GenMove

1. GenMove • “GenMovedelivers innovative health and movement programming and equipment, changing the way students and instructors approach physical education and moving generations to better health”. • http://www.genmoveusa.com/About.aspx

2. Positive Discipline • Children are good perceivers, but poor interpreters. • Children are always making decisions based on their interpretations. • Students pay attention to what they see and how teachers behave, not what they all say • You have about 10 words to say to kids before they tune you out.

3. The four R’s of Punishment • Resentment • Revenge • Rebellion • Retreat • The best de-briefing about a situation occurs the next day. • Ask only WHAT and HOW questions, never WHY question. Example, “Do you think that was a smart choice”, rather than “Why do you think…..”

4. Reading Success Plans I learned how one school was tracking individual student progress. They had a separate document for each below grade level reader, which detailed their interests, hobbies, reading strengths, reading needs, assessment data, and goals. It was updated as students worked toward their goals throughout the school year. I could see this as a helpful tool for bridging the gap between reading instruction in the regular school day and reading interventions in the after school program. After School teachers could quickly gain information about each of their students reading abilities, and begin working toward their goals. I think this would really streamline the intervention process.

5. “Math Kids Can Count On” by the Developmental Studies Center This session focused on using game-based activities to get students to enjoy mathematics. Many of the games used group and partner play and focused on developing number sense by using a variety of tools, such as, dice, cards, spinners, etc. Each game has a math skill to focus on, as well as a social skill. It also provides the teacher with activities to do before, during, and after the game, so the learning is intentional and specific. We had the chance to play several of these games as a whole group and in partners. My favorite game was "Target" were students are given a set of cards and a target number. The object of the game is to find combinations of cards that equal the target number. The focus is to work as a team to get rid of as many cards as they can.

6. Math Continued • Many of the games are not centered on the competitive nature, but rather, how to work cooperatively with a partner. I also liked how many of the games allow the students to differentiate themselves. For example, in "Target" the students could increase/decrease the complexity of order of operations used to find their number. They could just add or subtract, but then even square a number and add several parentheses to increase difficulty. Students can also play with someone of a different ability, since they are working together without getting competitive. I will definitely be sharing these games with my math teachers for Session 3, since these would be a great way to utilize the first/last 10 minutes of the lesson by rewarding students with an educational game that makes math fun!

7. The Best of Cooperative Play The session described many different strategies to engage students and direct their attention to the teacher or the task at hand. There were several variations to the traditional countdown (5, 4, 3, 2, 1) that were presented, my favorite being: "When I say alright, you say ok. Alright, ok. Alright, ok". Icebreaker activities were also presented. I felt this could benefit after school teachers as they get new groups of student. The games and activities were designed to promote positive group dynamics and could be used to foster a better relationship between teachers and students.