Letting the “Real Me” Stand Out for Students
by Debbie Yonke, Coordinator, Quality Assurance in Learning

   In Visible Learning For Teachers, Hattie shares research regarding the roles of peers and social support.   Not only is it important for students to have friends at school, but positive peer relations and classroom climate can actually impact learning.  “Peers can influence learning by helping, tutoring, providing friendship, giving feedback, and making class and school a place to which students want to come each day” (Wilkinson, Parr, Fung, Hattie, & Townsend, 2002 as quoted by Hattie, p. 79).   This can look many different ways in our classrooms, but recently we saw an example of allowing peers to have a positive influence at Reed Academy in counselor,  Jill Wilson’s 6^th grade study skills classroom. 
   If you look closely at the picture below, you will notice that each student is posed in front of the white board.  As each student sat in the “hot seat,” their peers came up and wrote positive character traits all around them and then the picture was captured.  Jill shared that her goal in this activity was to activate the students’ thinking on what character traits they would want to be known or remembered for.  She really wanted the students to let go of negative labels and let the “Real Me” stand out.  This activity was the last of several lessons that allowed students to focus on not only their own positive character traits and strengths, but those of others.  Thanks for allowing us to share this, Jill!    



Success & Cooperative Learning: How Do They Relate?
by Alicia Moore, SPS Professional Learning Specialist

   This August, I ran into a former student at Wal-Mart. In my freshman English class, Caleb was a kid who never seemed to buy in to the idea of school—who expertly calculated the minimum effort required to pass my class. He only made eye contact in fleeting glances, never raised his hand to answer a question, and generally went unnoticed by his peers.

    When I think of him, though, I think first of his sincerity and genuine smile. I saw this smile fairly often during his conversations with Aiden, another under-the-radar kind of student in the class. The two boys talked before class, after class, and during class as often as I’d let them. Even after their freshman year, Caleb and Aiden would stop by my room to say hi, always together. I would ask them how they were doing in their classes, and both of them always said something like, “Oh, you know, getting by.”
    At Wal-Mart last summer, Caleb proudly told me that he was working on becoming a certified H-VAC technician. I asked him about Aiden, and then I said something about how valuable life-long friendships are. Caleb said, “Yeah, and we met in your class! We’d never even talked to each other before you put us on the same team.”
    Maybe Caleb and Aiden would have become friends no matter what. I’m guessing, though, that their friendship took root because I was using a strategy that I had learned the summer before they arrived in my classroom—Cooperative Learning. My intuition also tells me that their friendship was a key motivator in getting both of them to school each day. Research backs me up:

-According to Visible Learning for Teachers (Hattie, 2012), healthy peer relationships improve academic success through feedback, practice opportunities, and emotional support. One study cited in the book sums it up this way: “…if you want to increase student academic achievement, give each student a friend” (p. 79).

-Eric Jensen (2009), a leader in the brain-based learning movement, agrees. He writes, “Students who know, trust, and cooperate with one another typically do better academically”(p. 92).

-Both of these sources recommend Cooperative Learning as a way to support student relationships and achievement.

   Think about the Calebs and Aidens in your class this year. How might they benefit from Teambuilders and Classbuilders that allow them to safely interact with classmates? How might they grow as a result of social skills being embedded throughout each lesson? How might their interpersonal and academic skills improve in a classroom where they feel like they can’t hide? Where they are treated as equal status?
    I encourage you to make your class a place where life-changing relationships can thrive and all students can find the support they need to succeed in school. And I am confident that Cooperative Learning is what made my class that kind of place for Caleb and Aiden.
 
Hattie, John. (2012). Visible learning for teachers: Maximizing impact on learning. New York, NY: Routledge.
Jensen, Eric. (2009). Teaching with poverty in mind. Alexandria, VA: ASCD.

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LET YOUR FINGERS DO THE WALKING!

   Interested in some tools that will foster healthy peer relationships in your class?  Here's a quick guide to resources you can find in your Kagan Cooperative Learning book and binder.

   If you haven't yet had the opportunity to attend a 3-day Cooperative Learning course, we invite you to join us for our next offering which will be held on January 25, February 8 and February 22.  Please contact Alicia Moore (acmoore@spsmail.org) or Debbie Yonke (dyonke@spsmail.org) for more details.  Registration is available through Employee Self Service.

Tips for Parent-Teacher Conferences
by Marcia Hansen, SPS Professional Learning Specialist

Parent-teacher conferences are an important step in building the bridge between home and school to ensure the highest quality of education for children. The purpose of parent-teacher conferences is to discuss the academic, behavioral, and social well-being of the child.   A successful conference between parents and teachers produces a team approach that truly supports students.  As you plan your conferences, feel free to include any of the teacher tips below.


Parent-Teacher Conference Tips

• Include the student, after all, how can you work as a team if the key player is not there? Also, make sure that all are sitting at a table in the same size chairs. It will keep everyone on the same level, both physically and psychologically. Be sure to know the parents' correct names, both first and last. In many cases, last names are different from the student's.    -Paula VanDerVeer, Fultonville, NY
• Time is a huge factor, be very organized and systematic to make the most of the allotted time.  Make a folder for each student, place notes on what you specifically want to discuss with the parents along with any student work or documentation needed.    -Amber Fireshaker, Springfield, MO
• Be positive and focused on plans to address the problems you and the parents and/or student agree upon. Suggestions for help should be specific, also include plans about how you and the parent will continue to communicate.   -Judy Bonfilio
• Start with something positive; continue with the things that the child needs to work on, and then finish with something positive.    -Marcelle Tapia, Santo Domingo, Dominican Republic
• Write notes on the child before the conference and put them into two categories; Glows and Grows. This helps to stay focused on the child and their strengths and needs both academically and behaviorally.    -Melissa Alfonso, Lancaster, PA
• Be careful not talk down to parents. Be honest and truthful; offer positive ways to help a struggling child. LISTEN to what the parents have to say. Thank them for taking time to come and meet with you on the day of the conference.  -Connie Caldwell, Fort Wayne, IN
• Be very professional; dress professionally and garner more respect. Also, avoid talking about other teachers who are not present. If a parent brings up a problem that involves another teacher, direct them to call and/or meet with that teacher.
• If at all possible try to get a guidance counselor or administrator involved in the parent-teacher conference. This is especially true if you fear that the parent might become agitated or irate. Having another individual there can have a calming influence on the situation.
• Be attentive and use your best listening skills throughout the conference. Allow parents to talk without interruption. Make eye contact and keep your body language open. Try not to be defensive; if a parent is bothered, validate this feeling by saying something like, "I understand that you are bothered by this situation. What can we do to help your child be more successful?" This ensures that the conference stays focused on the child. Sometimes people just want to feel like they've been heard.
• Avoid “eduspeak”, acronyms and terms that might confuse non-educators. If you are discussing specific situations such as standardized tests, make sure that you explain all terms to the parents.
• Build hospitality, have a table and two chairs set outside of your room. This becomes a waiting area.  Placing a bowl of candy, a class book, or pictures of classroom activities can make parents more comfortable as they wait for their conference time.

Being Generationally Savvy with Parent-Teacher Conferences
by Curtis Cunningham, SPS Professional Learning Specialist

Choose any nine-week period in your life and try to explain it to someone in 15 – 20 minutes.  Consider that the person you are speaking to might have a completely different value system or communication style.  This is the challenge presented to us during parent-teacher conferences.  We have a very limited amount of time to present a large volume of information to parents. 

One factor that might be overlooked is generational differences.  Chances are that you will be sitting at the table with at least one person from a different generation.  What might be some considerations that will make your short time with them more meaningful?

Jennifer Abrams, an educational consultant, has written and presented extensively on the dynamics of generational differences.  In her work she defines four generations: Traditionalists (Born 1920-1942), Baby Boomers (Born 1952-1970), Generation X (Born 1960-1980) and Millenials (Born 1980-2009).  The following document might provide some insights into the value systems of each generation.  While this document was created to support work among colleagues, it certainly has implications for our interactions with parents.  As you prepare for parent-teacher conferences, it might be worth your time to consider how generational differences might impact parents’ perception of what is happening in your classroom.

Parent-teacher conferences are a wonderful time to communicate with some of our most important stakeholders.  Communication and collaboration are key elements of effective parent-teacher conferences that can transcend generations.  While it can be an exhausting time of the year, it can also reap wonderful benefits.  We wish you many successful conferences with parents from all generations.   

Suddenly an Expert
by Curtis Cunningham, Professional Learning Specialist

At a recent gathering with friends I found myself in a surprising situation.  While making small talk two friends with a background in business asked me what I think about Common Core.  They had developed some opinions based on reports from the news media, but they were interested in what I think as an educator in the public school system.  Suddenly, my opinion mattered to someone.  I am not sure that I persuaded my friends to change their views about Common Core and honestly that was not my goal.  As I walked away from that conversation I was reminded of the responsibility I have to make sure my opinions are well informed, particularly when it comes of matters related to public education.  Friends and family trust us.  Our opinions carry significant weight in the community.  With this in mind, I would like to highlight a resource found in the SPS Common Core wiki.

You might find the following resource useful as you consider what talking point to have available in the event you suddenly become the expert on Common Core. http://www.corestandards.org/resources/myths-vs-facts.  We hope you enjoy your exploration of the Common Core Wiki.  Perhaps the link above will be a good place to start.

When Collaborating, Remember the Brain-based Social Needs of your Colleagues by Dr. Brady Quirk, SPS Coordinator of Professional Learning

     When utilizing the Seven Norms of Collaboration in faculty meetings, team meetings, or collaborative learning groups, being conscious about our brain-based social needs will help everyone be more successful. Paying Attention to Self and Others (norm #6) pertains to your level of consciousness about what you are thinking, feeling and saying and what others are thinking, feeling and saying.  Sometimes it is not obvious, even to ourselves, how/why we react to what we see and hear.

     As school-based collaborative groups continually refine their craftsmanship, having a raised awareness of the brain-based social needs of your colleagues is a real advantage.  In Your Brain at Work, author David Rock explores the theory that the brain responds to all stimuli in two ways: the need to minimize danger, which creates the “away responses” of anxiety, fear, and sadness, and the need to maximize rewards, which create the “toward responses” of happiness, curiosity and contentment. These needs of minimizing danger and maximizing rewards at the most basic level, can cause shifts in our brain during collaboration time that directly affect the outcomes of that collaboration. Rock further elaborates on these critical social needs of the brain through his S.C.A.R.F. acronym:

STATUS: Status refers to our natural brain-based need to be accepted, liked and respected by others.  Threats to one’s status cause an immediate “away response”, whereas experiencing a sense of importance or recognition within an organization causes reward circuits in our brain to fire.  What might be you be doing, through body language, tone of voice, or the words you choose (or don’t choose) that may threaten your colleagues’ status?  Status threats shut down collaboration more quickly than anything.

CERTAINTY: We are all programmed for certainty – we need to know what to expect in order to access collaborative, higher-order thinking.  The human brain has a basic need to know what is coming next. A primary function of the brain’s neo-cortex is to predict, and whether we realize it or not, we are constantly making conscious and subconscious predictions about everything.  When in a meeting or small collaborative group, a higher level of discourse and critical thinking will be achieved when the group knows what to expect.  Using meeting norms and/or sticking to your agenda is a way to achieve this.

AUTONOMY: The brain’s need for autonomy is strong.  We all need to feel a sense of control and to use self determination to make decisions in our work.  When our sense of control and our sense of efficacy is low, the “away response” kicks in and people shut down. Knowing that people need to feel free to make choices, or at least choose among some options, what are some strategies that could be incorporated into your regular collaboration?

RELATEDNESS: Making connections is as critical to our brain as food and water are to our bodies.  We are constantly making connections among variables and developing and refining relationships with our colleagues.  We quickly size up others as either a friend or a foe, and foes are met with the brain’s threat response.  When relatedness is strong, our brain releases oxytocin, causing an increase in trust.  When relatedness is weak, the brain releases cortisol, increasing our stress (and decreasing the quality of our collaboration).

FAIRNESS: A sense of fairness may be the strongest brain need of all. Feeling that you are being treated fairly is critical in keeping our thinking from shutting down.  A perception of fairness and/or justice has been shown to be even more important than the need for food and water in some research studies.  Fairness is a source of threat or reward, and when it is out of balance, quality collaboration is impossible.

    Think about an example when you have been highly aware of others’ social needs in a collaborative setting.  What was the outcome? The S.C.A.R.F. model helps us remember these important social needs of the brain in order to better empathize and understand our colleagues, and ultimately maximize our collaboration.

SOURCE: Rock, D. (2009). Your brain at work. New York: Harper-Collins

 

 

Turning to Tables by Alicia Moore, Professional Learning Specialist

 

          The summer after my first year of teaching, I attended two Kagan Cooperative Learning workshops. From that time on, Cooperative Learning became essential in my approach to teaching. The biggest challenge for me, though, was the decision to seat my students in teams full time.

I finally took a leap of faith at the beginning of the 2011-12 school year: I traded my desks for tables. I started this venture with some doubts and fear but was convinced that it was in my students’ best interest. Within a few months, I was sold on tables, and based on my students’ feedback, so were they. Here are the pros and cons we observed:

BENEFITS

Management: Once the physical space was set up for cooperative learning, I spent much less time in transition between teacher talk, solo work, and structured interaction. Also, because students knew their team number and their individual numbers on each team, it was easy to give efficient instructions to assign roles and delegate tasks.

 

Community: Students who were seated at the same table built relationships that made the class a better learning environment. Because I had my students grouped heterogeneously, they were also a great academic support system for each other.

 

Neatness: One unexpected benefit was the cleanliness of my classroom. With nowhere for students to stash trash or leave papers, my room looked as neat at the end of each day as it did at the beginning.

 

CHALLENGES

Talking: Students looking at peers across the table made them want to talk.

TIP: Begin the year with clear guidelines about when it’s okay to talk and when it’s not, and remind students of your expectations frequently.  Still, this is no easy-to-solve problem. As with any other behavioral issue, hold your students accountable to the standards you’ve set, and be prepared to make a few phone calls home if needed.

 

Lone Rangers: Some students just preferred working alone—tables were a stretch for them.

TIP: Build in social skills to help them learn how to collaborate with peers, but honor their need for solo time by letting them move to a quiet spot on occasion.

For me, making the change to tables was the final step in creating a cooperative classroom. The payoff was exactly what I had hoped it would be: closer knit classes of engaged students.