and-Parents) . References Civil, M., & Quintos, B. (2009). Latina mothers' perceptions about the teaching and learning of mathematics. In B. Greer, S. Mukhopadhyay, A. B. Powell, & S. Nelson-Barber (Eds.), Culturally responsive mathematics education (pp. 321-343). New York: Routledge. Charney, R. (2002). Teaching children to care. Greenfield, MA: Northeast Foundation for Children. [note: Dr. Caspe misremembered the title as “The Responsive Classroom.”] Dweck, C. (2007). Mindset: The New Psychology of Success. New York: Ballantine. [Note: check out my episode on this topic (https://yourparentingmojo.com/growthmindset/) before buying this book…] George Lucas Educational Foundation (2015, August 24). Having students lead parent conferences. Author. Retrieved from https://www.edutopia.org/practice/student-led-conferences-empowerment-and-ownership (https://www.edutopia.org/practice/student-led-conferences-empowerment-and-ownership) Loewus, L. (2017, August 15). The nation’s teaching force is still mostly white and female. Edweek. Retrieved from https://www.edweek.org/ew/articles/2017/08/15/the-nations-teaching-force-is-still-mostly.html (https://www.edweek.org/ew/articles/2017/08/15/the-nations-teaching-force-is-still-mostly.html) McWayne, C. M., Melzi, G., Limlingan, M. C., & Schick, A. (2016). Ecocultural patterns of family engagement among low-income Latino families of preschool children. Developmental psychology 52(7), 1088. Small, M.L. (2009). Unanticipated gains: Origins of network inequality in everyday life. Oxford, England: Oxford University Press Strauss, V. (2014, August 21). For first time, minority students expected to be majority in U.S. public schools this fall. Retrieved from https://www.washingtonpost.com/news/answer-sheet/wp/2014/08/21/for-first-time-minority-students-expected-to-be-majority-in-u-s-public-schools-this-fall/?utm_term=.3752d0eeddd7 (https://www.washingtonpost.com/news/answer-sheet/wp/2014/08/21/for-first-time-minority-students-expected-to-be-majority-in-u-s-public-schools-this-fall/?utm_term=.3752d0eeddd7) TeacherVision (n.d.). Parent-teacher conferences: Before, during, and after. Author. Retrieved from https://www.teachervision.com/parent-teacher-conferences-during-after (https://www.teachervision.com/parent-teacher-conferences-during-after) U.S. Department of Education (July 2016). The state of racial diversity in the educator workforce. Author. Retrived from https://www2.ed.gov/rschstat/eval/highered/racial-diversity/state-racial-diversity-workforce.pdf (https://www2.ed.gov/rschstat/eval/highered/racial-diversity/state-racial-diversity-workforce.pdf) (#) Transcript Jen:...
What can teachers do to prepare students for new academic challenges and ensure they don't hit "the wall" when they reach third grade? Christine Lewis, Intermediate School teacher and Responsive Classroom facilitator, shares how her emphasis on reflection exercises made a difference for her third graders.
Building a culturally responsive classroom is hard. To help you along your journey, here is your guide to exploring and respecting the cultural backgrounds of your students while also using diversity as an asset. If you you listen to this episode of the podcast, and take my advice, you will have a culturally responsive classroom in no time. References Culturally responsive teaching is a theory of instruction that was developed by Dr. Gloria Ladson-Billings and has been written about by many other scholars since then. To read more of her work on culturally responsive teaching and other topics, click here to visit her Amazon.com page.
Today I'm giving a glance into my first day of school lesson plans, from TK - 5th grade. In the first day of music class, students are arguably the most attentive they will be all year. This puts a unique pressure on the first day's lesson plan to set the tone for the rest of our time together. Psst - On the go? Listen to this post instead of reading! 39.00 Add To Cart All the templates I use are available to purchase here as part of the Elementary Music Planning Kit. You can also download my completed lesson plans at the bottom of the post, or make your own from scratch! Let's jump in! My Goals for the First Day of Music Class: “Teach music in such a way that it is not a torture, but a joy for the pupil” — Zoltan Kodaly Establish expectations - From the moment students walk in to the moment they leave, the first lesson sets the tone for the rest of the school year. Even our youngest students are aware of the environment, our nonverbal communication, the physical space in the room, and the whole-class attitude. We establish expectations right away.Be musical - This is music class. The class shouldn’t be taken up with rules and procedures. It shouldn't be taken up talking about music. It should be spent making music.Have fun - Music is a legitimate subject in the academic world. It has an established theory and history and pedagogy like any other subject students explore in school. But music is also fun. I want students to experience that fun on the first day.Be creative in a safe place - I’m going to ask a lot out of students throughout the year. I’ll ask them to take risks. To be vulnerable. To create. To share some of their creations. To evaluate their creations. To try, fail, and try again. That type of creative learning can happen when students know they are safe and supported. I want that learning to start the first day.The Lessons1: Start with a Musical ExperienceWarm Up (4 minutes): Through this whole process I don’t give any verbal directions such as “now echo me”, or, “now copy my motions”. I jump straight in, and find that students copy very naturally.I jump into my regular warm up routine right away on the first day of school. Here's a breakdown of what that looks like: Steady Beat: Students enter the class in a straight line, keeping a steady beat.Younger grades copy my motions.Older grades create a body percussion pattern of their choice. Hand Signs for Sit and Stand: In Kindergarten and TK I introduce my class hand signs at this point. This is done without giving specific directions. I simply model the sign and over exaggerate sitting and standing. They naturally copy me for a few rounds of sitting, standing, sitting, standing, until they’re all giggling and out of breath.Other grades review this step as well, but we don't spend much time on it since I don't need to teach it from scratch.Sing a Greeting: From there we sing greetings based off tone sets we learned last year.For example, with first grade I'll sing "hello, first grade" on sol mi sol mi. With third grade I'll sing "hello third grade" on mi mi re do. Students sing their response to me. I'll sing a question such as "How was your summer?" or "How are you today?" and students sing their response.Body Percussion: We'll quickly echo a few clapping patterns or body percussion patterns.Game Time (5 minutes)The clapping or body percussion pattern we echo is the first four beats of our first song, and we've seamlessly transitioned into our opening game.It's great to play games students remember from last year. If you’re new at a school, consider reaching out to last year’s music teacher. If that's not possible, just choose one of your favorite simple games or activities to start with. Look for songs or games that allow students to be active, as energy will be high at the beginning of the lesson. Here are some of my favorites for the first day of music:TK and K: All Around the Buttercup1st: Apple Tree2nd: Charlie Over the Ocean3rd: Alabama Gal4th: Built my Lady a Fine Brick House5th: Tideo All of the sheet music is available for free in the Sheet Music Library. You can click the button below to grab the music for your classroom! Sheet Music Library 2: Seating Chartand RulesThis is the very first time I verbalize instructions in the lesson. Up until this point I’ve been simply doing what I want my students to do, and they naturally copy.Seating Chart (4 minutes) In the first month or so of school my students have assigned seats. This is so that I can wrap my head around which students are in which class.When I feel I am familiar enough with names, students are allowed to choose their own spot each class. Resource Library You can grab this seating and assessment chart in the Resource Library.Rules (4 minutes)I prefer not to spend a lot of time in this area. Here's why:When students come see us in the music room, they have already spent time in their grade-level classroom talking about rules and expectations. Likely, they’ll also hear a different set of rules in P.E., art, library, and the cafeteria. Memorizing guidelines from such a variety of sources is a lot to ask of our students. Realistically, students are unlikely to retain a list of area-specific, detailed rules. So instead I opt for two rules that I refer back to every class over the course of the school year.Always do your best.Respect yourself, others, and the classroom. I ask students to give some examples of how to apply the rules to the classroom. In addition to the scenarios students offer on their own, I always guide the conversation to include some specific areas: Instead of me listing out every single class rule I can think of, I have students apply two behavior expectations on their own. What does respect look like when we're sharing instruments?What does doing your best look like when you've had a bad day?How do we respect other friends in our group?How do we do our best if we feel nervous?What does respect look like when we play classroom instruments?3. Summer Vacation and Names (10 minutes)TK - 1st: Bounce High Bounce Low It’s very rare that I change lyrics to folk songs. However, there have been TK classes that have played “roll fast, roll slow, roll the ball to Shilo” if I fear the bounce will be too advanced.Bounce High Bounce Low is a song worth investing in on the first day! I can bring it back for movement, singing voice, steady beat, and sol la sol mi patterns. It also gives me a chance to start putting names with faces. If students are standing to bounce, I ask them to jump every time the ball hits the ground. This keeps everyone engaged. If we’re seated, I ask them to move one hand up and down their arm (to “roll” with the ball).With students standing in a circle, I go through the class roster and we play the game. Everyone gets a turn.2nd - 3rd: Play Your Vacation (A section)In second and third grade I want to jump into instruments on the first day. This activity works with any unpitched percussion instruments - I use rhythm sticks.To play the game: Each person speaks and plays their summer rhythm, and the class repeats. Some rhythm examples are: "I went to the beach" (ta-di ta-di ta rest)"I played video games" (ta ta taka-di ta)"I slept in" (ta ta ta rest)After four students, we do the A section again, and continue through the whole class. Having the class repeat each rhythm keeps everyone active, even though it makes the game last longer.4th and 5th - Play Your Vacation:In 4th and 5th grade we play the game exactly how 2nd and 3rd did. This version of the rhyme has an eighth note followed by two sixteenths (ta-dimi). (A section)Tips for the Vacation Game in 2nd - 5th grades: I like to have the whole class try out a rhythm - and even share it with someone next to them - before they’re asked to do it individually in front of everyone. This goes toward my goal of making music a safe creative space.If, for some reason a student doesn’t want to play alone the first day, I don’t make him or her.I keep a groove on the cajon to help establish a sense of pulse, but I don’t correct anyone if he or she plays outside a four beat phrase.As they play this game I video with my ipad. It’s useful for me to see which students naturally stayed within a four-beat phrase. This isn’t a formal assessment, it’s more like a temperature read on where we are rhythmically as a class.4. More Music, More Movement (10 minutes)By now, we need to move.Here are some of my favorite songs for closing the first day of school:TK - 2nd GradesTK, K, 1st, and 2nd grades will all review or learn how to move in open space. This is a concept I'll reuse throughout the year, so I like to introduce it right away.I also want to give another opportunity for students to create in my class, so I look for songs with creative movement opportunities.Read more about how to choose songs for your music room here.TK and Kindergarten: You Walk and You StopYou Walk and You Stop is one of my favorite songs for introducing open space. I tell students it's very important to look for open space when we move. We run through a few examples of what open space is (somewhere no one else is) and what it's not (touching a friend) before doing the song.If I sense the class isn't ready for locomotor movement, we'll still sing the song but students stay in their spots and jump, walk, wiggle, twist, etc. in place.Either way, after a few rounds of the song students give suggestions for actions to add to the song. Johnny Works with One HammerIf we have time, I add Johnny Works with One Hammer. This is especially valuable if students aren't ready for locomotor movement, since the song is incredibly active but takes place sitting down. Twinkle Twinkle Little StarI like to add a song that students probably already know to the first day. Many students already know motions to this song from doing it at home. While we sing they either copy me or do motions they already know. This is a calm, musical ending to our first day. First GradeJust From the KitchenThis song allows students to improvise movement the first day. I like to call students two at a time at first, in case anyone is anxious about moving by themselves on the first day. I can also add phrases like "everybody who likes pizza" or "everybody who plays minecraft" toward the end. Second GradeRig a Jig Jig The first few times we do this song, we'll play it like normal.Then, we make a change. Students say their names in rhythm, and come up with an accompanying movement. At the end of each song repetition, they create a name chain with their partner by saying their name and showing their movement two times each. The song begins again. 3rd - 5th gradesIn 3rd - 5th grade, we’ll go back to the song we used at the beginning of class. This time, I ask students to create a body percussion pattern as a B section to the game.Third GradeAlabama Gal First we play the game like we did at the beginning of class. Then students create an eight beat pattern with their partner using the words "Alabama" (ta-di ta-di) or "gal" (ta, rest). They can choose a movement or body percussion to go with their words.We practice this as a whole class a few times, and students make any changes they need. Then we add the B section after each repetition of the game. Fourth Grade Built my Lady a Fine Brick HouseJust like third grade, we'll play this game a few times as normal. Then, students create an eight beat pattern with their group using these rhythmic building blocks: Student groups change with each round of the game, so with each repetition students create a new rhythm.Fifth GradeTideo Play the game like normal, then ask students to create an eight beat pattern with their partner using these rhythmic building blocks: They also have the option of adding body percussion or movement to their pattern.Just like Built My Lady a Fine Brick House, students' groups change at every repetition of the song. I like this because it gives lots of opportunities for students to explore new combinations, body percussion, and movement.5. ClosingWhat I'm Excited About. . . . (4 minutes) If we're going to do awesome things in music, I need awesome behavior from my students. With a nod to the Responsive Classroom, I ask my students to think of how they are going to be able to do the things they're excited about. This ultimately comes back to the two rules we discussed at the beginning of class. Now, at the end of class, students apply them in a way that makes them excited about the whole year.At the end of class I quickly ask students what they hope to do in music this year, and what we need to do to make those exciting things happen. In TK - 1st grade students raise their hand and sing something they're excited about. I ask what we will do to make it happen, and students raise their hands again to sing ideas.In 2nd - 5th grade students finish the sentence, "I'm excited about _________ this year, so I need to ____________." (Example, "I'm excited about playing instruments this year so I need to show that I can respect them." "I'm excited about playing with my friends this year so I need to listen to everyone when we're working in a group.") They write their answers on sticky notes and attach them to the wall as they line up. TK Lesson Kindergarten Lesson First Grade Lesson Second Grade Lesson Third Grade Lesson 4th Grade Lesson Fifth Grade Lesson Lesson PlansYou can click the button or image to grab these lesson plans for free in the Resource Library. Enjoy! Resource Library Lesson Plan Templates 39.00 Add To Cart The lesson plan template is available to purchase as part of my Elementary Music Planning Kit. The templates are Google Docs so you can edit, save, and take them anywhere.Happy teaching!
Go Slow to Go Fast! It's the beginning of the year and building classroom community is more important than ever! Listen as incredible teacher, Lexy Beckwith, shares about Morning Meetings and Responsive Classroom to develop environments where kids are comfortable and excited to learn!
Interested in learning more about my fall teacher coaching program? Click here for the details. Other ways to support . . . a donation through Patreon purchasing one of my curriculum guides clicking one of the Amazon affiliate links below or anywhere on my site. Responsive Classroom Resources Teaching Children to Care The First Six Weeks of School Responsive Classroom Strategies in this episode Interactive Modeling https://www.responsiveclassroom.org/what-interactive-modeling/ Morning Meeting https://www.responsiveclassroom.org/category/morning-meeting/ https://www.responsiveclassroom.org/what-is-morning-meeting/ The Components of Morning Meeting Greeting Sharing Group Activity Morning Message Hopes and Dreams https://www.responsiveclassroom.org/hopes-and-dreams-in-a-primary-classroom/
Our magical first grade year has come to a close and there are a few things I learned this year. Things Mentioned in this Episode My Patreon page My blog The curriculum and teaching guides on my blog A blog post about this topic. Responsive Classroom's The First Six Weeks of School Teaching Children to Care A blog post about getting ready for movable classroom
Liz Schwarzel was born and raised in Southeastern Ohio. A graduate of Ohio University, Liz has taught for the past 16 years in the same school district in which she grew up. Liz's classroom is part of a district wide initiative to teach lessons of kindness through the community based curriculum called Responsive Classroom, which focuses on the strong link between academic success and social-emotional learning. Liz and her husband, Jan, have three children and are the proprietors of a guest lodge and special event venue located on their 150 acre farm. For more information, visit www.coppertopinn.com.
This podcast series is devoted to sharing good teaching practice at Gardens Elementary School which is located on the King Abdullah University of Science and Technology campus in Saudi Arabia. At GES, our student population is multi-cultural, diverse, enthusiastic, engaging and confident. They are also fun loving and happy. Through the IB Primary Years Programme (PYP) we provide opportunities for students to develop an understanding of essential concepts, skills, knowledge and attitudes that will enable them to be lifelong learners. Our students are actively involved in authentic inquiry-based learning across all the curriculum areas. They develop confidence in their abilities, think for themselves, question, express their opinions and respect the opinions of others. As students learn to reflect on their learning, they become critical thinkers. We encourage students to voice their ideas and to take action to improve the school and the community. Student achievement and progress is shared through regular assemblies, parent conferences, open houses and activities aimed at making the school a stimulating center for the community. This Episode is With Siobhan Westbrook Responsive Classroom In this episode, Siobhan discusses what Responsive Classroom is and how she is using different elements of this approach with her grade 4 students in order to strengthen the relationships she has with students. By using specific strategies related to Responsive Classroom, Siobhan has seen the impact it has on building trust amongst her students and better connecting them with one another. Not a day goes by when Siobhan does not use Responsive Classroom routines and approaches which is important in embedding this experience into the culture of the classroom. Listen to this episode to learn specific things you can do to immediately apply Responsive Classroom strategies with your students. Siobhan’s Bio Siobhan spent her formative years growing up in Ghana and attended the Valco School in Tema for Grades K-5 before returning to the U.S. This may explain why, once she became a teacher, she chose to teach internationally. Siobhan has 25 years’ experience teaching grades 1-4 in Sudan, Pakistan, China, England, Bangladesh, Nigeria, and India. She joined the KAUST School in August of 2017. Siobhan is passionate about developing a strong sense of community within her class and the school. Siobhan enjoys traveling and exploring with her husband, Mike and two children Hayley, who attends Lynn University in Fla. and Matt, who is a 10th Grader at The Kaust School. Connect With Siobhan: Email: siobhan.westbrook@kaust.edu.sa Connect With Gardens Elementary School Twitter: @GESatKAUST Website: http://tks.kaust.edu.sa/Message-from-the-Principal-GES Themes Discussed: Responsive classroom, Building Trust, Routines, Structure, Strengthening Relationships
If you are unclear about the meaning of a culturally responsive classroom or why it matters, tune in. Follow: @bamradionetwork @jasonFlom @raepica1 @PrincipalKafele @jlwf Award-winning educator Baruti Kafele is a leading keynote speaker and best-selling author. His books include The Teacher 50: Critical Questions for Inspiring Classroom Excellence. Jennifer L.W. Fink is a freelance writer who specializes in education and health. Her education articles have appeared in Scholastic Teacher, District Administration, and online at WeAreTeachers.com. Jason Flom is director of Cornerstone Learning Community in Tallahassee, Florida, a whole child school he cofounded with other educators and serves as a faculty member with ASCD’s Professional Learning Services.
As I record this, I am in the midst of preparing my new classroom, getting my house ready for our summer-long absence and finishing up my end-of-year reports. It's a bit of a whirlwind, but I'm excited to leave you all with some content to enjoy while I'm gone. Ways to Support the Podcast Join the email list by texting WALDORF to 444999 and get updates about the blog and podcast right in your inbox. Amazon Click any of the Amazon links on this site and a small portion of your purchase will end up in my pocket. This is a nice and easy way to support by spending the money you were going to spend anyway. Remember to think of supporting A Waldorf Journey before making your big back-to-school supply purchase. Patreon I love the idea behind Patreon. Imagine paying for something you can easily get for free, without anyone even knowing. But it feels good to make the donation and it is much appreciated. Curriculum Materials and Resources See if any of the digital documents I've got for offer on the site can help support your Waldorf teaching or homeschooling. Sponsorship This is a brand new program I am launching, inspired by the flood of traffic I have received in recent weeks. If you have a Waldorf-friendly business and want to get connected with my audience, I am offering advertising space on the blog and podcast, as well as sponsored posts for products I think my audience would appreciate. You can get more information about sponsorship opportunities over at my sponsor page. Shownotes I wrote a series of posts about main lesson rhythm awhile ago. Here is the one about the morning warm-up. There is some good information there, but not as thorough as what I talk about in the podcast. I've learned a lot since then. My favorite games books (mentioned in the podcast.) The New Games Book Games Children Play Games For the Playground Home School and Gymnasium In the past couple of years I encountered a more mainstream philosophy that lines up really well with the Waldorf understanding of the warm-up as I learned it in my teacher training. Responsive Classroom philosophy suggests that every day begins with a 20-30 minute period of time called “morning meeting.” When I read about the 20-30 minute period of time as Responsive Classroom describes it, it resonated very strongly with my Waldorf experience. When I realized how great these ideas worked together, I realized that Responsive Classroom resources would work really well when it came to creating my morning warm-up activities. Responsive Classroom Resources The Morning Meeting Book Morning Meeting Ideas for Grades 1-3 Doing Math in Your Morning Meeting Doing Language Arts in Your Morning Meeting 99 Activities and Greetings for Your Morning Meeting I often have a hard time finding activities that are fun, engaging and all about warming my students up so they're ready for the lesson. Responsive Classroom suggests that the “morning meeting” which we refer to as the warm-up in Waldorf education includes 4 elements • Greeting • Sharing • Group Activity • Morning Message In the podcast I go through each one of these and talk about how they line up with Waldorf, what they look like in the classroom, and why they are essential for warming your students up. Along the way, I give some suggestions for activities and some resources that can give you more ideas. Imagine each of these activities as a gradual arriving at school, connecting with each other and getting ready to start the day.
Huzefa recounts his first attempt at using Responsive Classroom techniques during a lecture presented at a self development conference. Hear […]
In this episode, Huzefa interviews Earl Hunter II, a responsive classroom expert and consultant, explains the ins and outs of […]
Mike Anderson joins Justin Baeder to discuss his book, Learning to Choose, Choosing to Learn: The Key to Student Motivation and Achievement.Interview Notes, Resources, & Links Purchase Mike's book, Learning to Choose, Choosing to Learn: The Key to Student Motivation and Achievement.Visit Mike's WebsiteFollow Mike on TwitterAbout Mike AndersonMike Anderson is a full time education consultant who works with diverse schools across the United States and beyond. He was a classroom teacher for 15 years and then a Responsive Classroom consultant and developer for 6 years. He is also the author of many books about great teaching and learning.
We found a long lost episode in our archives! In this episode, we talk about using Morning Meeting as part of a classroom management system. Hopefully this episode can tide you over until we record some new material next week! Check out more about Morning Meeting and Responsive Classroom here!
@JasonFlom @PeterMDeWitt @bodymindchild @bamradionetwork Sarah Fillion is a Professional Development Designer and Consultant for the Northeast Foundation for Children, Inc.'s Responsive Classroom. Olga Jarrett, PhD is Professor of Early Childhood Education at Georgia State University. She is both a recess researcher and a recess advocate. Jason Flom is the Director of Learning Platforms at Q.E.D. Foundation Peter DeWitt, Ed.D., has been a principal in upstate, NY since 2006. He blogs at Finding Common Ground for Education Week.
@JasonFlom @PeterMDeWitt @bodymindchild @bamradionetwork Sarah Fillion is a Professional Development Designer and Consultant for the Northeast Foundation for Children, Inc.'s Responsive Classroom. Olga Jarrett, PhD is Professor of Early Childhood Education at Georgia State University. She is both a recess researcher and a recess advocate. Jason Flom is the Director of Learning Platforms at Q.E.D. Foundation Peter DeWitt, Ed.D., has been a principal in upstate, NY since 2006. He blogs at Finding Common Ground for Education Week.
Teachers at Mount Desert Elementary School in Northeast Harbor, Maine, use proven Responsive Classroom techniques -- such as relationship-building morning meetings and engaging student-led activities -- to get students focused and ready to learn.
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