Peer Feedback

Lesson 1 ~ Classroom Management:

Lesson 2 ~ Productive Feedback:

In response to Janet's meaningful behavior shaping:

I think your findings from Richard Stiggens are extremely valid in any learning environment. Self-esteem as well as self-control seem to strongly correlate with student success. It seems that students with a grounded self-esteem are more willing to take risks, delve into their environment, ask questions, and assist others. Therefore these students have enhanced learning for themselves and others and are probably more likely to retain the knowledge. Great find, Janet!

In response to Amanda's feedback:

I agree that Mayer’s assertive discipline model has more meaning. When students are aware of the action and consequence relationship beforehand than the student is fully in control of the end results and understands the final results. I also agree that the situation becomes more meaningful and they learn something rather than "simply reacting to a situation." This is a lesson that I provide for my students many times each and every day. Thanks for sharing!

Lesson 3 ~ Use of Punishment:

In response to Karin's discipline:

I love that the system that you use allows the students to be in control and that they can use this system to reflect upon their own actions and consequences. What grade do you use this with? I teach middle school and would love to come up with a way to incorporate this sort of system with my students! I would also be interested in getting a copy of your class pledge. I love it! Thanks for sharing!

In response to Amanda's punishment:

I like that your consequences relate to the problem behaviors. I think that the students learn from their mistakes when the issue is discussed and they have to do something to solve the problem. Detentions are a glorified study hall for many students and they take advantage of the time to take care of their business so they don't have to do it when they get home.

I also like that you use humor to diffuse problems that could easily escalate into bigger problems. Unfortunately, I haven't had much luck with using humor in those types of situations. I'm not sure if it isn't as successful with middle school students or if humor just isn't my thing. Thanks for sharing!

Lesson 4 ~ Jones's Approach:

In response to Colleen's Wonderments about Positive Discipline:

I liked your wonderment that states:

"I wonder if one goal of Jones’s model is to help the teacher to stop and think about what they are going to do before they react."

I feel that a teacher's actions and reactions impact so many aspects of future occurences. Will it happen again?
Has the student learned a life long lesson? How will the student handle other situations of this nature? We've all had experiences that didn't turn out the way that we wanted them to, but we learn from our mistakes just as we want our students to. This alone sets a wonderful example for our students.

One thing that I've learned over time is that when I am calm and think things out the results are much more positive. An example that I use with my students regarding this demeanor is waking up in the morning. Do you wake up in a better mood when the blaring siren called an alarm clock is the first thing you hear or if you wake up on your own to the sweet chirping of the birds outside your window? I think I know where the majority rules.

In response to Elizabeth's I Wonder:

In response to wonderments 3 and 4:
Is it wrong to apologize to your class? Does this show your students that you are human, or give them more “power” in class?

I think we need to prove to our students that we too make mistakes and are just as human as they are. Being able to prove this to our students is one of the most valuable lessons they may ever learn!

If a teacher is having an off day, is it appropriate to tell the students that he is not feeling well? (I have a very big headache today and I would appreciate it if….)

I have found that my students are incredibly understanding when I let them know that I'm not feeling well or had a bad morning. Even middle school students tend to be very sympathetic when it comes to these "off days." They can truly relate to these feelings, which teaches them so many important things about functioning in society and simply being human.

I enjoyed reading your wonderments...they were very insightful and I felt I could relate to them! Thanks for sharing.

Lesson 5 ~ Wondering About Chapter 1 in Mayer:

In response to Sarah's Lesson 5:

In response to your wonderment regarding family dynamics and the home environment and "how it attributes to learning or lack there of in the classroom" I would like to comment from my own personal experiences. While growing up I had very little support from my parents when it came to my education. Although we had books, newspapers, and magazines in the house that were available to read and they often modeled luxury reading, I was never asked if I had homework or what specific things I was learning in school. I was never encouraged to set goals for myself, occasionally they commented on grades, and they NEVER discussed college.

Even with these limitations I was able to successfully complete high school, college, and now working towards my master's degree. I feel that there is self-motivation and desire within every person that determines their success. I currently have a student that comes from a very supportive and well educated family and they are struggling to get him to see the value of doing homework, studying, and going to college. What this individual needs to do is find why it is important to be educated and then he will find success. Thanks for sharing your ideas!

In response to Casey's Chapter 1 Wonderments:

In response to wonderments 14 and 15:
I wonder how Mayer's Meaningful Learning fits in with Gardner's Multiple Intelligences...

I feel that everything in the world relates to Gardner's Multiple Intelligences (just ask anyone of my students...they'll tell you exactly what type of learners they are). Meaningful Learning must be recognized by the learner and when students are given a variety of experiences in which they are permitted to explore and reflect upon they will discover meaningful learning.

I wonder if Social Knowledge should not be considered in Mayer's Kinds of Knowledge (Mayer, pg. 15). Children learn about their surrounding environment and what is expected of them. They must have a knowledge of that society to grow and succeed within it....

In my own experiences in the world, I have encountered brilliant individuals that lack social skills to such a degree that they simply can't function in everyday situations. Social knowledge is so valuable it not only was overlooked by Mayer, but also in other important theories such as the Hierarchy of Needs.

I enjoyed your wonderments, they really tell alot about you as an individual and as an educator! Thanks for sharing!

Lesson 6 ~ Procedural Knowledge:

In response to Sheree B's Skillboard Activity:

Thanks for sharing such a great idea with such detail and enthusiasm. Your description of the activity alone sparked my interest, I can see why children would find this activity exciting! It makes me realize another IF-THEN lesson that we teach everyday of our lives, which is if we make learning fun and interesting then students will not only enjoy learning and realize the infinite values of education, but they will also pass this lesson on to those around them.

In response to Annette's Procedural Knowledge:

It is great that you have the opportunity to teach in such an expansive range of subject areas. This creates an excellent if/then lesson, which is if similar situations arise then previously knowledge will be applied in the situation. Your students will use the lessons that you teach them for the rest of their lives in many different contexts. If you take the time to teach valuable lessons then they will be cherished infinitely. I can't think of anything more rewarding than that!

Lesson 7 ~ Computers and Building Lessons:

In response to Kerin's Lesson 7:

Your lesson is so incredibly practical. It was great to see that you teach in so many different contexts. As a computer teacher my goal is to integrate academic content into my curricula so that students are exposed to different material in different ways. It is wonderful to see that the academic areas are bringing technology into their classrooms to reinforce this concept.

I also like that you use a pre-test. Pre-tests are such insightful tools that can really redirect a lesson. Last fall I taught an after school robotics class. After a few pre-assessments I realized that the group of students that I was working with knew more about robotics than I did, however they were lacking significantly in collaborative learning situations. So I changed the focus of the class to better meet their individual needs while still learning about robotics. Thanks for sharing!

In response to Karin's Lesson 7:

This is such a valuable lesson to teach! When using the Internet for whatever purpose and with any age students with varying ability levels, you MUST provide guidance. Although the generation of students that we teach are more technologically advanced than ever, their skills usually include chatting, instant messaging, e-mailing, shopping, playing games, etc.

As a computer literacy teacher I spend a great deal of time teaching about using the Internet as a valuable tool. We cover how to efficiently search for specific information, how to find reliable and accurate websites, and how to cite sources from the Internet. These are issues that are relatively new to education and may be overlooked by educators.

Without this type of guidance it is easy for students to get lost, frustrated, and turned off to technology. Thanks for sharing such a serviceable lesson!

Lesson 8 ~ Website Analysis:

In response to Casey's Website Analysis:

Thanks for sharing such great resources. In addition to using the many website analysis guidelines that I have learned over the last few years I recently have tried a new strategy. I asked a few students to analyze some websites that I was planning on using in class. These students provided such insightful feedback that I have decided to use this method again.

Sometimes when we look at different websites, we forget that we have different ability levels, experiences, attention spans, and general knowledge that determine the usefulness of the many resources we encounter on the web. I know that sometimes I'll open up a website and look at it for a few seconds and determine whether I want to invest my time in it. Our students do the same things and can really be helpful in choosing classroom materials. Thanks for sharing!

In response to Janet's Analysis of Web Site Readability:

I am glad that I am not the only one that is frustrated by websites that consist of a link super highway. I often question the accuracy of the information on these types of websites. It is also difficult to preview all of the linked websites before using it in the classroom. It is difficult enough to keep students on task and this simply allows them to wonder off. I have never seen a textbook that refers students to go to other resources in order to obtain important information, so it amazes me that websites would employ this method. Thanks for sharing!

Lesson 9 ~ Metawriting:

In response to Martha's Metacognition and Math:

Your example about "what works for one, does not always work for another" is so incisive. I provided a similar example within my own response. Most students do not use the same strategies. Some students can complete a lengthy mathematical problem without writing down a single thing where another student would fill a whole page. Every educator can relate to your statement, "what I try to get across to the students is for each problem create a strategy and try to carryout the plan looking for road bumps." When we reflect upon the strategies and processes that we use rather than simply solving the problem we truly learn something that we will use again and again. Thanks for sharing!

In response to Laura's Metawriting Essay:

You mentioned the concept of "thinking aloud" in your response. When assigning written work I feel that these think aloud sessions are a great way for students to reflect upon prior knowledge, organize their thoughts, and to determine who their audience is and how to how to effectively communicate their ideas to that audience. What I like about think alouds is that it gives the opportunity to assess the process versus the product. It truly amazes me how many components are molded together during the writing process and being able to see into these processes help us as educators to better meet the needs of our students. Thanks for sharing!

Lesson 10 ~ Wondering About Problem Solving:

In response to Mary's Chapter 12 Wonderments:

I know longer wonder if teachers can replace the missing connection that some children don't have with their parents. I have only been teaching for two years, but it did not take me long realize that most of the students that I have close relationships with have poor relationships with their parents. These are the same students who thrive for boundaries and consistency. They need to know that they fit in somewhere and that they can find a safe and secure environment to rely on because they do not get it at home. Sometimes being an educator entails more parenting than teaching, which is okay as long as they are learning lessons that they need in order to succeed in life! Thanks for sharing, it reminded me of the reasons I love my job so much.

In response to Glenda's Wonders about Problem Solving:

I also wondered "if Gardner's Multiple Intelligence Theory would lend itself to problem-solving in the domains of his identified intelligences." I am a huge advocate of Gardner's Multiple Intelligences and based on my own learning experiences I feel that if you have a dominating learning style than it would probably apply to problem solving as well. However if you have don't have a dominating learning style, it may not be as beneficial and/or effective. Thanks for sharing!

Lesson 11 ~ Misconceptions:

In response to Misconceptions by Annette:

I have also encountered misconceptions regarding PCs versus Macs within my school by students and staff. Our building has three PC labs and one Mac lab with at least two PCs in every classroom. At the beginning of each trimester I give out a survey to my students asking about their computer accessibility at home and I have found that over 90% own a PC. With these figures in mind it is easy to see why people often feel like PCs are superior to Macs and that the two platforms are incompatible. I think that it is great that our school recognizes the value of exposing the students to both platforms and it helps the students to expel these types of misconceptions. Thanks for sharing!

In response to Amanda's Freshmen Science Misconceptions:

After discussing several misconceptions with the science teacher on my team, she pointed out a great idea that helps her students understand that a hypothesis CAN be wrong. In her science classes she discusses how different discoveries have been made on accident and how these people are highly recognized and respected for their mistaken ideas. Thanks for sharing!

Lesson 12 ~ Wondering About Glassers and Dreikurs:

In response to Deborah's Wonderments:

I not only wondered about what measures need to be taken during a class meeting if no reasonable solutions are given to the problem, but also the amount that peer pressure influences the meeting and results. I have found that my advisory of eighth graders will team up together and recommend unreasonable solutions. As a result, I usually end up redirecting the meeting by offering more appropriate solutions to have them consider. They often need to be reminded of the purpose of the meetings and that if they can not be a productive member of the group than we can look elsewhere for solutions.

I also would find it difficult to break the habit of giving verbal praise and reinforcement in my classroom. If you think about how wonderful it feels to be recognized for doing something good, it just seems horrendous to take that away from your students. I have several students in my classes that aren't that great in many other subjects who do a phenomenal job working with computers and they should be rewarded and recognized for their successes. Thanks for sharing!

In response to Tammy Wonders:

I also enjoyed the statement “Human beings live in a world with other human beings. Each individual must satisfy his own needs in a way that does not infringe on anothers…each individual is responsible for his own actions and, regardless of how disturbed or dependent he claims to be, each person must bear the consequences of his own behavior and make a commitment to act in a responsible manner toward others.” I would love to have a poster made with this quote on it to hang up in my classroom.

With only a few weeks left in the school year, I conducted an activity involving this quote with my advisory. I had my students illustrate the goals that they intend to employ to ensure that they have a productive and successful experience until the last minute they are at school. The students created some awesome illustrations that I hung up in the classroom and it works as a great reminder for when they get off track. Thanks for sharing!

Lesson 13 ~ Class Meetings:

In response to Laura's Class Meetings:

I am also a bit indecisive about the role of the classroom meeting regarding behavioral issues. I agree that some classes would responsibly handle making suggestions, creating a plan, and following through with that plan, however I know from my own experiences that many of them can not. In many cases, I could see that these issues would lead to taunting and teasing outside of the classroom creating a larger problem.

However, what I do see work effectively is allowing students to brainstorm strategies for classroom problems. I have a really noisy class that has a difficult time staying on task, so I simply asked them what we could do to solve these problems. The students provided wonderful suggestions and because I included them in the problem solving process I feel they were more receptive to making changes in their own behavior. Thanks for sharing!

In response to Amanda's Class Meetings:

I love the idea of using a class meeting as a form of a pre-assessment. This type of setting allows students to share their ideas in an environment where there are no rights and wrongs. I have noticed that students tend to offer more ideas and ask more questions in these situations. It even allows you to identify some of the misconceptions that our students hold.

I also agree that asynchronous meetings may take the spontaneity out of a class discussion and some students may become bored with the time it takes to interact with one another, however this method is very successful when dealing with behavior issues or school problems. For example, last week I was talking with my class about being proactive when they know something is occurring that should not be taking place. Very few of my students participated in this discussion, but several of them came to me after class to talk about it. This type of situation would lend itself nicely to an asynchronous meeting. Thanks for sharing!

Lesson 14 ~ Conflict Resolution:

See the Conflict Resolution Project

Lesson 15 ~ Cognitive Apprenticeships:

In response to Martha's Cognitive Apprenticeship:

I think using current events in class often motivates students. Sometimes students think that teachers are so out of the loop and they seem to recognize with interest that we actually do know what is going on in the world! Last year I taught a remedial math class and we did an activity on percents based on the American Idol results. Even the students who weren't regulars to the show really got into the activity. Thanks for sharing!

Lesson 16 ~ Motivation:

In response to Tammy's Motivation:

I use Timeliner with my students, which is an awesome program that creates a variety of timelines in a variety of formats. I never could have imagined the difference in the quality of my student's work as a result of their interest in this software. If we can teach our students not only the importance of skills such as note taking, outlining, and brainstorming but also what great resources are available to assist them, then we are enabling them to apply these skills outside of the classroom and to share their knowledge with others. This notion is what truly motivates me to teach!

Course Work:

Collective Works

Written Essays

Conflict Resolution Project

Wonderments

Talking Essays

References