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The power of a mistake maker

Last fall my family took the mini-cruise from Copenhagen to Oslo and back.  This trip was all about our then seven year old twins and we basically spent the entire trip in the children’s section and on the childrens’ activities schedule.  The cruise line cleverly had created a story  with four main characters that guided all of the activities.  You could also purchase merchandise of these characters.  (Yes, we were those kind of parents who did buy the character stuffed animals.) One of the characters was a wizard who could never get his spells right.  His magical attempts always backfired with hilarious results.  I watched as my shy kids after hearing one of the wizard’s stories decided that they could try to make a balloon sword because they thought they could do better than the wizard had.  I later saw them running all over the ship as part of the kids’ scavenger hunt and reading difficult clues, even though they weren’t very confident readers yet.  My son told me, “I can try to read it because if I mess up, I’ll only be like the wizard and I like him.”

Boom.  I had an epiphany.  They were more willing to try things that were new or hard for them because somebody had already made a mistake and made mistake making ok.  Hmmm.  How to translate this into the classroom? I always tell my students that mistakes are welcome but as humans we have an innate need to succeed and do things in a way that we can be proud of.  How can I translate that pride not into the outcome but instead a pride in the journey of learning that might involve mistakes?

power-of-mistakesI always focus on praising the process and not the outcome but I decided to introduce a mistake maker into my classroom.  I bought an extra wizard stuffed toy on the cruise and brought him to my class.  I introduced him to the class and told him that this wizard was there to help our class but that he might make some mistakes.  We had a class discussion about welcoming him to the group and what we would do if he or anyone made a mistake in learning.  I then let him (the wizard)  try to sound out and spell some of our target words for the day.  Wouldn’t you know it; he made a few mistakes but he kept trying.  I made sure to make his responses to his mistakes humorous.  The kids were laughing and shouting out encouragement for him to try again.

I kept the same format up for a week and quickly saw my students in the subjects I had modelled mistakes in … willing to make mistakes.  If they realized that they had made a mistake they generally laughed about it and tried again immediately.  They often wanted to share their mistakes with the whole class at the end of the day.

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Here he is counting Danish coins as a challenge for my kids.

I use the wizard all of the time now.  Any character you create will work.  I suggest letting them model common mistakes your students make or will make and then letting them work through those mistakes.  I eventually let the wizard model behavioral mistakes or friendship mistakes to aid my students in their social learning.  It is also nice that they feel they can educate the character about the right thing to do.  This makes every student in your class an expert and that may be a new role for some kids.  They love finally getting to take that role on.

Give your students the chance to as Ms. Frizzle would say, “Take chances. Make mistakes. Get messy.” They may be more willing to do it if a kind but hapless stuffed toy models mistake making for them.

Little Vikings

 

 

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A right way to learn English?

I just had a baby so I’m not currently in my own classroom.  I am however, still a mommy and I just went to the parents’ information night at my kids’ school in Denmark.  I think that parents who are teachers have the hardest time accepting academic decisions of other teachers and they live in a constant struggle to support their kids’ teachers and yet wonder how they would of done something differently.  This describes my relationship with my kiddos’ school in a nutshell.

At the meeting, they pointed out that English is now taught from the earliest grades but there isn’t really curriculum to help them teach effectively.  Now when they mean curriculum, they mean workbooks.  In Denmark, teachers do not search for their own materials, they are not expected to ever buy products to use in the classroom, and they do not print, laminate, and cut things to be used in their classroom.  I teach through games and dramatic play at all grade levels and use worksheets as a reinforcement only.

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This leads to a dramatic cultural clash but, every Dane under 50 speaks fluent English – I struggle to think that their system is wrong if it works so well.  I’m currently partnering with the English teacher at my childrens’ school and not only am I creating resources for her but I am slowly coaching her on international teaching methods of center based learning and how to use games as both instruction and repetition.  Yet, even as I mentor her in my methods, I’m learning that there is something to be said for the boring but thorough slow workbook method.

I will still advocate for getting students to talk to each other and feel like they are in real-life speaking situations in a safe dramatic play environment.  I still believe that games do what worksheets do but in a more engaging way.   However, grammar is a beast and worksheets and their repetition are blessings to help grammar become more automatic.  Perhaps there is merit in old school methods.  Do other EAL teachers struggle with this intersection of ideals?

Little Vikings

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What do your students need? Back to School Management Tip

 

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Click on the picture to be sent to rafflecopter for multiple chances to win a $50 gift card to tpt or amazing resources from over 30 great teacher authors.

 

I adore pinterest for classroom arrangements and decorations.  One year, I diligently searched and figured out how to make an enormous Chicka Chicka Boom Boom Tree.  Another year I decorated in Truffula trees and Dr. Suess themes.  My fellow teachers and parents raved about the room but I eventually began to ask the question of what the students actually thought of their classroom.  Their answers surprised me and changed the way I both set up my classroom and ran it for the rest of the year.

If I just asked, “Do you like this room?” They answered, ” Yes” until one brave soul said, “It is really pretty but we didn’t make it so it doesn’t feel like our classroom.”  That is a huge statement.  I realized that even though I had strived to have a student centered classroom, I had made a beautiful-to-the-adult-eye classroom and not necessarily what my students needed.

To change the classroom, I started asking lots of questions.  “Do you like it when the walls have lots of colors?  How do you like the lights in the classroom; should we use the light from the windows only or the overhead lights? What kind of areas should we have in our classroom?”  This opened up a whole new world of information to me.  My students didn’t all have the same opinions so we would survey them and then talk about the results.  How can we make these preferences work for everyone?

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Examples of questions to survey your students on.

What ended up happening was that the class as a whole began to develop empathy and understanding for the different preferences or needs that were in the classroom.  We also began to mix up our day, using the light from the windows for writer’s workshop and listening to background music while we did math.  It also made the discussion of how to make our classroom community the best that it could be a regular part of our classroom culture.  Kids felt free to talk about things that bothered them and then the other students would work on solutions for them.

My room may not look as pinterest ready now, though sometimes the students hit on an idea that we can go all out for, but I’ve gained a caring, peaceful class culture that I would never change.  Parents often tell me that their students feel safe and cared for by both me and their peers.  I couldn’t ask for a better learning environment than that.

You can ask your students a question a day or you can take some class sessions and let them survey their peers.  This is a freebie that lets kids tell you about their learning preferences.  It also includes some follow up activities to let them tally the results of the class as a whole and then form class agreements based on that information.  Just click on the picture below.

Back to School

Little Vikings

Follow the blog hop to get more beginning of the year classroom management and organization ideas.  Keep following through all the blogs – there are lots of brillant ideas being shared!

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Click this link to be sent to the rafflecopter for your chance to win a $50 tpt gift card over 30 resources from other teacher authors.   a Rafflecopter giveaway

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Back to School

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Meaning: You are about to leave the summer holidays. This is typical of a European road sign that lets drivers know they are leaving a city.

Summer is officially winding down and teachers are starting to slowly turn their minds to the next school year.  I’m scheduled to have  a baby on the first official day back to school, but I can’t stop the ritual of trying to figure out what would work best in my classroom this year.  I’ve been tasked by my colleagues to use my baby’s sleeping times as possible times to create resources for them.  🙂   I’ve got a list of about 30 roleplays, activities, units, etc.  Somehow, I think I won’t accomplish them all.

I did spend some sleepless nights creating an Early Years Classroom Decor Pack that has word wall headers, number posters, 6 months of calendar tiles, visuals for color words, days of the week, months of the year and more.  It is all of the basics I’ve always needed in a lower elementary classroom.  You can pick it up at 50% off for another week.

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Plus, I’m posting a teacher link up with lots of great Back to School resources at great prices.  Get them now or wishlist them so you are ready for tpt’s inevitable back to school sale.

Adventures in Elementary

Finally, I want to give a shout- out to the amazing Anya.  She not only created the graphics for this blog but she drew my store logo.  She deciced that since we’re having a baby, the graphic needs to be redesigned to show all three kids.  Not only did she do that, but she added a custom onesie.  Such a nice gesture, my heart is full.

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I hope your enjoying the last bits of your summer and are happily gearing up for the great year we have ahead of us!

Little Vikings

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Who Goes First?

Every year I have at least one student who is obsessed with being first (in games, in line, first to be done with assignments, etc.) and this always seems to trickle down to the rest of the class.  8

My literacy and math times rely on stations or centers so I need students to be independent.  Every year I slowly introduce the behaviors expected while working in the centers and we roleplay both what appropriate and inappropriate behavior might look like.  This year, there were a lot of very tense discussions between students about who would go first in centers that involved a game.  Eventually, based on my students’ suggestions, I made a “Who Goes First?” box.  At the beginning of the day I drew out a card and whoever in the group met the details of the card, they would go first.

Those tense discussions?  They became non-existent.  It worked so well that it spread to other classrooms.  I even had my co-teacher steal my box so she could use it when I wasn’t teaching.  The key was that there were so many possibilities that it was always up for grabs who would be first that day.  (Examples include: the person with the longest thumb, the person with the shortest first name, the person who has a cat at home, the youngest, etc.)

who goes first

You can pick it up as a flash freebie  for the next few days in my tpt store and see your students’ tense discussions drop dramatically.  🙂

Little Vikings