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SQ3R Sheet	Check out our NEW FREE online resources, including the SQ3R sheet for reading  and the Paragraph Graphic Organizer for writing.  These are forms you can fill in online and print, or have your students fill them in and print them for class!	Paragraph Organizer

Reflections on Teaching Practice By Munir Moosa Sewani

Reflecting upon my teaching always provides me with many dimensions of learning. It helps me to improve and overcome my weaknesses.  When I entered the field of teaching, I was an amateur. I had many questions in mind.  Will the students accept me? Am I really creative enough to bring about changes in the teaching profession? For a couple of months, I was in denial - I did not accept criticism, and thought myself as the best teacher! But I wasn’t. I learned gradually that without reflecting on my teaching practices, it wouldn’t have been possible to improve. As time passed, I started reflecting upon my teaching. This was actually a transformation process and it taught me how to be a reflective teacher.  

During eight years of secular and religious teaching, I came across many challenges. I accepted these and they’ve served as a real evaluation tool for analyzing my teaching growth.   

Here I’m sharing two students’ examples whose lives were changed because of my little effort.

On the first day of my teaching at the Religious Centre to class 1, I came across a slow learner child. While I was teaching, he distracted the attention of the others. He started patting his book on other students. When I asked questions, he gave blank stares back. For a few days, I avoided him. The more I avoided him, the more he misbehaved.  I called his parents. When his parents told me that he was a slow learner, I felt ashamed how I ignored him on the basis of his behavior. That event changed my life. At that time, I decided to carry on learning about his problem. I read books and developed different activities and designed easy lessons.  I also gave him extra time.  I used activity based methods of teaching.  At the end of a year, he was able to learn few things. However, the Headmaster decided to fail him. Being a responsible teacher, I decided that rather than de-motivating the child, we should appreciate him for learning something.  He was shifted to class two.  After few years of repetition, he was promoted to class three, where fortunately, I was given a chance to be his teacher again.  His mother was guided by the Headmaster to send him to a Special School. Being a responsible teacher, I denied this and provided him with “Adaptive Behavior Skill” testing, which I learnt during my Master Trainer in special education, identifying him as a slow learner, not a disabled child. 

During class 3, I involved this student more in class activities.  He was allowed to sit wherever he wanted to sit in class.  I also taught him basic skills.  His parents were happy with my efforts.  At the end of the year, he learned a few things.  But again, his gradual learning and improvement in behavior was an achievement.   

While teaching him, I observed his interest in graphics, so I told his parents about it.  Wherever possible, I've raised my voice to keep him in the centre, continuing to learn. I feel it’s important to cater to such children, for there will be many more like him who’ll need the attention of the teacher and the Centre.  We as a team can make a difference in their lives. This is something which hopefully will be understood in years to come with more awareness of children with special needs.  

The tool of appreciation and extra attention brought a change in this student's life. Today, I’m happy - he’s studying in the REC gradually, and working as a graphic helper with his dad. 

I believe that every child can learn, regardless of their abilities or disabilities.  Accepting challenges and demonstrating confidence to bring change is the sign of a reflective practitioner.  

A child may be aggressive toward his teacher or to his classmates.  Such behavior may be due to his not receiving due attention at home.  When he comes to find a free life at school, he behaves like an animal released from a chain. 

I also dealt with an aggressive student.  He had an arrogant attitude.  Once, I gave him a sheet of paper to draw picture; he tore the paper and told me that he wasn’t a kid. Many times, I discouraged him, even when he wanted to share anything.  Once I taught students that no one can become the master of all.  He told me that he’s a master.  I calmly denied his sayings.  The very next day, he brought a chair made of old wooden box.  I was sure he hadn’t made it.  But when he told me the steps for assembly,  I was astounded.  It was my mistake to de-motivate him.  I should’ve encouraged him rather than discouraging him.  I realized that if we are to criticize, it should be done constructively.  We should appreciate children to share rather than taping their lips.

“Children are like a pot of flowers. If you'll give them proper attention, they'll grow up properly; but if you'll give them a lack of attention or extreme care, they’ll be destroyed.”  

 
Being a reflective teacher, I decided to find the real cause behind this student's aggressiveness.  I met with his parents and learned that they hadn’t much time to spend with him due to work.  I counseled them and told them the reason behind his child aggressiveness.  They realized it. 

This time, I tried a tool of encouragement.  I asked for friendship.  He taught all the students how to make different things.  Whenever he brought anything, I showed him appreciation. Gradually, I learned about his talents of music and painting, among others.  Currently, he’s in grade 7.  His vision is to be a scientist.  Just a little appreciation and parent counseling brought a great change in him.  Today, he has proven to be a brilliant gem. 

Today, I’m happy to call myself a reflective teacher whose objective is to mold children ethically, to nurture them, to explore their creativity, and to cater to the needs of children with special needs.  

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TECH CORNER
	Educational Change -  Are You Ready For It? By Mark Benn Middle School Teacher

There are many great, hard-working teachers who are trying to do the best for their students. But all of us (teachers) need to ask ourselves one question. Are we preparing our students for their future, or our past?

You may wonder what I mean by that statement. Let me explain. For most of the 20th century, classrooms were run throughout America in a similar fashion. Students sat in rows and listened to the teacher explain the material. The students did a lot of memorization by rote and took tests on the material. Many a classroom was expected to be quiet and function peacefully. This type of education was great for preparing students for a workforce that was driven by industry. After all, the industrial revolution began in the late 19th century and continued through most of the 20th century.

Towards the end of the 20th century, things began to change. Industry moved out of the country, and the economy became global in nature. Technology changed the way we live and continues to change it at an increasingly faster pace. Communication happens instantly. No longer are we in our little local world. The skills that were important before are no longer needed because those jobs have gone elsewhere. We have a whole new set of skills that students need. As I've talked about before, skills such as collaboration, problem solving, and critical thinking are major parts of this new skill set.

What do we need to do to make this change? Something I haven't seen in my 22 years of teaching. We need to start discussing pedagogy. Pedagogy is the art or science of  teaching. Constantly we are bombarded with assessment, or aligning the curriculum  in this atmosphere of No Child Left Untested. But  other than assessment, do we take a look at our teaching methods and how they relate to today's students learning styles?  Because of the multi-media atmosphere our students live in today they learn differently. Their brains are being rewired to a more visual and tactile way of learning. We grew up in an age of auditory learning. So are we meeting the needs of our students if we continue to teach the way we were taught? The answer is a resounding NO!!!

Think about this statement: Sometimes we don't know what we don't know. The more I think about this the more I see how relevant it is in so many situations. How can I change if I don't know I should? Do we ever talk much about the art of teaching and I'll add, learning?  It's time that whenever we talk about curriculum we need to talk about pedagogy. Teaching and learning isn't about just turning the page in your textbook. I think sometimes we are too reliant on the textbook and that is why we don't think or talk about what good pedagogy looks like. Ask your students - they'll tell you how they like to learn. I've gotten more insight into learning when I started to talk to my students. They have become the teacher at times.  

The problem is it's summer, and the students aren't around.  What should you do next?  You can start by going to http://www.21stcenturyskills.org/ . They have many resources available. Set up an iGoogle account and add Google Reader. Then find blogs like 2¢ Worth, ian jukes, Weblogg-ed,  Blue Skunk Blog, and others. Sign up on a social networking site for educators where discussion of pedagogy is common place such as http://www.classroom20.com/. This will get you started in a new world of thinking. Since summer is here, it's a great time to learn and prepare for the fall. 

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Service Learning Courtesy of K12Academics.com

Service learning is a method of teaching, learning and reflecting that combines academic classroom curriculum with meaningful service, frequently youth service, throughout the community. As a teaching methodology, it falls under the category of experiential education. More specifically, it integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, encourage lifelong civic engagement, and strengthen communities.

Service-learning combines experiential learning and community service opportunities.

It can be distinguished in the following ways:

Curricular connections- Integrating learning into a service project is key to successful service learning. Academic ties should be clear and build upon existing disciplinary skills.

Student voice - Beyond being actively engaged in the project itself, students have the opportunity to select, design, implement, and evaluate their service activity, encouraging relevancy and sustained interest. In community settings, this is alternatively called youth voice.

Reflection - Structured opportunities are created to think, talk, and write about the service experience. The balance of reflection and action allows a student to be constantly aware of the impact of their work.

Community partnerships - Partnerships with community agencies are used to identify genuine needs, provide mentorship, and contribute assets towards completing a project. In a successful partnership, both sides will give to and benefit from the project. In order for this partnership to be successful, clear guides must be implemented as to how often a student engages in service to a particular community agency.

Authentic community needs – Local community members or service recipients are involved in determining the significance and depth of the service activities involved.

Assessment - Well structured assessment instruments with constructive feedback through reflection provide valuable information regarding the positive 'reciprocal learning' and serving outcomes for sustainability and replication.

 

 

MythMichigan Books Novels by Frank Holes, Jr.
Now Available!	Coming July 4, 2008:		Coming July 11, 2008:
Part mystery, part science fiction, Year of the Dogman is an imaginative, compelling, and adrenaline-pumping adventure. Author Frank Holes, Jr. takes no prisoners in creating a diabolical creature that leaves the forest to prey on the hapless hamlet of Twin Lakes in Northern Michigan . When night falls, the nocturnal beast, Dogman, scares the living daylights out of anyone he happens upon as he searches for a timeless treasure stolen from a Native American tribe. In the midst of the chaos, a young teacher is forced to put two and two together no matter how high the cost to rid the village of the treacherous man-beast who thrives on destruction and terror.	In The Haunting of Sigma, Frank Holes, Jr. returns fans of the legendary Dogman to the wild world of cryptozoology in Northern Michigan .  This darker, far more sinister prequel to Holes’s first novel fully establishes his hold upon the imaginations of readers all over the Midwest .  June 1987 ushers in the hot, dry summer season, but something else far more horrifying has taken up residence in the deep wilderness in Kalkaska County .  The Dogman, a supernatural combination of canine and man, has returned to wreck havoc upon the tiny, sleepy community of Sigma.		Based upon the epic Greek tale of The Odyssey, yet set in the American Wild West, The Longquist Adventures: Western Odyssey chronicles the journey of a young boy and his guide through a perilous world of dangerous encounters and fantastic creatures.  It is a world of gun fights at high noon, stampedes on the great plains, stagecoach robbery, and an ultimate showdown with a ruthless, powerful gangster aboard a turn-of-the-century paddlewheel in the San Francisco Bay.  Can the time-traveling boy and the law-abiding Marshal restore order to the chaos of the American West gone truly wild?
Click Here For The Year of the Dogman Website	Click Here For The Haunting of Sigma Website		Click Here For The Western Odyssey Website
The Dogman, a creature of MythMichigan, is an excellent example of modern-day folklore to study in your classes.    http://www.dogman07.com		The Longquist Adventures, written for elementary students, is excellent for teaching mythology and classic stories to young children.   Look for Western Odyssey this summer!
Teachers: We now have special offers on Classroom Sets of our Novel.  Click here for more information: ORDER A CLASS SET

New Teachers' Niche:  A Place for New Teachers, Student Teachers, and Interns
	Revisiting theSQ3R Reading Strategy

SQ3R is an instructional strategy for improving reading comprehension. It is an acronym for Survey, Question, Read, Recite, Review. Each of these activities focuses on a technique integral to the reading process. The uses in the language arts seem rather obvious, but SQ3R is great for other areas too. This can be used in social studies classes when reading through a new section of the textbook. Science teachers use it to kick off new units and in new labs. Math teachers can even use it to teach students to take notes from their books. Possibilities are endless.

Like any other technique, you will want to teach this carefully to your students and discuss each part together in class. While there are many ways of interpreting and using the SQ3R strategy, in this article I'll be sharing how we use it in our classroom.

'Survey' refers to skimming the reading quickly. Students look for items that catch their eyes - titles, headlines, photos, pictures, graphs, bold-faced or italicized words. Sometimes I refer to them as 'sticky words' since the reader's eyes tend to stick to them. After the quick scan, students write down the first six items their eyes 'catch' upon. Just a word or short phrase is fine, as we want to keep this part short and sweet.

'Question' is the part where students make predictions and pose questions about what they've surveyed. We have students create and write down three questions in complete sentences based on what they surveyed.

Complete sentences requires students to think carefully about the info they skimmed, and put it into a logical organized form. Early on, students may pose rather simple questions. We do not allow easy yes/no questions, those with one word answers, or questions they already know the answers to. We even spend class time discussing what makes 'good' questions.

Once the pre-reading is finished, the 'Read' part is just that – the students now read carefully through the section, paying attention to everything on the page. It's important to find the answers to their questions. We have the students then answer their posed questions in complete sentences. Sometimes students may have posed questions that are unanswerable or not found in the reading. We do allow students to state that the answer was not found in the reading. That's ok, as long as they don't make a habit of it. If such a habit does form, simply require students to state where they could find the answer.

'Recite' refers to putting the data from the reading into a new use.  We often create short freewrites to discuss the implications of the reading, or its applications. You can also create writing topics for students to respond to.

'Review' is, again, self-explanatory, as students review the material. We have students create quiz questions based on the reading, just as if they were the teacher. However, they are not allowed to use their questions posed previously! Students can create ten multiple choice or true/false questions. Sometimes we assign creating fill-in-the banks statements, or even have students make their own essay questions or writing topics. You could even have them create crosswords or other word puzzles.

To make the SQ3R technique easy to do and grade, we've created a form that is used through our school. It is specific enough to cover all of the areas, and yet general enough to allow individual teachers to adapt and customize this strategy to their class, students, or current assignments.

You can download a free copy of our SQ3R worksheet on our website by clicking the link below: http://www.starteaching.com/free.htm
We've even created a FREE ONLINE version of the SQ3R worksheet you and your students can fill out online and then print. This makes it easy to create your custom worksheets for class.  The SQ3R technique is easy to use and adapt yourself, once you and your students are comfortable with its components. We've used it as a warm-up activity, as a closing activity, and as a sponge. It is also useful when you need easy-to-follow plans for a substitute. Most importantly, this is a powerful, yet simple, tool you can use in any class to improve students' reading skills.

 Interested in FREE writing activities you can print out and use immediately in your classroom? Simply click the following link to our writing page: http://www.starteaching.com/writing.htm

Be sure to check out our website for the FREE teacher Who-I-Want-To- Be plan and other great Freebies for new teachers. Simply click the following link: http://www.starteaching.com/free.htm

Be sure to check out our website for more great information, tips, and techniques for new teachers, student-teachers, and interns in teacher prep programs. Also be sure to check out our Who-I-Want-To-Be teacher plan for preparing yourself to enter the educational profession.  Simply click the following link: http://www.starteaching.com/free.htm Want to check out the articles in our Student-Teaching series?  Check out our special Student-Teaching page through the following link:  http://www.starteaching.com/studentteachers.htm

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"The Wise Woman" Author Unknown Themes on Life

In This Week's Issue 
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Reflections on Teaching Practice

Tech Corner: 
Educational Change - Are You Ready For It?

New Teacher's Niche:
Revisiting the SQ3R Reading Strategy

Themes on Life:  
"The Wise Woman'"

Service Learning

10 Days of Writing Prompts

10 Days of Math Problems

Summer Book Sale for Teachers

Book of the Month Club

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