Whatever It Takes

Just finished a wonderful book about teachers and administrators taking extra steps to help all students learn. I hope to post some key quotes soon.

Food (Bread) for Thought

I had a great time at Panera Bread in West Covina last night chatting with Mr. Seliskar - a gentleman and a scholar. What a pleasure it is to exchange ideas, share tips and discover new ways of meeting the needs of students. The collaborative spirit is alive and well in Covina Valley.

Jason shared some ideas for improving math and using technology. I especially enjoyed his explanation of why reading answers to homework is more effective than having them refer to an overhead. I plan on using that technique in my class. In addition, he reminded me about Nancy Boyles. Yes, I have her book but have not implemented her strategies in my class. It's time to get that done.

The wonderful part of teaching is figuring out how to help students. The most difficult part of teaching is figuring out how to help students.

We both agreed that the battle for student proficiency is often won or lost in the mind of the teacher. If I give my students a chance, they might learn. If I don't give them a chance, they never will.

Looking forward to doing whatever it takes.

What Are They Doing Right?

Are we busy looking for excuses to make when we should be looking for successes to imitate?

Check out a school that went from bottom of the barrel to cream of the crop in just a few years.


www.latimes.com/bunche

Bloggin' In The Classroom

Summer is a time to relax and regenerate for the upcoming school year. Well you would think, but this teacher is still looking to better himself, not just for himself, but for his students. I wanted to better the way I approached writing in the classroom for next year and the years to come.

So I decided for myself to have a "Professional Development Summer". I went and read a book about writing across curricular areas. I found that I could integrate writing into my science and social studies without worrying how I can cram it in to a half hour a day. I bought, "Teaching Writing in the Content Areas". This has really helped me with ideas and how I can intergrate writing into other areas of the day instead just a half hour. One idea is to have students post their final draft to a blog just like this one after they have learned and practiced the writing process. This book has given me a new way to teach the writing process.

Having students in small groups to brainstorm and even draft their thoughts in the same setting over several lessons in the science book. This is one of the ideas I will be implementing this year along with a blog (Rowland21)to help integrate technology into writing to enhance writing and also create interest in the whole writing process.

Podcasting in the Classroom - Roadrunner Radio

One day I received an email for podcasting training at the district office. So I was curious, since I like technology, to go and learn. The training consisted of basic recording and some suggestions to hosting. Also included, was how to record a mp3 file and then how to upload it to free site for hosting (podomatic.com).

So I took this new found knowledge and brainstormed for some ideas to how to implement podcasting in the classroom. I came up with starting a online radio station called "Roadrunner Radio".

I selected students who I knew could handle brainstorming, understanding the show formats, creating/writing the segments, and eventually the recording of the segments. We meet after school as an after school club for a half hour three times a week.

At first the students were unclear to what this was all about and it took some weeks to help them understand through explanation, by having them listen to some podcasts from iTunes, and then simply letting them brainstorm while I guided them to what I was looking for.

The students do the creating, writing and recording while I do the final product of editing the segments by adding sound effects and music in iLife 'o6.

Our goal is to create a show/podcast from start to finish in a month's time. This past year, we had our first podcast in April. The training was in February, so setting up and creating on my part took some time. I like to compare the start up process to starting up of a company. You had to create a foundation. I had to fully understanding podcasting before I could even start instructing the students. I am a hands on learner so my process might not be as long as yours. I also created Roadrunner Radio's logo through Photoshop.

Our show consists of a station phrase (a recognizable slogan), an introduction with a summary of segment titles, segments and then a closing. Hosts introduce and close each segment.

Once posted you can register the xml feed to sites to help broadcast and increase your audience. Such sites are PicklePodcast, iTunes, Recap Limited (Located in England), and Yahoo Podcasts. There are many others out there to post to help increase your audience worldwide.

As the students caught on and grabbed the hang of it, they seemed to get better and their enthusiasm was awesome. They can't wait to start again next year.

I entered them in the Los Angeles DigitalVoice Awards. The DVA's recognize educators and students who implement technology in the classroom. To my surprise we were selected for an award. The students were recognized at the awards on stage. This was a great experience for them. This was not at all expected when I entered the training a few months earlier. I am currently searching to build on this to possibly going video. I will keep you posted on that transition.

There are all kinds of ways podcasting can enhance your lessons, both in interest and in success. Having students read into a microphone to hear their fluency, having them read a story and have their picture appear when the read their writing. All kinds of possibilities to implement this technology into your classroom. Do not be afraid. The technology does not bite!

Please e-mail with any questions.

Mr. Seliskar

Starbucks and Flexible Grouping

I had an urge for a decaf latte. So I jumped in the car and headed down to the new Starbucks. Now, I need to give you some background. This coffee shop isn't the typical Starbucks. Apparently, it is a "Classic" version of Starbucks. It is based on an older model of customer service.

Instead of walking into a line and ordering my drink I was ushered into another room. It was a bare rectangular room with uncomfortable chairs and small desks. I began to ask a question when I was firmly told to sit down and wait. I thought that was rather odd for a Starbucks but I didn't resist.

After about 20 minutes of waiting, the room had filled up with a variety of men and women. We shared in common on thing-a confused expression. Everytime we attempted to talk a representative told us to be quiet. Many of us sat and glanced at our watches wondering how long this escapade would last.

Finally, another representative came in with a cart filled with coffee cups and two urns. She passed out cups to each of us. Some objected to coffee cups since they only wanted tea. Others objected because they wanted to purchase pastries. Our comments were ignored. After 10 minutes we all had a one steeming cup of coffee on our desk.

We were told to drink the coffee. It was explained that no sugar or cream would be provided. A few people drank - apparently they were the "I like it black" crowd. Others were clearly agitated. A few of the agitated people tried to explain what they needed but were shushed. Shortly thereafter a few of them started acting up and ignoring instructions from the representatives. It was like they didn't care. They had given up.

After collecting our money for the coffee we were excused. I was determined to make my opinion known on the way out. But to my chagrin the manager seemed oblivious to my concerns. He explained that the classic model had been used for many years it would be very difficult to retrain his representatives on a new one.

I stormed out the door and threw my coffee in the trash. Thank God I never have to go back to that Starbucks again.

Obviously, the is a fictional Starbucks. It would never survive in a world of customer-focused sales. Starbucks thrives because it provides its customers what they want when they need it.

Flexible grouping is an educational concept rooted in the belief that each student is a customer with individual needs. With flexible grouping the needs of my students drive instruction, assessment and intervention.

You wouldn't buy coffee at a "Classic" Starbucks. Why do we insist on teaching students using a "Classic" model?

Differentiated Thinking

Last night I was reading my new book on differentiated instruction in the classroom. As I was reviewing its' introduction and getting a refresher in the definition my mind started to wonder. Why is there different instruction? Why can't I just sit in front of the class and give all students the same instruction, using the same words and writings on the board. As soon as that thought was asked, it was answered. The answer is: You can't! Children come to you with so many backgrounds, experiences and abilities. Just one style of lesson or approach is not going to reach all students. So we have to adjust and challenge ourselves as educators to help students with their wide range of strengths and weaknesses. I have talked with some "experienced" (to be polite) teachers about education. There overall response is that education is not what it was 10 years ago. Sure, what is the same today as 10 years ago, probably not much. I know I am not the same person I was 10 years ago. We have changed and we have to change for the new student in the classroom. The new or "experienced" teacher has to ask or re-ask themselves why is it you are in education. Is it so you are comfortable or is it to make your students comfortable in the information you present? Pondering this, makes me feel uncomfortable. To think if I haven't rethought how I can differentiate my instruction to best meet the needs of all my students then I must reevaluate my reasons for teaching. No one said it is easy, but I believe that seeing that light bulb come on in a child's head makes all the hard work seem easy.

Practicing What We Preach

This morning I had an epiphany. I was skimming through some research on writing and I realized that I was not comprehending the article. I was stuck in a "get it finished" mode. I was taking the easy way out. This is exactly what our students do and it drives us crazy. They get their work done but without understanding. Sentences are not capitalized. Basic mistakes are left unchanged. Then we ask them the questions- Did you include capitals? Are there other mistakes here? Why did you hand this in?

So I had to reset my mind and refocus. Then I had to refocus again. Why am I in this training? Why am I reading this literature? I want to be a better teacher. So I need to dig, reread, analyze and gleen. How can I expect fourth graders to do something that I am not willing to do myself? Why do teachers expect students to sit for hours and listen to them talk when those same teachers revolt after 30 minutes at a staff meeting?

How can I expect my students to learn if I do not invest enough time designing, dismantling and redesigning the learning environment?

So I went back and started again, rereading until I understood the article. It took longer but in the end it was worth it. I now have strategies that I can use to benefit my students.

Mr. Riggs

Off to Hawaii

Apparently it has taken me six years to discover that Hawaii is a favorite vacation spot for elementary teachers. Every other person I have talked to during training these past two weeks has either gone already or will be leaving soon.

Now I know why so many of my colleagues return to school with a golden tan.

Four days and 12 hours to go.

Aloha!

Mr. Riggs

Why Teach?

Do you love teaching?

This blog is dedicated to elementary school teachers young and old who love teaching.

It is a place to share success stories, exchange ideas and encourage excellence in the classroom for the benefit of the most important people in education - the students.

Mr. Riggs