Are You Treating Your August Students Like June Students?
Posted: Tuesday, August 5th, 2014
by Lisa Hegdahl
I enjoy my job. When someone mentions that summer is almost over, I imagine the well-behaved, cooperative students that will be joining my class, just like the ones that I said goodbye to in June. Except…the students who will enter my classroom in August are not the students from this past June. It’s easy to forget that those students were well-behaved and cooperative because I taught them to be that way.
More than one classroom management book emphasizes that the first moments with new students are crucial. The first greeting, assignment, and seating arrangement all set the tone for the rest of the year. Explicitly teaching new students classroom routines and required behaviors is just as important. Putting in the time and effort during the first week of school will pay off in time saved for learning and in less aggravation for the teacher and students.
While teaching students desired routines and behaviors the first few weeks of school are essential, the key to maintaining them lies in revisiting them frequently. Never assume that students remember what you expect. It is easier and more effective to review expectations regularly while students are still conducting themselves in the manner you have asked, than trying to re-teach those classroom structures after they have fallen apart. This is true regardless of what they look like in your individual classroom. Every day of the first week of school, I provide all the expectations to my students verbally as well as in written form on the front board. (While we all need our front boards for academics, the academic outcomes cannot be achieved until students are clear on what we want from them. This is not to minimize the power of well-planned, engaging lessons on student behavior.) After the first few weeks of daily reviewing, I provide intermittent reminders for the remainder of the school year. I always make a point of revisiting procedures and expected behaviors after holidays and the first day of each new grading period. The short amount of time this takes is rewarded in students who are friendly, cooperative, and efficient. Additionally, it creates an environment where the maximum amount of time can be spent on learning.
Just as it is easy for students to forget teacher expectations, it is just as easy for teachers to forget the amount of effort they need to put in at the beginning of the school year in order for their classroom to run smoothly. Pulling out your favorite classroom management books now and quickly reviewing the main concepts can be just the reminder you need to be sure you designate enough time to this critical component of any classroom. My favorite classroom management books are:
- Teach Like a Champion by Doug Lemov and Norman Atkins
- The First Days of School by Harry K. Wong and Rosemary T. Wong
- Tools for Teaching by Fred Jones
- The Winner’s Circle – Yes, I Can! by Clare LaMeres
My best wishes to all of you for a successful and fulfilling school year!
Posted: Monday, November 21st, 2016
CSTA is pleased to announce that we are now accepting proposals for 90-minute workshops and three- and six-hour short courses for the 2017 California Science Education Conference. Workshops and short courses make up the bulk of the content and professional learning opportunities available at the conference. In recognition of their contribution, members who present a workshop or short course receive 50% off of their registration fees. For more information regarding proposals, and to submit one today, follow the links below.
Short Course Proposal Deadline: February 6, 2017
Posted: Friday, November 18th, 2016
Do you want to have a voice in health education in California public schools? Consider applying to serve on the Health Education Curriculum Framework and Evaluation Criteria Committee (CFCC), which will work closely with the framework writing team to create a new framework for health education. The new framework will be based on the state-adopted health education content standards and reflect both current research and new state laws.
Applicants must be submitted by 3 p.m. on December 15, 2016. More information about the Health Education Framework revision and the CFCC application is available on the CDE Health Education Curriculum Frameworks Web page at: http://www.cde.ca.gov/ci/he/cf/. Learn More…
Posted: Thursday, November 17th, 2016
by Jessica Sawko
Last month, more than 2,100 science educators convened at the Palm Springs Convention Center for three days of professional learning and networking. The halls buzzed with excitement, the exhibit hall traffic ebbed and flowed like the tides of an ocean, and workshop rooms often filled to capacity with standing room only. CSTA thanks the many volunteers, presenters, exhibitors, and sponsors who helped make this year’s conference a success.
Two of the most popular presentations at the conference included presentations on the new Science Curriculum Framework (which ended up being presented twice due to an error in printing in the program book!) and the Science Assessment Update workshop presented by CDE and ETS. Handouts for both of these presentations are available via the conference app. Learn More…
Posted: Wednesday, November 16th, 2016
by Marian Murphy-Shaw
As a county office Educational Services Director I get to work with many districts, teachers and site leaders on a variety topics, including science. I have the good fortune to be embarking on a new project as part of a team formed by the California State University, Chico – Project ESTEEM.
CSU Chico recruited teams of elementary teachers and their principals to participate in Project ESTEEM, Elementary Science Teachers, Educating, Elevating, and Meliorating; a two-year professional learning grant secured last winter by the University. Learn More…
Posted: Wednesday, November 16th, 2016
by Karal S. Blankenship and Claudia Mitchell
Science in Kindergarten is no different than teaching science in other grades. Students come to us full of wonder, resulting in endless questions. We strive to provide opportunities for our students to become active listeners, use critical thinking skills, to observe, and to make sense of the work around them. This provides our students the chance to develop a deep appreciation for science. This is nuts and bolts of the Next Generation Science Standards (NGSS). Learn More…