TEACHER CREATED TIPS

I grew up at just the right time and in just the right place to get an early education in the excitement of the Olympic Games. In 1984, the Summer Games took place in Los Angeles; and, in part due to the Eastern Bloc boycott, that was a good year to root for the red, white, and blue. The United States ended up earning an Olympic-record 83 gold medals that year, which was more than the next five most-decorated countries combined. Each day during the Games, my whole family and most of my friends tuned in to our TV sets to watch these feel-good stories unfold. The places—Dodger Stadium, Pauley Pavilion, the Rose Bowl—were familiar; the faces—Mary Lou Retton, Carl Lewis, Greg Louganis—were new and inspiring. While a patriotic pride seemed to sweep over the country, a civic pride also developed. All eyes were on L.A., and there was a lot worth seeing.

It is now 26 years later, and another city is getting ready for its time in the spotlight. For those with close ties to Vancouver, British Columbia, Canada, the 2010 Olympic Winter Games will serve as an opportunity to strengthen their connection to the city. For those of us who have never lived near—or even visited—the region, the Games will offer a glimpse of a place that often ranks near the top of the “Most Livable City in the World” lists. During the past year, I have had the privilege of getting that glimpse in my role as editor for Teacher Created Resources. Our Journey to Vancouver books help to immerse students and educators—and editors, too!—in the global event that is the Olympic Games. No other happening produces this organically a blend of culture, competition, fraternity, inspiration, and achievement. It promises to be two weeks of teachable moments, and it all begins on February 12.

How do you make kids think? Really it is a question we need to ask ourselves as educators. How often did I hear myself say to my students “You need to think that over before you answer,” or “Think before you begin writing”? The thing about thinking is that you really can’t watch it happening. Yes, we do have lots of research that explains how it’s happening, but we don’t have machines in our classrooms that show just what kids are thinking about. I know sometimes I would watch a furrowed brow or someone tapping a pencil and “think” they were thinking about the classroom task at hand. Then I’d read the answer that was written or listen to a response and realize that, while thinking may have taken place, it wasn’t really about the subject. But then how many times have you slipped away on a short break in your brain when you should be paying attention to what is being talked about?

Therefore what students put on paper or talk about becomes really important because we can see what they have been thinking about. We can keep their brains activated by giving them engaging work to do. There are so many ways to present the same lessons. It might be something oral or visual. Perhaps you read to them or they watch a short video clip. Pencil and paper activities work well, too, especially if they are designed to get students involved. For a great example of this, look at TCR’s Puzzles and Games that Make Kids Think! series.

What about higher-level thinking? If you take a look at Bloom’s taxonomy, you can see how thinking can be somewhat framed by the types of questions you ask. It was one of my favorite things to do when I would change up the type of questions. As I moved upward in the taxonomy, I realized which kids were still with me and which were on a “thinking vacation.” Sometimes I would realize that no one was thinking about the assignment, and I’d need to start all over again. While not fun, it sure was a reality. I might just change tactics like start at the end of the story and talk about it and how the author got us there. It would make kids “think” differently and get them back on task.

All teachers have to “make kids think.” What do you do to help your students?

Happy New Year! In our new catalog, you’ll find several new, innovative products for teaching. We hope you’ll give them a try and then help us settle some friendly disputes going on in our editorial department.

The editors who developed Interactive Game Wizard are sure that product is the best of the bunch. After all, they say, teachers can use it to create interactive lessons on everything from consonant sounds to life cycles!

Other editors are convinced that teachers will be even more appreciative of the help provided in books on “new” topics. They are voting for Internet Literacy and Using Graphic Novels in the Classroom.

The editor who really would prefer to be the next great American novelist is convinced that the Using a Writer’s Notebook books are the best resources ever developed to foster a love of writing.

Editors who have close ties to classroom teachers assure us that Differentiated Lessons and Assessments for both Science and Social Studies are going to be the new favorites of teachers.

It looks like we’re going to need your help to settle this. Would you please post your reviews of these new products here? Besides settling things among our editors, you’ll also help your fellow teachers decide which products will be most helpful to them!

Thanks in advance for your help!
T.C. Bear

Note: If you haven’t received our catalog in the mail yet, you can find these new products in our virtual catalog.

As the holidays draw near I can’t help but recollect the argument that ensued with my husband every year that I taught school. No, it wasn’t about gifts or who to spend the holidays with—it was about homework.

To give homework or not over our two-week break was always a bone of contention between the two of us. For years we taught English at neighboring schools. I was at a middle school; he was at the high school. He thought his students needed something to keep them connected to school and some academic reinforcement. I felt it was their vacation and that’s just what they needed, some much needed time off.

Now don’t misunderstand. I am not anti-homework. When it is well thought out and used to practice something that has been learned in class, homework serves a great purpose. I also like homework that involves some type of long-term assignment that involves research. Homework during the course of the school year is fine with me.

It is just that I found myself a bit “fried” when it came to the winter holidays. I tried to put myself into my students’ positions and thought they would be, too. My kids just didn’t get homework over the winter break because I didn’t want homework when we returned to school. For me to make the decision was about as simple as that. They might consider it a present if they wanted to. My husband’s students did get homework, perhaps a paper to write or a book to read. Not a huge amount granted, but enough to have to be concerned about it being turned in.

We never came to a resolution about the holiday homework dilemma. Do you think there might be one? Where do you stand?