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#Post#: 89--------------------------------------------------
Quantum Teaching
DIR By: Adrian
Date: July 12, 2011, 3:12 pm
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So this has been my favorite reading assignment so far. So many
of the ideas are just what I've always thought should be in
place, but were maybe too "relaxed." Things like building
rapport with students. I have felt since I was a student, that
teachers who would make the effort to get on the inside track
with their students, would have the inside track with their
students. Making the effort to get to know the students'
interests, families, fears, and everything else about them, will
make a tremendous difference in how the students trust, relate,
and listen to us as teachers, or parents, or coaches, or in any
other capacity we may function in. I guess all I really want to
say is "Whoooyaaa," or whatever that was.
#Post#: 90--------------------------------------------------
Re: Quantum Teaching
DIR By: Pam
Date: July 12, 2011, 10:04 pm
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It is so good to review the Quantum Learning tenents. I
have always felt the heavy responsibility of knowing that
everything in the classroom has an effect on student learning.
"Everything does count!" I do love to try to pay attention to
every detail that might make a lesson the best for my class.
Unfortunately, I am too slow to get all lessons prepared as I
would like. The most frustrating part of preparation is the
interruptions usually from students that would like to build a
visiting relationship or need help in getting along with their
classmates. As the third paragraph on page 6 of our reading
tells us, we need to begin in our student's world. Those
conversations during recess are important even if it makes it
very difficult to have all materials at our fingertips for the
next lesson.
As for the rest of that chapter, I would like to try
harder to acknowledge every effort in a more specific and
sincere way with my students and be more creative in celebrating
their learning. Too many times, I feel more like I am using
bribery instead of celebration.
#Post#: 92--------------------------------------------------
Re: Quantum Teaching
DIR By: Pam
Date: July 13, 2011, 4:55 am
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As I was reviewing the second chapter of our reading, I was
absorbed with the ideas presented that had to do with
"downshifting" and "eustress" on pages 22 and 23. Too much
stress can be disasterous for learning (downshifting) while none
can leave the child lethargic. A teacher should use positive
stress to engage her student's brains (eustress). The tricky
part of applying positive stress is that each child is
different. What is good for one may not be positive for
another. Some groups of students are certainly much easier than
others. I can see where the strategies that we have been
studying can help me as a teacher. As I prepare excellent
lessons and check for understanding, I can more easily get know
how much pressure is the right amount for each child. I think
Feldman's ideas on partnering, hand raising, and sharing can
also help me use positive stress to engage my students. Whew!!
Sometimes all of this boggles my mind. Am I downshifting?
#Post#: 93--------------------------------------------------
Re: Quantum Teaching
DIR By: Margaret
Date: July 13, 2011, 7:49 am
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The 8 Keys of Excellence are right on target. I agree that
learning can take place best when everyone—students and teachers
alike—are speaking and acting in a respectful and honest way.
Expecting the best of someone will always bring it out in them.
I love how Quantum Teaching takes students’ interests,
reactions, needs, and comfort into consideration. Anything that
can be done on the teacher’s part to enable the students to have
a better chance at learning is encouraged. Great reading.
#Post#: 95--------------------------------------------------
Re: Quantum Teaching
DIR By: Julie
Date: July 14, 2011, 11:34 am
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I agree that we need to relate to our students and that
everything counts. I have been reading about teaching writing
and grammar and the author suggests that to grow strong writers
we need to use student writing to teach grammar. For example,
in teaching a grammar lesson on using pronouns, the lesson is
taught and then the students go to their own writing folders or
journaling and find examples of pronouns used correctly and/or
find places where pronouns could be used. In using the students
own writing you teach them at their own level and at their own
interest investment. Here is another example of the need for
validating student's work: I was talking with two upcoming
seniors. They were saying how hard their English class will be.
They had the teacher as sophmores and were hopeful that they
would not have her again. But, the teaching assignments changed
and now she is teaching senior english. The boys said that she
gives 8 out of 10 points or 9 out of 10 points on writing
assignments but will never give full points. When the students
ask what they did wrong or what they need to do to improve she
just says to try harder. One said that when his parents went in
to talk to her she gave them the same answer. Try harder. Wow!
That is a confusing message. The students certainly can't
improve without specific direction on how to improve. Too bad
they aren't attending school at Rocky! Bad choice on their
parents behalf! But I digress. Anyway, as teachers we need to
make sure that everything counts so that the students can
improve and grow.
#Post#: 96--------------------------------------------------
Re: Quantum Teaching
DIR By: Pam
Date: July 15, 2011, 9:07 am
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Those 8 keys of excellence are so wonderful and I so
appreciate the comments about those keys during our
announcements first thing in the morning. This class is helping
me find so many goals that I will never remember them all.
During our class meeting once a week, I would like to see my
class review one of the keys. Perhaps if I post them right by
our agenda, I will remember that we need to make that review a
priority.
For first graders, I feel that teaching them to focus
attention and giving their best effort is so important-keys
"This is it" and "Commitment". (I suppose that goes for me as a
teacher as well.) Somewhere in our reading, we were told to
provide or help our class come up with a common purpose for that
subject. Certainly that would help as I try to keep each child
on task. First graders have very little sense of time and the
importance of each minute. Using time wisely is essential in all
that is involved in teaching for teacher and students. We just
never seem to have enough of it. Therefore, we have to go back
to prioritizing what is the very most important.
#Post#: 98--------------------------------------------------
Re: Quantum Teaching
DIR By: Anne
Date: July 16, 2011, 7:40 pm
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I enjoyed having the help with the 8 keys of excellence during
the announcements too. I struggled to really get those 8 keys
down to a kindergarten level. I think that some of them are
easier to help the students think about than others. It is kind
of like living above the line and below the line. Or making our
classroom a learning zone with a line to cross over when we
would come in the door. Instead of thinking about the "learning
zone" most of my students were fascinated by the color of the
tape on the floor and trying to pick it off rather than any deep
thinking about integrity and such was sometimes just a bit
beyond them.
#Post#: 99--------------------------------------------------
Re: Quantum Teaching
DIR By: Pam
Date: July 16, 2011, 11:11 pm
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I can certainly relate to the picking tape off the floor
problem, Anne. I really believe that with young children all we
can do is just introduce some of the concepts and keep it
simple. Just having my class learn to keep their hands to
themselves is a major task. And they seem to have to relearn it
after every weekend and vacation. Still if we just read the
keys occationally and even better try to relate it to some of
the problems we are having in class, I think it will prepare the
students for deeper understanding as they grow older. I really
appreciate the wonderful way that you prepare my first graders
for what I am supposed to teach. You may think that all you do
is look at colors but they are getting more than you know.
#Post#: 100--------------------------------------------------
Re: Quantum Teaching
DIR By: Vickie
Date: July 18, 2011, 5:15 pm
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I loved the many ideas in the 8 keys of excelence, and in the
reading the last couple of weeks. Some of the ideas I would
like to remember and impliment as a substitute are to stay
positive, buid rapport, and acknowledge all efforts, not just
the right one. I also really liked the role of emotions in
learning. I have found in my own experience that when I feel
overwhelmed or threatened that I can't function or learn as
well. I will keep this in mind, as I try to create a safe
atmosphere in the classroom.
#Post#: 101--------------------------------------------------
Re: Quantum Teaching
DIR By: Rebecca
Date: July 18, 2011, 10:43 pm
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;D
Adrian mentioned this has been his favorite reading so far. I
must admit I have been reluctant to read the Quantum material.
For me, the Quantum Learning professional development was
painful! Perhaps reading the information will alter my
perception of it. :) One of the positive things that I like
about Quantum Learning is that it has provided all three of our
schools with some common language. If a student is behaving
positively or negatively, one can say, "Are you living above the
line or below the line?" A student from elementary, middle or
high school will know what is meant by the question. This is
also true of other parts of Quantum Learning such as the Keys or
SLANT.
I agree with the author's statement on page 36, "With few
exceptions, students want to belong." I really agree with the
statement, but I don't think enough information was provided
about how to actually make all students feel that they belong. I
think we have a lot of lonely students in our schools. I see a
lot of effort made to include the students or to tie the
students to the school in some way by the teachers and
administrators. I just wish that we could find a "formula" or
"strategy" to show students how to be inclusive rather than
exclusive.
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