Meet the SVES H-21 Canaries!
Monday, April 13, 2009
Thank You Ms. Kathy & Ms. Pam
Dear Ms. Kathy,
Thank you are the only words I can express my gratitude towards you. You have been very accommodating to my needs as a student teacher in every way. You go beyond your role as my master teacher to assist me for the many things that I miss out to do, thank you for lending me a hand when I get all caught up with my workload.
I find myself very fortunate for having you mentor me during my student teaching, many of your other colleagues wonder how you can bring so much blitz and fun into your classroom learning environment! I am glad that I get a front row view of your class while you are teaching--so I get to beg, steal, and borrow all your amazing teaching strategies and ideas:]
Love,
Ms.D
Ms. Pam,
It was just like yesterday when I was enrolled in your intro to teaching class. I can still remember all the Harry Wong videos and ideals we once had to just read up on and now I practice it!
I did it! Many thanks you for all the support and encouragement that you have showered me with. You inspire me to push myself beyond the limits where I can't find myself in. All your bits of advice and teachable moments will be forever be remembered. Only thinking that I won't be in SOE next semester, brings tears to my eyes--you all at SOE are finally letting us go! I will truly miss going in for registration and advising! "We are all grown up!" like what Ms. Sallie would say:]
I will miss you!
Love,
Diane
With a special gift for learning
And with a heart that deeply cares,
You add a lot of love
To everything you share,
And even though
You mean a lot,
You'll never know how much,
For you helped
To change the world
Through every life you touched.
You sparked the creativity
In the students whom you taught,
And helped them strive for goals
That could not be bought,
You are such a special teacher
That no words can truly tell
However much you're valued
For the work you do so well.
Thank you are the only words I can express my gratitude towards you. You have been very accommodating to my needs as a student teacher in every way. You go beyond your role as my master teacher to assist me for the many things that I miss out to do, thank you for lending me a hand when I get all caught up with my workload.
I find myself very fortunate for having you mentor me during my student teaching, many of your other colleagues wonder how you can bring so much blitz and fun into your classroom learning environment! I am glad that I get a front row view of your class while you are teaching--so I get to beg, steal, and borrow all your amazing teaching strategies and ideas:]
Love,
Ms.D
Ms. Pam,
It was just like yesterday when I was enrolled in your intro to teaching class. I can still remember all the Harry Wong videos and ideals we once had to just read up on and now I practice it!
I did it! Many thanks you for all the support and encouragement that you have showered me with. You inspire me to push myself beyond the limits where I can't find myself in. All your bits of advice and teachable moments will be forever be remembered. Only thinking that I won't be in SOE next semester, brings tears to my eyes--you all at SOE are finally letting us go! I will truly miss going in for registration and advising! "We are all grown up!" like what Ms. Sallie would say:]
I will miss you!
Love,
Diane
With a special gift for learning
And with a heart that deeply cares,
You add a lot of love
To everything you share,
And even though
You mean a lot,
You'll never know how much,
For you helped
To change the world
Through every life you touched.
You sparked the creativity
In the students whom you taught,
And helped them strive for goals
That could not be bought,
You are such a special teacher
That no words can truly tell
However much you're valued
For the work you do so well.
Ms. D's message to H-21's canaries
Dear H-21 Canaries,
Hello boys and girls! Thank you to you and your parents for giving me the opportunity to share and practice what I have learned from my college methods class. I could not imagine of any more better students than all of you...Kenneth, Gary, Con, Jehp, Neilihner, Rayanna, Chiara, Helen, Lisa, Maxine, Jay, Anthony, Jerome, Greg, Breyandel, James, Maria, Lance, and Brandon:] You all give me a reason to come to school each day and learn many things.
I'll never forget all your enthusiasm to learn! I'll never forget the smiles, hugs and greetings I get when I come to class:] I'll forever miss... seeing Kenneth on top and under the tables, Gary's sense of humor!, Con reminding me about many things I forget, Jehp's coolness, Neilihner's hugs I get every morning, Rayanna's willingness to help, Chiara's cute voices, Helen's tapping to get my attention, Lisa's drawings, Maxine's cuteness, Jay's voice yelling for my help across the class, Anthony's participations in class discussions, Jerome's quietness, Greg's concerns to maintain peace in class, Breyandel's big girl fashion, James's helpfulness, Maria's cute faces, Lance's shy personality and Brandon's cute voice.
Good Luck in everything that you do! Remember what Ms. D says, always do what's right!
I will mIss yOu guys!
Love,
Ms. D
2nd graders
fun,playful
laughing,learning,talking
like no other!
H-21
Hello boys and girls! Thank you to you and your parents for giving me the opportunity to share and practice what I have learned from my college methods class. I could not imagine of any more better students than all of you...Kenneth, Gary, Con, Jehp, Neilihner, Rayanna, Chiara, Helen, Lisa, Maxine, Jay, Anthony, Jerome, Greg, Breyandel, James, Maria, Lance, and Brandon:] You all give me a reason to come to school each day and learn many things.
I'll never forget all your enthusiasm to learn! I'll never forget the smiles, hugs and greetings I get when I come to class:] I'll forever miss... seeing Kenneth on top and under the tables, Gary's sense of humor!, Con reminding me about many things I forget, Jehp's coolness, Neilihner's hugs I get every morning, Rayanna's willingness to help, Chiara's cute voices, Helen's tapping to get my attention, Lisa's drawings, Maxine's cuteness, Jay's voice yelling for my help across the class, Anthony's participations in class discussions, Jerome's quietness, Greg's concerns to maintain peace in class, Breyandel's big girl fashion, James's helpfulness, Maria's cute faces, Lance's shy personality and Brandon's cute voice.
Good Luck in everything that you do! Remember what Ms. D says, always do what's right!
I will mIss yOu guys!
Love,
Ms. D
2nd graders
fun,playful
laughing,learning,talking
like no other!
H-21
Jan 05-Jan16 Observation days
During my first day of observation I was very eager to learn all the things I took place in the classroom. I was looking closely at he outline for what was needed to be gathered and taken a note of. I was eager as a beaver! Soon enough I learned that each day brought more and more things to take note of and later I memorized by heart the routines and procedures.
For the next two weeks, I tried to keep a keen memory of names and faces and how they interacted with their peers. I surely did learn a lot even from watching a far. The students were very warm and excited to have another student teacher and constantly asked when I was going to teach them. The students kept me relieved that they welcomed others to teach them other than their teacher--who is awesOme!
Observing Ms. Kathy each day, gave me so much ideas, strategies and methods that can actually be done! The information I was being fed was overwhelming me; I asked myself and how am I suppose to come close to her teaching... Then again, I remembered from my other student teacher counterparts advice is not to compare yourself... But, but, but how can I not?! :] Ms. Kathy surprises me everyday with all the tricks she has in her pockets!
For the next two weeks, I tried to keep a keen memory of names and faces and how they interacted with their peers. I surely did learn a lot even from watching a far. The students were very warm and excited to have another student teacher and constantly asked when I was going to teach them. The students kept me relieved that they welcomed others to teach them other than their teacher--who is awesOme!
Observing Ms. Kathy each day, gave me so much ideas, strategies and methods that can actually be done! The information I was being fed was overwhelming me; I asked myself and how am I suppose to come close to her teaching... Then again, I remembered from my other student teacher counterparts advice is not to compare yourself... But, but, but how can I not?! :] Ms. Kathy surprises me everyday with all the tricks she has in her pockets!
Ms. D's Takeover
On March 2nd was my first day of whole day teaching which coincided with a fun-filled day at PIC. Our class collected the most pledges during the Canary Walk-a-thon, in turn this was their reward to the students. I cannot expect a much better way to start than to have a refreshing and relaxing day! Little did I know, this week was one of the hardest week to go through--I was not that ready; however, Ms. Kathy is always willing to lend her helping hand to get me back on track. Each week I realize and learned what was needed to be accomplished. I now know that preparing in advance is a must! It is essential to make use of all the time you have in your hands to grade papers, plan advance, xerox worksheets, prepare for other activities for backup and so forth. As each week passes, I get a better feel on planning, prioritizing, and looking a future due dates. I learn to mentally plan and improvise many activities to fit other lessons.
At first, I thought to myself that six weeks was pretty long for a whole day of teaching experience but now I feel that I need more time to cover other lessons and activities. Other than lessons, planning, activities--the student interaction taught me a lot about what to expect in the future. Each day was a learning experience to learn from, there was days when the students were obedient and days when you dreaded it from the time the day started. Moreover, I think of each day as a teachable moment to learn and grow from. This student experience is like no other practicum--what is learned in the methods course can only describe how it is used. But, experiencing and practicing methods in the class is a different realm.
Student Teaching is an experience that last a lifetime of memories of both ups and downs:] You learn not only about how students, teachers, and the school works but most especially about yourself. I know what my strengths are; but, my weaknesses are what I am more concerned about working on.
At first, I thought to myself that six weeks was pretty long for a whole day of teaching experience but now I feel that I need more time to cover other lessons and activities. Other than lessons, planning, activities--the student interaction taught me a lot about what to expect in the future. Each day was a learning experience to learn from, there was days when the students were obedient and days when you dreaded it from the time the day started. Moreover, I think of each day as a teachable moment to learn and grow from. This student experience is like no other practicum--what is learned in the methods course can only describe how it is used. But, experiencing and practicing methods in the class is a different realm.
Student Teaching is an experience that last a lifetime of memories of both ups and downs:] You learn not only about how students, teachers, and the school works but most especially about yourself. I know what my strengths are; but, my weaknesses are what I am more concerned about working on.
Transitioning back to Ms. Kathy
A teacher affects eternity: he can never tell where his influence stops. --Henry Adams
As of the moment I am transitioning the class back to Ms. Kathy. It was a wonderful experience to actually put into actions all the methods and strategies that we have studied and learned at the college. Time does fly when you are having fun! Although, it has just been two days that I have been transitioning, the kids already congratulating me for a job well done during my six weeks.
They play such a big part in my student teaching practicum; they allowed me to try many new strategies and ideas. The batch of students I have are such a delight; I wouldn’t trade them for any other set of students. Their different personalities and abilities always give me a reason to strive harder to ensure that I have a variety of activities lined up.
Now, I look back at all the nights and days that I was stressing to prep for class. Everything has paid off really well and I am glad I am with Ms. Kathy’s class:]
As of the moment I am transitioning the class back to Ms. Kathy. It was a wonderful experience to actually put into actions all the methods and strategies that we have studied and learned at the college. Time does fly when you are having fun! Although, it has just been two days that I have been transitioning, the kids already congratulating me for a job well done during my six weeks.
They play such a big part in my student teaching practicum; they allowed me to try many new strategies and ideas. The batch of students I have are such a delight; I wouldn’t trade them for any other set of students. Their different personalities and abilities always give me a reason to strive harder to ensure that I have a variety of activities lined up.
Now, I look back at all the nights and days that I was stressing to prep for class. Everything has paid off really well and I am glad I am with Ms. Kathy’s class:]
Lessons and Activities That Demonstrate Diversity
Book Fair
Health and Wellness
Canaries Walk-a-thon
Field Day
Field Trips
Assessment
1. Journals--There are daily journal prompts that students must complete; it is themed with holidays or events that took place that day. Journals usually written in narrative form, are subjective, and deal more with feelings, opinions, or personal experiences. Journal entries are usually more descriptive, longer, open-ended, and freer flowing than logs. They are often used to respond to pieces of literature, describe events, comment on reactions to events, reflect on personal experiences and feelings, and connect what is being studied in one class with another class or with life outside the classroom.
2. Teacher Made Quizzes--They are administered every week, which takes away the necessary tests that students must take. It is written/oral assessments that are not commercially produced or standardized. In other words, a quizzes a teacher designs specifically for his or her students.
3. Class Discussion: A true discussion occurs when a GROUP of people including the leader, share experiences, debate ideas and theories, discuss experiences, and work together on common problems. It is not: a teacher asks a question and a participant answers. Class discussion can be used to initiate, amplify, or summarize a session.
4. Group work--Students work together to reach a common goal based on given task or assignment. Each student must have a role to help accomplish the goal, it should all be of fair weight when distributing task amongst one another.
5. Presentations--Students are to present a project or topics assigned to be researched and shared with the whole class.
6. Performance Tasks--Students are to create visuals and/or projects about their lesson/topics learned.
7. Accelerated Reading (AR): is a daily progress monitoring software assessment in wide use by primary and secondary schools for monitoring the practice of reading, and it is created by Renaissance Learning, Inc. Accelerated Reader is an assessment that primarily determines whether or not a child has read a book. The software provides additional information to teachers regarding reading rates, amount of reading, and other variables related to reading.
2. Teacher Made Quizzes--They are administered every week, which takes away the necessary tests that students must take. It is written/oral assessments that are not commercially produced or standardized. In other words, a quizzes a teacher designs specifically for his or her students.
3. Class Discussion: A true discussion occurs when a GROUP of people including the leader, share experiences, debate ideas and theories, discuss experiences, and work together on common problems. It is not: a teacher asks a question and a participant answers. Class discussion can be used to initiate, amplify, or summarize a session.
4. Group work--Students work together to reach a common goal based on given task or assignment. Each student must have a role to help accomplish the goal, it should all be of fair weight when distributing task amongst one another.
5. Presentations--Students are to present a project or topics assigned to be researched and shared with the whole class.
6. Performance Tasks--Students are to create visuals and/or projects about their lesson/topics learned.
7. Accelerated Reading (AR): is a daily progress monitoring software assessment in wide use by primary and secondary schools for monitoring the practice of reading, and it is created by Renaissance Learning, Inc. Accelerated Reader is an assessment that primarily determines whether or not a child has read a book. The software provides additional information to teachers regarding reading rates, amount of reading, and other variables related to reading.
Activities relevant to student learning
1. Voting Center--Students were learning about voting and how it is important. Each day assigned students were to create a question for their classmates to vote on. This center helped students make choices on their own and learn that their choice is important.
2. Market--Since we are covering Wants and Needs for our Social Studies unit which coincides with our money unit for math it was a good activity for students to try a real-life setting of having a store and becoming a producer and consumer at the same time. They had to use their math skills to make purchases at the different stores that each group had.
3. Valentine's Day--The extension activities for Valentine's day coincided with Friday's learning center day, which gave the students a chance to create gifts for their parents and reading buddies.
4. Easter Card Making--Throughout the week before Easter, the students had a chance to do numerous Easter activities including creating a card for their parents.
5. Car Race--While learning Force and Motion, students were given the chance to better their understanding through a car race challenge amongst one another. During a learning center day, students had a chance to extended their learning about force in motion by making predictions and actually doing the experiment to see if their predictions came close or not.
6. Field Trips--Lau Lau Beach Clean-up, Submarine Trip and Science Expo. The Lau Lau Beach clean up was one of the a culminating activities the science unit on oceans. Students had a chance to go on a submarine trip to observe the underwater environment and make connections to what pollution can do to destroy nature.
For pictures on Lau Lau Beach Clean-up visit http://s364.photobucket.com/albums/oo85/kathy_lalaine/LauLau%20Beach%20Clean%20Up/
Visit this link to read on a news article on the Lau Lau Beach clean up dated
March 12, 2009 from the Saipan Tribune.
http://www.saipantribune.com/newsstory.aspx?cat=16&newsID=88445
For pictures on the Submarine Trip visit http://s364.photobucket.com/albums/oo85/kathy_lalaine/Submarine/
7. Kid Town--Students were tasked to create their "Kid Town," a culminating event for the Social Studies unit. Each group was assigned an area in the community to create and they needed to work together to put the Kid Town together ensuring that they had all necessary places for a community to function.
2. Market--Since we are covering Wants and Needs for our Social Studies unit which coincides with our money unit for math it was a good activity for students to try a real-life setting of having a store and becoming a producer and consumer at the same time. They had to use their math skills to make purchases at the different stores that each group had.
3. Valentine's Day--The extension activities for Valentine's day coincided with Friday's learning center day, which gave the students a chance to create gifts for their parents and reading buddies.
4. Easter Card Making--Throughout the week before Easter, the students had a chance to do numerous Easter activities including creating a card for their parents.
5. Car Race--While learning Force and Motion, students were given the chance to better their understanding through a car race challenge amongst one another. During a learning center day, students had a chance to extended their learning about force in motion by making predictions and actually doing the experiment to see if their predictions came close or not.
6. Field Trips--Lau Lau Beach Clean-up, Submarine Trip and Science Expo. The Lau Lau Beach clean up was one of the a culminating activities the science unit on oceans. Students had a chance to go on a submarine trip to observe the underwater environment and make connections to what pollution can do to destroy nature.
For pictures on Lau Lau Beach Clean-up visit http://s364.photobucket.com/albums/oo85/kathy_lalaine/LauLau%20Beach%20Clean%20Up/
Visit this link to read on a news article on the Lau Lau Beach clean up dated
March 12, 2009 from the Saipan Tribune.
http://www.saipantribune.com/newsstory.aspx?cat=16&newsID=88445
For pictures on the Submarine Trip visit http://s364.photobucket.com/albums/oo85/kathy_lalaine/Submarine/
7. Kid Town--Students were tasked to create their "Kid Town," a culminating event for the Social Studies unit. Each group was assigned an area in the community to create and they needed to work together to put the Kid Town together ensuring that they had all necessary places for a community to function.
Technology in the Classroom!
1. Television--we use our TV to project our morning tasks, Direct Instruction task, journal entries daily, play Jeopardy, to watch movies from books that we have read during our "Author's Chair" and Powerpoint presentations.
2. Radio--is sometimes used for Author's Chair in place of the teacher reading out the story and for the listening center during Friday's center activities.
3. Computer--students are able to use the desktop to take AR (Accelerated Reader ) quizzes after reading their books that are borrowed from the school library.
4. Laptop--is used to project morning task, journals, movies, jeopardy for review day, and play PowerPoint.
5. Digital Camera--is used to take pictures of all the student activities that take place in and out of class.
2. Radio--is sometimes used for Author's Chair in place of the teacher reading out the story and for the listening center during Friday's center activities.
3. Computer--students are able to use the desktop to take AR (Accelerated Reader ) quizzes after reading their books that are borrowed from the school library.
4. Laptop--is used to project morning task, journals, movies, jeopardy for review day, and play PowerPoint.
5. Digital Camera--is used to take pictures of all the student activities that take place in and out of class.
Professional growth
1. Statewide Professional Development (MHS)
2. School level Professional Development
Teachers or Guest speakers are assigned to conduct PD's on different topics. I had a chance to take part on a Learning Center PD that Ms. Kathy conduct at school. She assigned me to create the Kindergarten learning center, which was a great learning experience! I had to explain how the center was to be utilized to other teachers and staff of SVES.
3. Staff Meetings
Staff meetings are conducted every other Wednesdays at the school cafeteria.
4. Supervision
Every Wednesday, along with the 1st and 3rd graders we are tasked to supervise after school to assist students to get to their cars safely.
5. PTA--Parent-Teacher Association, I have attended a PTA meeting to gain experience and knowledge about what goes on during these meetings.
6. Report Card Day--In the beginning of my student teaching experience I had a chance to observe Ms. Kathy conduct report card day. This 3rd quarter, she has expressed her feelings that I should help fill out comments for students report cards and take an active role during this report card day.
Behavior Management and Strategies
1. Popsicle sticks--There are three types of colored-popsicle sticks used for the behavior chart. Brown is on-task, Green is awesome, Yellow is warning, and Red is off-task and note sent home to parents. As students enter class in the morning, during the morning task they are to sign in with a brown stick on the behavioral chart at the door. If at anytime, the students change their sticks toward red they still have a chance to change it before they leave school at the end of the day. Their behavior colors will appear on their homework sheet, which shows the parents how they were behaving in class for the day.
2. Bead system and Prize Box--The bead system works for both individual and group purposes. When a student or group remains on-task, they will be awarded a bead or so (teacher's discretion)that will be placed in their group bottle to be collected. At the end of the week, the student with the most beads has chance to choose a prize from the prize box or collect five movie stickers to earn a chance to watch a movie at the theater. The group must agree on the reward they are to receive, they all need to agree.
3. Class Store--This reward system works hand in hand with our money unit for math. This took the place of our bead system, students are given money for reward. At the end of the week, they are able to make purchases at the class store. Students now have the choice to learn to save for something they may want/need or just make small purchases.
4. Count Down--Count down from ten to one or five to one. If students are not ready by the time the count down is done; time starts for time to be cut from their activities.
5. 1,2,3 eyes on me--Teacher says: 1,2,3 eyes on me and Students respond: 1, 2 eyes on you.
6. Hand Signals--Students show me, letter b for the restroom and letter w for water.
7. Clapping--Teacher claps hands in a rhythm to catch students attention and I receive a response of clap back.
8. Mr. Freeze--Teacher says: "Mr. Freeze" and students are to stop what they are doing and freeze. They wait for the teacher to say "Unfreeze" but as the teachers says it, he/she will give directions ASAP whether to get back to their activities or give out directions.
9.. Seating Arrangement--It is changed each time a book is finished from Author's Chair. Students have a chance to be grouped with other students at the same time to help manage behavioral conflicts amongst one another.
2. Bead system and Prize Box--The bead system works for both individual and group purposes. When a student or group remains on-task, they will be awarded a bead or so (teacher's discretion)that will be placed in their group bottle to be collected. At the end of the week, the student with the most beads has chance to choose a prize from the prize box or collect five movie stickers to earn a chance to watch a movie at the theater. The group must agree on the reward they are to receive, they all need to agree.
3. Class Store--This reward system works hand in hand with our money unit for math. This took the place of our bead system, students are given money for reward. At the end of the week, they are able to make purchases at the class store. Students now have the choice to learn to save for something they may want/need or just make small purchases.
4. Count Down--Count down from ten to one or five to one. If students are not ready by the time the count down is done; time starts for time to be cut from their activities.
5. 1,2,3 eyes on me--Teacher says: 1,2,3 eyes on me and Students respond: 1, 2 eyes on you.
6. Hand Signals--Students show me, letter b for the restroom and letter w for water.
7. Clapping--Teacher claps hands in a rhythm to catch students attention and I receive a response of clap back.
8. Mr. Freeze--Teacher says: "Mr. Freeze" and students are to stop what they are doing and freeze. They wait for the teacher to say "Unfreeze" but as the teachers says it, he/she will give directions ASAP whether to get back to their activities or give out directions.
9.. Seating Arrangement--It is changed each time a book is finished from Author's Chair. Students have a chance to be grouped with other students at the same time to help manage behavioral conflicts amongst one another.
Teaching Strategies
Mini Lecture: The mini-lecture is a concise way to provide participants with background information, research, findings, or motivational examples to spark interest and give them a framework for discussion or activity to follow. Mini-lectures should be brief and targeted, setting up an activity or discussions.
Experiments and Demonstration: Experiments and demonstrations can be used to show how something works or why something is important. These activities also provide a way to show the correct process for doing something, like a procedure. They should be carefully planned and conducted. They often involve the use of supporting materials.
Class Discussion: A true discussion occurs when a GROUP of people including the leader, share experiences, debate ideas and theories, discuss experiences, and work together on common problems. It is not: a teacher asks a question and a participant answers. Class discussion can be used to initiate, amplify, or summarize a session.
Continuum Voting: Continuum voting is stimulating discussion technique. Students, participants express the extent to which they agree or disagree with a statement read by the leader. The room should be prepared for this activity with a sign that says agree one wall, and a sign that says disagree on the opposite wall. There should be enough space to move to either sides of the room. A position in the middle between the two signs indicates a neutral stance.
Student or Participant Experts: This is another way of having active learning. Give the participant information and let them read, and learn what they will then present to the class. They can also do research outside of the classroom, training, and prepare to teach what they have learned. Participants enjoy hearing from each other, and the experience stimulates positive interaction.
Small Groups: Participants working together can help stimulate each others activity. Small group activities are cooperative, but have less formal structure than cooperative learning. These activities encourage collective thinking and provide opportunities for participants to work together and increase social skills.
Games & Puzzles: Games and puzzles can be used to provide a different environment in which learning can take place. It can also be used in cooperative learning groups. Many types of games and puzzles can be adapted to present and review concepts. Games such as Bingo, Concentration, or Jeopardy are easily formatted for different subjects. They can be used for review, reinforcement, critical thinking, problem solving, and decision-making. Watch the competitiveness, as this is a learning tool to be used as for fun.
Artistic Expression: Participants may be offered a choice of expressing themselves in art, or through writing. Such a choice accommodates the different learning need and talents of students. Completed work should be displayed.
Student or Participant presentations: Individual student or groups of participants can present information to the rest of the class. Be sure to have clear guidelines for participants to follow, including time and objectives. This strategy also goes very well with adult learning theory and teaching others for retention.
Creative Writing: This strategy can take many forms, from poems, stories, written role-play (scripted), and journal written reflective thoughts. They can be shared or not. This form gives participants a creative outlet to the subject taught or discussed. One can also see transfer learning happen in this form of expression.
Dramatic Presentations: Dramatic presentations may be in the form of skits, plays, mock news, radio or television shows. They should be videotaped, for the participants to see themselves, as well as others not in the classroom or training session. If this is used with students are sure to have the appropriate permission forms.
Cooperative-group work: Cooperative group is a special form of small group work. All small-group activities are not necessarily cooperative groups. For a group to be cooperative, a "sink or swim together" mentality must be created. Students , participants work in small heterogeneous groups (2-6 members) where each member is accountable not only for his/her learning (or task completion) but for helping other members of the group do the same thing. The success of each individual depends on the success of the entire group. For a group to be cooperative, a sense of positive interdependence among the group members must be established. The leader must help the group establish mutual goals, joint rewards, assign specific roles, and shares materials. Cooperative-learning situations promote the development and practice of higher-level reasoning, critical thinking, decision making problem solving, communication, and interpersonal skills. The leader, teacher manages the activity by setting up the groups, and clearly explaining the tasks that must be accomplished. The teacher also serves as a consultant.
Celebrations: Activities that focus on the joy of completion and accomplishment. These activities serve as reminders and markers. It is appropriate to stop and acknowledge and appreciate their accomplishments.
"Unforgettable moments with H-21 2nd graders!"
View H-21's 2nd Quarter Award Ceremony visit http://s364.photobucket.com/albums/oo85/kathy_lalaine/Award%20Ceremony/?albumview=slideshow
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