Does it surprise anyone that tweens are most interested in themselves?
After reading through the "cliff notes" on the biochemistry of learning on pages 32-36 what did you know already and what important aspects did your learn? With this in mind how will you change your instructional/relationship practice?
How do you feel about the sharing of the complexities of how students learn with the students?
Which of the brain-centric activities sounds most useful to you for your students?
Check out one of the additional resources/further research and comment about it.
Monday, June 24, 2013
Wednesday, June 19, 2013
Chapter Two Community
Having a great summer still? I bet you are!!
Noting the quote from Kati Delahanty on page 14, have you really realize this or thought in depth about the importance of community for tweens, our students?
Have you made or do you make excuses for not using some of the strategies referred to in this chapter? Have you taught students how to talk to each other and interact in a group?
What do you think of the Courtesy Contract? Could this work for you? How important was it for Heather to do one for herself?
What will you apply from this chapter's information to your practice this year?
Noting the quote from Kati Delahanty on page 14, have you really realize this or thought in depth about the importance of community for tweens, our students?
Have you made or do you make excuses for not using some of the strategies referred to in this chapter? Have you taught students how to talk to each other and interact in a group?
What do you think of the Courtesy Contract? Could this work for you? How important was it for Heather to do one for herself?
What will you apply from this chapter's information to your practice this year?
Tuesday, June 11, 2013
Chapter One Thoughts
Hello MVMS Bloggers. Sorry I am so late to make my second post, I have been in Hawaii. I'll email a picture.
Glad to see so many comments so far. I will lead us through this discussion so we stay focused. So, read at your will and on your own schedule but I will post inquiries for each chapter about once a week or so for you to respond to. So, here goes...
What is your reaction to the statements the author makes about the importance of the classroom arrangements and appearance for the tween? "an engaging room ultimately becomes a variable in the equation of student achievement", "if you don't think of it with pride they won't either", "it is important to rotate their perspective every so often".
Organization is important in the disorganized world of the tween. What are some ways you keep yourself organized? Are they the same as the author suggest?
Glad to see so many comments so far. I will lead us through this discussion so we stay focused. So, read at your will and on your own schedule but I will post inquiries for each chapter about once a week or so for you to respond to. So, here goes...
What is your reaction to the statements the author makes about the importance of the classroom arrangements and appearance for the tween? "an engaging room ultimately becomes a variable in the equation of student achievement", "if you don't think of it with pride they won't either", "it is important to rotate their perspective every so often".
Organization is important in the disorganized world of the tween. What are some ways you keep yourself organized? Are they the same as the author suggest?
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