questions, comments and ideas Megan: Finally someone said to rely on our instinct! Thank you for not shoving research down our throats and telling us we should be like this book or that!!!! Virginia: Do what works for me. Find my own style and what I am comfortable with. I like this statement. This makes me feel that it is okay to be me and bring my own style into teaching. Sometimes you feel that there is only one way to do things. I like that there is more than one way to skin a cat. I do feel that I have something to offer, but only if I can be me.

questions, comments and ideas Sometimes personalities between the teacher and the student simply clash. What are some ways that the teacher can reduce these personality differences?

creating a safe (inclusive) classroom (creating an inquiry based classroom)  When confronted with that kid – establish some basic grounds rules…  We do not hit  We do not run around  We do not yell  I am the teacher  When confronted with that kid – establish some basic grounds rules…  We do not hit  We do not run around  We do not yell  I am the teacher

creating a safe (inclusive) classroom (creating an inquiry based classroom) I am the adult “blame” yourself first Put yourself in time out as needed Escalation is always a losing game Love and Logic Look for opportunities to build a positive relationship I am the adult “blame” yourself first Put yourself in time out as needed Escalation is always a losing game Love and Logic Look for opportunities to build a positive relationship

questions, comments and ideas Deborah: In our classroom management class last week we read about creating a positive atmosphere in our classroom. I think that the biggest thing teachers can do it to model the behavior you want them to do. If you want them to be positive-be positive. If you want them to explore and discover-explore and discover yourself. If you want them to be excited about lessons, have lessons they can be excited about….and be excited about them yourself.

questions, comments and ideas Tiffany: How do you make the students feel like a creed is their responsibility? Several ELED classes have suggested class rules that are created by the students so students feel “buy in” on the rules.

questions, comments and ideas I have struggled with this in my small groups. I have one student that is significant lower that the others in the group. I recently made the decision to move the students forward because I can’t keep the others from progressing. I need to think more. Ginny: How do we ensure each child the time and opportunity to grow at their own speed in public education?

questions, comments and ideas Melissa: I like what you said about the diversity in our class. I had the opportunity to go back up to Logan to finish out the teaching program, but I decided against it because I really like the atmosphere of the extension classes. A lot of the students have more of a background and larger experiences to share.

questions, comments and ideas Aleece: My son’s first grade teacher does a great job of this. His very favorite thing about school is…vocabulary. He uses his vocabulary words regularly and still uses those he learned at the beginning of the year. When he catches one of us using his vocabulary word he screams back the word…so excited that he knows it. HE FEELS SMART!!!

questions, comments and ideas I have a friend whose son really fit the description that you wrote: "boys tend to go for a tough "I don't care" attitude. They stop trying, they stop caring, and it's a challenge to get them to give learning another chance." My friend mentioned that her son is really smart, and does the work (unless it is too hard or too much), but doesn't turn in his work. My question is: what can the parents do to help him be motivated and to care about how he does in his classes? Is it better to have an outsider (teacher) give him the encouragement that he needs?

questions, comments and ideas Deborah: I took a class this summer that largely taught integrating. The thing that stuck in my mind was that teachers have so much that they are responsible to teach their students. There is not enough time to teach it all unless teachers integrate.

questions, comments and ideas I have seen many 6 th grades confused by the terms “waxing”, “waning”, and “gibbous” getting all tangled up with crescent, new moon, quarters, etc. So if they learn what causes moon phases and real-life meanings for waning, waxing, and gibbous as 3 rd graders, they will lessen their struggles in 6 th grade as they encounter the terms again.

Lesson Demonstrations Phases of the moon Refraction of light Sound waves Haiku “Legend of the Great Bear” Literacy connections: “Hatchet”

5 th or 6 th Grade Integrated (Literacy) Lesson  Worth 100 points  Develop a 5 th or 6 th grade science lesson  Specify what your enduring understanding is  Show at least 3 integration (multiple intelligence) components (art, music, reading, writing, math, social studies etc.)  Find a literature component that goes with your lesson.

The World is Flat