Readings

"I've got something to say" by Gail Loane

The Teacher of Writing

Teachers need to demonstrate the joy, satisfaction and necessity that the written word brings to their daily lives. 

The teacher of writing brings the children's lives into the classroom and helps them tap into their experiences.

Writers need to write about what is significant to them, not always the topics of my choosing.
Displays in classrooms must be attractive and meaningful.

Responding to the Writing of Others

Interaction with others plays a fundamental role in language development. 

Partner conference.

The Helping circle: so that writers can share their work and consider the effect of the writing and what might improve it. Over time students gain confidence and success in the helping circle. They also expect to be helped, questioned and challenged improve. Initially the teacher takes the lead by modeling the protocols around language. As they become more confident, the responsibility shift more from the teacher to themselves. 

Peer response group- gives immediate feedback, the opportunity to amend while writing, a wider range of opinions (not just the teachers), a greater awareness of what works, less threatening audience, chance to take risks, and the opportunity for everyone's work to be shared and heard. 

Incredible Teachers

Managing behaviour: Ignoring and Redirecting

·      Planned ignoring and differential reinforcement is effective.
·      Planned ignoring is withholding attention and then giving attention when desired behaviours are occurring.
·      Teacher attention reinforces behaviour.
·      By praising opposite behaviours children learn it is more beneficial to behave appropriately.
·      The most powerful form of ignoring involves no eye contact, no communication and a turning away of the body.
·      When teachers first start ignoring behaviour it will most likely get worse at first. This is signal that it is working!!!

Distract
·      Once ignored and the behaviour is reduced, then redirect. If a child still responds negatively to a redirect then ignoring reoccurs.
·      Could also comment on other children’s behaviour.

Move away
·      Move away to another part of the room but not too far to be able to monitor and redirect their behaviour when they are showing more appropriate responses.

Teaching others to ignore
·      When ignoring, it is ineffective if other children are laughing at them.
·      Actively teach this during circle time.
·      Using ignoring muscles.
·      “I think you can use your really strong ignoring muscles right now! See if you can look right at me! Wow! You are so good at ignoring!”