Category Archives: blogs

You Have More Control Over Your Emotions than You Think

Can you look at someone’s face and know what they’re feeling? Does everyone experience happiness, sadness and anxiety the same way? What are emotions anyway? For the past 25 years, psychology professor Lisa Feldman Barrett has mapped facial expressions, scanned brains and analyzed hundreds of physiology studies to understand what emotions really are. She shares the results of her exhaustive research — and explains how we may have more control over our emotions than we think.

6 Ways To Help Students Ask Better Questions

There’s nothing I care more about than students, and there are few things I think can serve a student better than being able to ask the right question at the right time.

In “Why Questions Are More Important Than Answers,” I said that “Questioning is the art of learning. Learning to ask important questions is the best evidence of understanding there is, far surpassing the temporary endorphins of a correct ‘answer.’ And while I sometimes disagree with things I say after hearing or reading them later, that still holds up.

I saw the above graphic a few months ago while I was researching question-formation strategies. That post is still about 2/3 finished but after that long, I thought it made sense to share this graphic to kind of frame that content whenever I finally get off my keister and get it together.

Warren Berger shared it on edutopia, so I thought I’d help build on it by adding some strategies for each of his ideas. Note: Berger is the author of A More Beautiful Question: The Power Of Inquiry To Spark Breakthrough Ideas (affiliate link), a worthwhile read for any educator or parent, if not grade 10+ student.

6 Ways To Help Students Ask Better Questions

1. Make it safe to ask questions.

Use write-arounds, exit slips, or backchannel discussions for sharing inquiries.

2. Make good questions visible.

Publish the best examples. Have a question hall-of-fame. I called it ‘intellectual graffiti’ in my class. Students loved re-reading these–especially students from other classes who’d ask “Who asked this? Who said that?,” and were often floored at my responses.

3. Make it fun to pose queries.

Create a concept-map of the short and long-term effects of a great question. Write them on post-cards and have students #hashtag instagram or twitter posts holding said cards. (Here’s an old but still mostly useful post–1oo twitter tips for teachers–with related ideas.)

4. Make it rewarding.

Give actual points for good questions. Give even more points when they improve existing ones. Create makeshift learning badges or ‘levels’ of questioning and inquiry that students can ‘achieve.’

5. Make it stick.

The more authentic and non-academic the great inquiries are, and the more often they’re revisited (naturally and authentically), the more they will stick. Help them ask great questions about their own lives, and create ‘assignments’ where they have to follow-through somehow on that inquiry.

6. Make it necessary

Create learning experiences (activities, lessons, units, etc.) that can’t function or ‘move forward’ without critical thinking.

Reference:https://www.teachthought.com/critical-thinking/5-ways-help-students-ask-better-questions/?fbclid=IwAR3QzQXbQfMC3KP_TlrVk8bkNU39Mvr4IR2uCpvN5CgLwFvUvC5rLht0p5g

Expanding Students’ Ideas About How to Give Presentations

A simple framework can help upper elementary students find the perfect method to share their learning with their classmates.

As soon as we tell our fifth-grade students that they will be presenting a project, they immediately ask, “Can I make a PowerPoint?” After years of responding, “But you don’t even know what the project is yet,” we decided there had to be a better way for our students to get started on projects.

Many elementary students love sharing what they have learned with their class but are sometimes unsure of how to go about it. Frequently, this leads to an excited presenter but a disengaged audience. After brainstorming what our expectations would be for students’ projects, we came up with three things that we thought were most important for successful project planning: purpose, depth, and delivery. By using our simple, three-step framework, our students have been able to create detailed, engaging projects that use a variety of delivery methods. This framework also gives students more autonomy in their work, something that’s particularly important for this age group.

PURPOSE

Before students can begin a project, they have to have a specific purpose in mind. Often, this purpose comes from the teacher, but when students decide the direction of their project, they feel empowered to grow their own ideas. If they can clearly explain the purpose of their project, they can move quickly into the research portion without having to sift through the seemingly endless resources at their fingertips. We like to use the Question Formulation Technique to help our students get started. After generating questions, students can choose the question that interests them most.

Purpose reflection questions:

  • Why am I doing this project?
  • What questions do I have about this topic?
  • What am I excited to learn more about?

DEPTH

After choosing a topic or question, students must break it down into smaller pieces. This could mean finding connections between their topic and personal interests or generating more questions that will lead them closer to finding the answer to their main question. This provides the road map that will help them identify the resources they should use and direct their research.

Depth reflection questions:

  • How detailed do I need or want to be?
  • What resources are available and reliable?

DELIVERY

Helping students find an appropriate method of delivery is an extremely important part of our framework. In the past, our students have felt limited to using only basic presentation tools, like slides or posters. While students may use these methods, we do not want them to feel confined to only those options. Young learners are stunningly creative and should be able to share their knowledge in a way that they find exciting, but also in a way that is appropriate for their topic.

We encourage our students to shift their focus from presentation tools they are familiar with to the tools that best suit their project. Further, students need to identify their audience and if they are hoping to inform, persuade, entertain, or some combination of those. If students are unsure which presentation method to choose or are working in groups and disagree about method, they can use a decision matrix to help. We also encourage our students to think about what they would be excited to see as an audience member.

Delivery reflection questions:

  • Who is my audience?
  • Am I trying to persuade, inform, or entertain?
  • What would I like to see as an audience member?

SUPPORTING STUDENT VOICE AND CHOICE

In our classes, we usually encounter two types of students: those who cannot wait to share and those who would rather do anything other than present something in front of an audience. This is something we love because it means we can help our learners find creative solutions.

We want our students to feel empowered to authentically be themselves, and every presentation is an opportunity for that to happen. For example, one of our former students was shy in front of the class but loved puppets. He was able to present his projects on recycling and pollution with his puppets, and, honestly, he captivated his audience more than many adult presenters we have seen. Another student loved Minecraft and created an entire human body, complete with in-game signs identifying and describing each organ and body system.

We have seen skits, songs, models (both physical and digital), videos, radio shows, dynamic slide presentations, drawings, and animations from young learners who were excited to share them. We have students using technology tools and programs that we had no idea existed, yet they are able to combine the tools with their newfound knowledge with ease. Further, every time a student presents to our classes, we get to learn something new about them and see their skills applied in a new way.

Since we implemented our purpose, depth, and delivery framework, our students have been sharing their research with us and asking for our feedback on their choice of delivery method, instead of simply copying and pasting information from the internet. We have moved beyond presentations for only our class and have had students present ideas to other classes and our school leadership team. Our students feel empowered to take their learning outside of our classroom walls and naturally expand their knowledge beyond our standards and curriculum. They feel connected to the information they are sharing and have grown personally as well as academically.

Reference: https://www.edutopia.org/article/expanding-students-ideas-about-how-give-presentations?fbclid=IwAR1DDDGJsaJssyDI8dmD7P5gtWz5av26XS_p61NzIyNKxk86YZ73XEofzxQ

Yesterday…

I went out to help my uncle for selling the tickets for the exhibitions. This job is easy but chaotic. Kids love to but tickets, so we sold almost 400 tickets during 6 hours. The revenue for the day was NTD 120,000. He will receive NTD 2,000 for extra bonus. However the weird thing is that I was in shot of NTD 1,760 and he received extra NTD 1,800, so we received extra NTD 40 in total for yesterday. He took me to eat hot pot as that for my late lunch and we. got drinks.

All in all, I love kids. That’s why I am pursing my MS in elementary education. I hop all is well.

Here’s What Would Happen if We Actually Respected Teachers

We’re all guilty of creating imaginary scenarios in our heads. What if I won the lottery? What if I became famous? What if I finally took that road trip across the country? And, of course, the ultimate teacher fantasy: What if educators were shown an appropriate amount of respect?

We know how crucial education is, yet people seem to forget that teachers are the ones who facilitate that education. So join me in my daydream, and together we can imagine the step-by-step improvements that could be made if teachers were given the respect they deserved.

Step 1: We acknowledge that teachers are well-educated professionals that essentially create all other professions

Everyone recognizes that teaching is hard, and that educators are skilled professionals who are knowledgeable about content, learning strategies, and interpersonal skills. Instead of throwing doubt and blame at teachers, society respects the individuals who are responsible for the education of the next generation.

Step 2: Teachers are compensated as the competent experts that they are

Salaries rise dramatically in order to compensate these well-educated, multi-degreed professionals. And they even get consistent and significant raises for their dedication and impactful work.

Step 3: A higher number of talented educators enter the field of teaching

A role where people are respected and paid well? Count us in! Becoming a teacher shifts from being a sacrifice to a viable career option, and we see an influx of motivated, intelligent leaders in schools everywhere.

Step 4: An increase in teachers means a decrease in class sizes and workload

Every classroom has a manageable student-teacher ratio, and every teacher has more time to devote to their kids and their classes. Teachers are also given fewer preps, instead of teaching five completely different classes to groups of 30+ students.

Step 5: With more qualified staff to share responsibility, teacher stress drops dramatically

Instead of relying on nights and weekends to complete all necessary work, teachers have ample time built into their workday for planning, grading, and meetings. Now that they get enough rest, these calm and passionate teachers set the tone for their calm and passionate classrooms.

Step 6: Less stress and fewer responsibilities allow teachers to be their best selves for their students

Teachers are encouraged to give every single student the academic and emotional education that they need. Relationships strengthen, trust builds, and kids of all ages are part of learning communities that are built to meet their needs.

Step 7: With all of the individualized attention, students grow academically and personally

In these manageable classrooms focused on individualized instruction, students make significant progress as they learn to become better students and better human beings. Instead of emphasizing standardized testing, schools recognize that students can show what they know in a multitude of ways. 

Step 8: Student success encourages more (and equal) school funding

All of this incredible achievement gives everyone yet another reminder of how crucial education is, and more money is allocated to every single school. In addition to paying teachers a higher salary, schools also take full responsibility for funding a classroom that truly facilitates learning. And, since teachers are respected and their opinions are valued, they get to choose what that means.

Step 9. Teachers enjoy being teachers again, their mental health improves, and fewer leave the profession every year

Teachers feel respected: Every. Single. Day. Not because there’s a teacher appreciation week, not because teachers can wear jeans on Fridays, and not because admin vaguely encourages teachers to focus on their mental health. By this point, it has become an obvious fact that teachers, without question, deserve to be respected.

Step 10: The world becomes a better place

Every single child grows up to be a happier, healthier, and well-educated, well-rounded adult. We are constantly reminded that education can change everything. And we see that it does.

Teaching matters. It’s why so many teachers have stayed in the field despite the lack of respect, the low pay, and the unrealistic expectations. We know that what we do changes lives. And with more respect, we could make even greater change.

Reference: https://www.boredteachers.com/post/if-we-actually-respected-teachers?fbclid=IwAR0Y93qsdwgd6uL16HCZ1EkKrQ4t18YHdHIdbpaaSwNYrk5SF-OUfaeGptU