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10 Things That Go Wrong in the Classroom

Yom Limmud Houston, TX 5778. Debi Swedelson Mishael, MAEd. 10 Things That Go Wrong in the Classroom. (& How to Fix Them). Welcome & Introductions. Debi Swedelson Mishael. BA in Religious Studies -CSUN MAEd from University of Judaism, 1990 Teacher 36+ years RS Principal

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10 Things That Go Wrong in the Classroom

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  1. Yom Limmud Houston, TX 5778 Debi Swedelson Mishael, MAEd. 10 Things That Go Wrong in the Classroom (& How to Fix Them)

  2. Welcome & Introductions Debi Swedelson Mishael BA in Religious Studies -CSUN MAEd from University of Judaism, 1990 Teacher 36+ years RS Principal Preschool Director Camp Director JCC Program Director Mentor Teacher & Consultant Owner- All Yadayim All Yadayim Trading Artistic Talents For Community Tzedakah Needs

  3. על חטאExplore common “mistakes” in the classroom and share ideas for repairing them or avoiding them. Goal for the Workshop: “…the "Al Chet" prayer …these 44 statements are not a list of mistakes, but rather identify the roots of mistakes.” Aish.com No specific order … but organized with a logical flow

  4. 1 חטא: Not knowing where you’re going… Lewis Carroll Most discipline problems are solved before they start, with a well planned lesson. Lesson PlansPlanning is Essential in Reaching Different Kinds of Learners Does your RS require them? Do you write them? Who reads them?

  5. What’s in your lesson? OR Teaching or Babysitting?Activities vs Lessons? Does the activity enhance students’ learning? Why are you doing this? Does it challenge? Does it introduce new material?

  6. Elements in a Good Lesson Plan Make it work for you…This works for me.

  7. 2 חטא: Not ready to start the day You wouldn’t start to bake a cake without having eggs readily available! If your lesson calls for pencils or markers (ones that work) then you need to have them ready BEFORE the lesson begins.

  8. What are you REALLY teaching? What will they REALLY remember? 3 חטא: Not teaching “Jewishly” Educational theorist Elliot Eisner suggests that our “curriculum” should be viewed as having three components.

  9. Implicit Curriculum This is the “HOW” of your curriculum. Do your actions convey a love of Judaism? Do you model the mitzvot you are teaching? Are you a role model? How do you arrange the seats? What messages do you convey by the tone of speech you use? What are the unspoken things your students learn from you? Do your students see you in the congregation on Shabbat? Can your students find you posting on FB on Shabbat? What students learn by virtue of HOW you teach your lesson.

  10. חטא: Not teaching “Jewishly” Chevruta StyleStudying

  11. Concentric Circles Creating Changing Pairs

  12. Using the model of a “Flipped Classroom” where the typical elements of lesson and homework are switched doesn’t work if you don’t ever have the lesson!

  13. Other ways to use text…book

  14. Diversify Your Seating Chart! Teacher Teacher Students in rows & desks Outside on the grass On the Bima In the hallway On steps or a staircase In the dark At your home Be creative! Use your space. What does your lesson need? Teacher Teacher "Frontal Attack" Teaching Group Work / Discussion Instruction so ALL can see & be seen Project Work OTHER!!!! There are other ways! Stations

  15. חטא: Not teaching “Jewishly” 10 questions on page of paper is a TEST. 10 questions on index cards make a GAME!

  16. חטא: Not teaching “Jewishly”

  17. 4 חטא: Putting the subject before the student “Commonplaces” It doesn’t matter how important the subject is to you if it is not communicated so the STUDENTS think it’s important to them. If a tree falls in a forest…

  18. חטא: Putting the subject before the student “Commonplaces” Put yourself in the students’ mindset. What motivates them to learn the subject? Student Principal Parents Student Parents Subject Milieu Teacher Principal Teacher Subject Milieu Based upon the Four “Commonplaces” designed by Joseph Schwab.

  19. חטא: Putting the subject before the student Homework -Respect their realities-Understand their needs • MINE • YOURS See blog post: AllYadayim.wordpress.com or TAPBB.wordpress.com

  20. Which of the students are on-task? Making the things you need into something fun for them. www.SurveyMonkey.com

  21. Shabbat HolidaysMitzvotBible StoriesHebrewPrayer Stop teaching ABOUT... Instead you should… Celebrate Shabbat Observe HolidaysDo MitzvotStudy textSpeak HebrewPray

  22. Speaking of understanding your students… The “duck tape” story…

  23. 5 חטא: Forgetting we are all “בצלם אלהים" Every Student Matters No child should be “left behind.” It is our responsibility to reach Each and every student All people are: B'tzelemEloheim "Created in G-d's Image" ohvktokmc Genesis 1:26 To save one life is as if you have saved the world." Talmud

  24. Brit ברית חטא: Forgetting we are all “בצלם אלהים" Relationship Ground Rules

  25. חטא: Forgetting we are all “בצלם אלהים" • OTHER STORIES: • (if time) • Parochial Ice Cream • Musical Glasses • Erasable Doodles • Shabbat-A-Grams ?

  26. חטא: Forgetting we are all “בצלם אלהים" RESPECT is practiced here Welcome to Mench 101 9th Grade Room 6 Debi Mishael NO TEASING Zone

  27. חטא: Forgetting we are all “בצלם אלהים" Value them and their words with“potent quotables” טוב Points or כל הכבוד Cards Honorable “Mensch”tion

  28. חטא: Seeing ONE class instead of MANY individual students 6 The whole is not greater than the sum of it’s parts.

  29. חטא: Seeing ONE class instead of MANY individual students The Four ChildrenAn innovative and inspiring piece of Pedagogy כנגד ארבעה בנים דברה תורה. אחד חכם. ואחד רשע. ואחד תם. ואחד שאינו יודע לשאול. Differentiated Learning! Teach them according to the way they will learn!!!!!

  30. חטא: Seeing ONE class instead of MANY individual students Learning Styles Lessons of the 4 Children ENVIRONMENT EMOTIONAL Light Motivation Sound Persistence Responsibility Temperature Design Structure Teach each according to how they learn! SOCIOLOGICAL PHYSICAL Intake Time Peers Self Pair Team Adult Varied Mobility Perceptual Information adapted from Teaching Students Through Their Individual Learning Styles, Dr. Rita S. Dunn & Dr. Kenneth J. Dunn.

  31. חטא: Focusing on the negative and not the positive 7 Notice the good stuff and you will see more GOOD STUFF! Describe the condition you want to see not the condition you don’t want. Use the Royal "אנחנו"

  32. 8 חטא: Teachers ask the wrong questions Sometimes you learn more from a student’s incorrect answer. Why did you do that?

  33. חטא: Teachers ask the wrong questions Use verbs aligned to Bloom's Taxonomy to create discussion questions and lesson plans that ensure your students' thinking progresses to higher levels. Bloom’s Taxonomy appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate. Evaluation arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write. Synthesis analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. Analysis apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write. Apply Application classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate, Understand Comprehension arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state. Remember Knowledge 1956 Benjamin Bloom

  34. Bubble Talk & voting paddles …And so on and so on and … Dry Erase paddles available from Oriental Trading Company $15 for one dozen.

  35. חטא: Forgetting to LISTEN when your students’ communicate 9 Even the best lessons need to be modified or tossed aside if the situation calls for it. Real “Shehecheyanu Moments” of impactful teaching can happen in the unplanned opportunities.

  36. 10 חטא: Limiting your communications to class time only Make a “date” for services!

  37. חטא: Limiting your communications to class time only Who remembers the mimiograph machine? TRADITIONAL MODES OF COMMUNICATION BETWEEN SCHOOL AND STUDENT

  38. חטא: Limiting your communications to class time only WAYS TO CONNECT TODAY… • Tweeting • FBing • Instagram • IMing • Texting • Pinning • Blogging • Skyping • Kiking • Podcasting • U-Tube • Reblogging • Tumbling • Facetime • Prezing How many of these services/apps do YOU use?

  39. Digital Responsibility THINGS TO CONSIDER & DISCUSS WHEN USING DIGITAL MODES OF COMMUNICATION TO ENHANCE OUR CLASSROOM RELATIONSHIPS

  40. Use the “snail” mail for…IMPACT. Hanukkah/Tzedakah Card

  41. חטא: Forgetting to APPRECIATE the time and energy devoted by of our incredibly dedicated teachers www.DebiMishael.com Thankyou for your dedication to Jewish Education! Please feel free to contact me throughout the year for advice or assistance. The website contains lots of link to ideas, examples and additional resource I have used.

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