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Hooksett School District Mathematics Blog: What is a Ten Frame

23 Sep

What is a Ten Frame?

In case you missed Becky Wing’s post last week about ten frames on the Hooksett School District Mathematics blog, click the link above or below to read it.  It provides a basic understanding of one of the most important tools our students / children will use in Math in Focus.  The video she posted is below.

“If you’re wondering what a ten frame is and how it can be used to help students develop number sense… watch this video example of a first grade student.”
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Underhill School Alphabet, Long Vowel, and Digraph Chants

18 Jul

Underhill School Alphabet, Long Vowel, and Digraph Chants

There has been some interest in the chants I created with my children to use during classroom instruction.  Please click the link below to download the files.

Click Here

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The Best Alternatives to Rewards

6 Mar

The Best Alternatives to Rewards

Edutopia: How to Motivate Learning: Alternatives to Rewards

BY DR. RICHARD CURWIN
2/23/12
Dr. Richard Curwin is the director of the Master’s program in Behavior Disorder at David Yellin College in Jerusalem and the author of 20 books related to motivation and behavior, including Discipline with Dignity.

One of the first and most important rules of behavior management is that when you take something away, you need to give something back. It’s not good enough to say, “Don’t” without saying, “Do this instead.” Alternatives must be provided for change to occur. In my last post (Why Giving Bonus Money to Better Teachers Is Wrong), I strongly rejected the use of rewards, incentives, bribes and other harmful gimmicks. Now it is my responsibility to offer viable alternatives so that educators have the ability to change. These alternatives are plentiful. I’m going to concentrate on the three most important and easiest to implement.

1) Show Appreciation

I once did a training session in San Francisco on alternatives to reward with Alfie Kohn andWilliam Glasser, two men whom I respect and mostly agree with. However, their position allowed no opportunity for teachers to make judgment on student work. I disagree with this position. I believe we have a responsibility and obligation as teachers to evaluate students’ academic performance and behavior. For me, the issue is what we do with these evaluations and how we express them. When we have positive things to say, there is a great difference between manipulating students to behave in a certain way by giving them things when they comply, and expressing true feelings of appreciation for something well done. Kohn and Glasser have said that in the final analysis, both have the same effect of influencing behavior to get students to do what we want. Again, I disagree. No one can work hard without validation, appreciation, being noticed or being thanked as long as these things don’t have a price tag attached. I can’t, and neither can most educators. We work hard and deserve recognition for it.

The difference between manipulation and appreciation is that the first has an ultimate pre-determined destination, while the second is an expression of genuine feelings. Rewards are typically offered before requesting results. (“If you do this, you’ll get that.”) They are conditional. They are part of a system that has been pre-determined. Appreciation is always given after a student’s behavior. It is neither conditional nor pre-determined. When we appreciate we are not looking for a repeat performance, although we wouldn’t mind it. Appreciation comes from the heart, not some system.

2) Introduce Appropriate Challenge

Imagine you are going to play a game tomorrow, any game of your choice, from a sport to a computer game, board game, chess or cards. You have your choice of two opponents. The first is someone who has always beaten you. You’ve gotten close to winning but never have done so. The second choice is someone you have easily beaten every time. Which would you choose?

People rarely chose the second. There is no energy, no thrill in winning, nothing to play for. If you have ever played your young child in Candy Land, you never say, “I’m going to beat that sucker again this time.” We usually pick the first because the challenge energizes us. Our whole body is focused, adrenalin runs through our veins. We are in a heightened level of consciousness. And if we win, the feeling of accomplishment is overwhelming. Have you ever beaten a parent or older sibling for the first time? It is an unforgettable memory. No reward can come close to the feeling of that victory.

We feel the same whenever we meet a challenge, be it mastering a computer skill, cooking a great meal or assembling a swing set in the backyard. Divorced people feel that way when they first do something that their spouse used to do. So it is in school. Providing appropriate challenge to students beats any form of reward in motivating students.

The trick is to find the most appropriate level of challenge. Too easy builds little pride, and too hard leads to frustration. The best way to do this is to offer various levels of challenge and let the student choose, like a video game with various difficulty levels. Of course, there can be no reward or punishment attached, or students will naturally go for the easiest level.

3) Get to Know Your Students and Show Genuine Care

Think of the best teachers you ever had from kindergarten through graduate school. They all had one thing in common; they genuinely cared about your welfare. They talked with you about your feelings around school issues, your successes, failures and needs. They laughed with you, encouraged you and, most importantly, touched your heart. How many teachers’ names can you still remember, visualizing their faces in your mind? No doubt it’s those who made you feel part of something bigger than yourself, like a family does. Can any reward or bribe come close to these feelings as motivators?

Obviously we have limited resources to develop relationships with all of our students. But I know firsthand that a classroom can be taught that way. I have had classes with up to 40 students and presentations with hundreds of participants, and we created a feeling of intimacy. How? By being genuine, expressing ideas from the heart and caring about their learning more than my teaching. I always remember that I teach for them, they don’t learn for me.

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For Your Summer Viewing Pleasure

15 Jul

Some of you may have already seen these films and others not.  Regardless, they are all engaging and heartfelt.  Click the link below for Tech and Learning’s Top 10 Teaching Based Movies.  Enjoy!

Tech Learning TL Advisor Blog and Ed Tech Ticker Blogs from TL Blog Staff – TechLearning.com.