I mentioned a while back that my students were working on memoirs and that my students were each going to put their memoir in to a class book. Well, we completed our book and even added some of their art work, in addition to their memoirs. The books arrived just last week and the quality is awesome (and they took less than 2 weeks turn around time from when we submitted the final proof). The kids did a super job and the site that we used, Picaboo (which is actually a yearbook site) was fantastic to work with. We used the site to self-publish, essentially. However, they also sent me a copy of their actual yearbooks to get an idea of quality – and both hard and soft covers are really well-made.
Not all of my students could afford a yearbook this year, but the Picaboo yearbooks were only $10 a piece – that’s pretty affordable. There are no minimums for orders and so the teacher could order one book for the class library, or each student could purchase their own copy. Picaboo also offers free ebooks, so students could still share their work with parents etc.- just online.
The day the books arrived, I allowed my students time to mingle and check out each others’ published work and even write “yearbook” type comments – since every student did get a copy of our class book of writing, “From the Minds of 7B ~ A book of Memoirs”. They thought it was great, because again, they hadn’t all gotten yearbooks and this way they did get to sign messages to each other and it was almost MORE special since it was something that only our class was a part of.
Even my reluctant writers were pretty proud of their work and I think using a site, like Picaboo, to self publish is a must to give purpose for writing. This site is affordable, easy to use, and has tons of extra options for anyone who wants to “get fancy” with their class writing project. And again, at the end of the day – the site is a Yearbook making site – and I would recommend looking into them if you’re getting started with yearbooks in your school or classroom. Their customer service was wonderful!
Really, it’s pretty cool (in my opinion) to create a class book of writing, include artwork, class photos, cool backgrounds and borders – and all for $10 a book. I’m proud of the work that we did this year in writing and I’m happy that each of my students has become a published author before the end of the school year.
~Happy to have another blog post from guest blogger Catherine Ross. Summer slide. How can our kids avoid it?~
Every summer, an evil monster waits in the dark looking for its next victim – a young mind ready to stay idle for over three months. What evil monster? Why, the dreaded Summer Slide indeed! Children lose mammoth educational ground during their summer breaks because they are away from regular studies for a long time. Summer slide affects middle school children the most as they are in the most crucial phase of their education – the middle school years not only help kids discover their favorite subjects and areas of interest, but also help them set the foundation for advanced studies. While parents get busy planning family holidays as soon as summer sets in, ensuring that the learning doesn’t stop sometimes takes a backseat. So how can summer slide be tackled among middle school children while simultaneously making the most of the sunny, breezy season? Below are a few ways to make learning seem like a game and prevent summer slide in middle school children.
Middle school children must understand that it is important to stay connected to their last year’s syllabus. What they’ll learn in the next grade will build upon what they learnt in their previous grade. So it’s essential to know their last year’s math, science, and grammar syllabi. Set goals with your middle school child and try to make the learning experience fun. Examples: solve 100 math problems in a week, read four short stories in two days, conduct three science experiments in 5 weekdays, etc. The time limits will make it challenging for a middle school child to achieve the goals and eventually help in preventing the inevitable slide.
Setting a goal of reading four short stories in two days doesn’t necessarily translate into reading four short stories in one day. Or, solving 100 problems in a week doesn’t mean the middle schooler will solve 50 on the last day of achieving the goal. The whole objective of ‘setting goals’ is to ensure that the middle schoolers continue to practice their lessons through the break. So oversee your child’s daily routine and make sure she plans out the tasks sensibly. If a child has to read four short stories in two days, she should ideally read two a day, and solving 100 problems in a week will mean solving 14 a day on an average. When your child gets bored of solving problems and reading stories, switch to fun games for kids online that are both educational as well as fun.
Plan mid-summer rewards for kids on successfully achieving their goals. Why would they want to complete the tasks assigned to them within a limited time if there’s nothing waiting at the end of it for them? But avoid rewarding them with very fancy gifts and instead choose books, stationery, puzzles, board games, etc. In other words, choose rewards that have an educational value.
There’s another objective to summer besides trying and avoiding summer slide – enjoying summer! Museums, nature parks, and zoos never cease to teach us. Take kids out to these destinations and give them a chance to explore beyond their textbooks. Incorporate learning cleverly into these trips by studying maps of the places you explored, going back home and writing essays on the trip, documenting the trips to make a journal on their summer holiday, and more. After all, summers are meant to be outdoorsy!
Don’t forget to enjoy the sun while trying hard to avoid summer slide. Play while learning and learn while playing to make the most of both.
Catherine Ross is a full-time stay-at-home-mum who believes learning should be enjoyable for young minds. An erstwhile elementary school teacher, Catherine loves coming up with creative ways through which kids can grasp the seemingly difficult concepts of learning easily. She believes that a ‘fun factor’ can go a long way in enhancing kids’ understanding and blogs at http://kidslearninggames.weebly.com/
In one of the courses that I am taking for my Master’s of Education, I came across a topic that really struck a chord with me. I am taking two courses at the moment ( my March “Break” has been pivotal in maintaining my sanity with this 2 courses at once, business). In my Differentiated Instruction course, the idea of a “Fixed Mindset” versus a “Growth Mindset” came up. To put it simply, some people (kids included) believe that we are born with a certain amount of intelligence – it’s “fixed”. In comparison, hose with a “Growth Mindset” understand that putting in effort to learn new things expands our minds, and that effort is what makes us successful and “smarter”.
I don’t know about you, but I have certain students, who constantly question themselves and do not give their full effort! Like, ever! Oh wait, unless it’s a really simple task. It is extremely frustrating, as the teacher, to sit back and see that if s/he just TRIED they would achieve the success that they wish for. What I have learned is that people with a “fixed mindset” see effort and “having to try” as threatening to their intelligence. This exertion of effort actually makes them feel stupid because they feel like they should already know the material. They think that others just “get it” while they do not. Kids with a “fixed mindset” don’t realize that other students are actually working harder than they are (exerting effort to do well) and it is the effort of these other students that causes them to gain more academic success, not intelligence that they were born with.
I teach grade 7 and I think that junior high students could really benefit from being informed about “fixed” and “growth” mindsets. Recognizing the type of mindset that they have and looking at how they can make simple changes to actually “grow their brains” and make themselves smarter? I would have to think that idea would be appealing to kids!
I found an interactive quiz to share with your kiddos if this is something that you’re interested in. Below the quiz are two videos – a Ted Talk by Carol Dweck who has researched this phenomenon, and a second video about how the brain works that would be suitable for middle school and up. I also found another quick video comparing “fixed” and “growth” mindset.
Carol Dweck’s book is titled, “Mindset” if this is a topic that interests you.
I also dug around and found “Mindsets in the Classroom” which I am adding to my Amazon wishlist. It looks fantastic and very user-friendly!
I think that the main thing that I got from the articles that I have read for my MSED on mindset, is that kids need to know that they have the power to “make themselves smarter”. Their effort is what matters – they haven’t been born with a certain amount of intelligence. Exerting effort to learn something new makes the neurons in their brain fire and can actually cause their brain to grow (whereby making them smarter than if they hadn’t exerted effort). Even sharing or reminding kids of that fact, and pulling the topic in when kids with “fixed mindsets” balk at challenges would be helpful with motivating and inspiring all kids to achieve.
I am excited to get back to class and share some of the things I have learned about mindset with my kiddos (the ones with clearly “fixed mindsets” especially). I would love to hear your opinions on this topic! Are you familiar with Dweck’s work? I have spoken to my kids on the topic of effort, but never in the terms of mindset and intelligence and I can’t wait to hear what they think!
As teachers, there are times that our jobs are stressful and we get to the end of the day and wonder if we actually taught anybody anything! Or, maybe that’s just me!
Well this was the opposite of one of those weeks. This week I was feeling the love! I came back from Christmas vacation to find a little card in my school mailbox. When I opened it, I discovered that it was from a student I taught last year, and who I had for Math again this year. She moved a couple of months ago. I only wish there was a return address on the envelope! I’m going to have to track her down!
So sweet, brought a tear to my eye.
I mean, come on! How lucky am I to receive such a special card – this one filled my bucket for at least the next few months.
And then as I was just getting ready to head home today, I noticed this on the board. Now, they’ve written this on the board before, but they usually add, “And ——– is her favorite student!” This message was anonymous, and it topped up my bucket – I’m good until the end of June, now!
Just in case you haven’t been told recently, YOU ARE AWESOME! Enjoy your weekend – I certainly have a little extra energy for the Master’s work ahead of me!
Updated: Congratulations to Meghan L., the winner of the MobyMax tablet!
I know that everyone likes a good giveaway, and this is a pretty sweet one! Have you heard of MobyMax? MobyMax tablets offer teachers and parents an amazing option to help their kids gain skills in Language Arts and Math. Students can work to close gaps in their learning by working through lessons on the Moby tablet, and continue to challenge themselves to move ahead. Teachers and parents can monitor their child’s results through reports that Moby offers. There are games and other “fun stuff” to motivate kids as well!
MobyMax curriculum is based on the research of professor John Hattie, and it is a great way to differentiate in your classroom.
Although these tablets are specifically loaded with MobyMax curriculum so that you can individualize your instruction, they are still tablets and so you can load them with your favorite apps, as well. Want your own Moby? Entering is easy, and one lucky follower is going to a have a “Moby little Christmas”!
Check out these specs!
MobyMax Curriculum includes all of this? Wow!
Contest ends December 21st, 2014! Be sure to enter!
I’m well into my second course of my MSED! As I suspected, time is going faster than ever before. Report cards are almost ready to go home and parent-teacher interviews are on Thursday and Friday of this week. It’s incredible that we’ve gotten to this point in the school year already.
I am enjoying my Master’s program even more than I expected. However, it has been a huge adjustment – I feel like I don’t have enough time to get everything done that needs to be done. Working full time, having 2 children, my MSED work, and maintaining some time for “fun” has been a balancing act. I’m trying to make it work, though.
I have been reading LOTS since I started this program in September. I am reading for my course work but I have also been reading beyond that as well. That is one thing that this Master’s program has sparked in me, already. The more I learn, the more I want to learn. Even though I don’t really have the time, I’ve been doing more professional reading over the last two months than ever in my career – by choice! I can’t help it!
One book that I am currently reading is not for my course work for my own information – Age of Opportunity, by Laurence Steinberg. It basically challenges many myths that we currently hold about adolescence and offers insight into the science behind why adolescents act the way that they do. As a grade 7 and 8 teacher, so many times I have found myself thinking, “Why did he do that? Why would she take that risk? Didn’t he consider what would happen based on that choice?” In his book, Steinberg offers new insight into the science of adolescence. But, the best part is that it doesn’t read like a boring text book! Yes, it contains information on neuroscience but in a way that is very easy to understand and digest. He includes great, real life examples, scenarios, and ancedotes making it easy to relate to, as well.
My own boys are only 4 and 7, but the teen years will be here before I know it! Steinberg offers an entire chapter for parents and how they can help their adolescents most effectively. There are tons of ideas that I have to go back to when my own kiddos hit this period in their lives. What really hit home, though, was the recommendations for educators. Steinberg definitely has some interesting suggestions such as spending less money and time on classroom based health education as it seems to glean little in the way of results. He also suggests preparing adolescents for psychological demands of college, not just the academic ones.
Working toward my Master’s has been a huge adjustment. I have less time for myself than ever before, I have huge commitments of course work – reading and writing. However, there’s also so much considering and thinking that I have been doing. If I wasn’t doing my Master’s I probably would not have been considering my teenage learners and how their brains work, and I wouldn’t have picked up Age of Opportunity. However, I am so glad that I am on this journey of life long learning. Yes, I know it sounds cheesy, but it’s true! I’ve been reading lots of great books lately and this is just one of them. However, it’s also the kind of book that I know I’ll go back to in the future. If you own or teach adolescents, you should check into Age of Opportunity!