Here is my version of the final EERP document: Concrete Action Step 1: sit and let the gorilla (the offending words) be acknowledged by all in the room. Concrete Action Step 2: call a parent then and there to set up a physical meeting with the offending child present that day, and refuse to put […]
Thank you for your cooperation in dropping other topics in favor of this work in creating EERP. I don’t want to mix a topic of such supreme importance like this with other topics. Without a strong response plan to the lead pipes some kids wield in our classrooms, we can’t teach anyway. I plan to use
Here is my own EERP with added details drawn from David Young, Ben Lev, Jody Noble and David Maust, from recent comments they made, so that the document continues to expand: Concrete Action Step 1: sit and let the gorilla (the offending words) be acknowledged by all in the room. Concrete Action Step 2: call
If a person approaches me with a lead pipe and starts to use it on me I would probably want to discuss it with him in a calm and rationale manner. If it were done in front of others, people I work with, I would probably ask the person to meet me later to talk
Remember that we are trying to curtail other normal discussions that take place here about pedagogy and such while we take a kind of time out in an attempt to create this important dream of a document. Many have agreed here that this document or something like it is much more important than anything else right now,
Carol shares this on the theme of bullying: Ben: Dr. Mikey Fowlin, poet, actor, psychologist, came to our school back in January. The beginning of this video is a homage to the power of stories, but about 7 minutes in he gets very serious about the lack of empathy. Fowlin assumes different personalities and voices
Carol just sent this link and offered this discussion: http://aftab.com/index.php?page=the-challenges A brief perusal found this and a story about a gay teacher in California who ultimately committed suicide after constant harassment by students. It is very real and extremely sad. I am afraid the answer to the problem is complex – it’s a heart thing
It’s glaucoma. That is the illness that the kids mocked in their teacher in my DPS colleague’s classroom. It has happened several times this year. Everything has to be magnified for him. There are things lying around on the floor that he can’t see. Lots of candy wrappers, books, you name it. Things on the
The discussion about ending our classes every day with self reflection/metacognition happened after Jason left, around 19-20 February. Annemarie has written about her own experience with it here: I’ve had a lot of trouble managing my 7th graders, and I have the idea of videotaping my 6th graders during PQA or a story and SHOWING it
I’m starting to see a possible yearly plan. The static idea of doing stories all the time and throwing in some novels at different points of the year is a bit too vague, in my opinion. A general yearly plan would reflect the academic and emotional needs of the kids as they emerge throughout the
The best way to practice PQA is to get a very simple text and read it to the kids. Circle out personalized questions from the book as things occur to you. It looks like a reading class, but you are really practicing your PQA for next year. If the book says: …Antoine Médina est responsable
Here are some links to information about Movie Talk : http://glesismore.com/movietalk/technique.html http://www.mjtprswordpress.com http://www.embeddedreading.com Thank you Jody and Laurie and Michele.
