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Text of the page (random words):
around for many years and the education community always grabs on to the latest trend in teaching strategies the education world has been trying to reinforce support in math and science since russia launched the sputnik in the 1950s everyone is all about stem or steam education right now as far as i m concerned every school should be a steam school we should always be mindful of every subject domain when working with and supporting young children as i travel the country right now many early childhood workshops and conferences want to concentrate on stem education i don t usually mind reinventing the wheel as long as it gets teachers to evaluate their individual settings and strive to improve the content and teaching what i have found with the science and math portions of stem is that most teachers do stem activities however many do not form their teaching activities into something that supports engineering thinking or standards as well those three domains are so closely related that when i am working with science and math i can create an engineering approach that will support a stem education and critical thinking here are some things that i think about when i give children a set of blocks and encourage them to work on their math science and engineering skills suggest that the children plan out their activity before doing it and provide the appropriate materials particularly when they are using materials such as blocks allow the children to draw what they plan to create have the children build their project or organize the activity make note or have the children watch for changes that they have to make when they actually build it often the blocks do not do exactly what they had planned or they do not have enough materials to make it as planned when the projects are complete review what happened guide the children through thinking about how they worked through the activity activities such as this can add great depth to a child s thinking particularly if he is allowed to be part of a working group i m convinced that most teachers do engineering activities in their classrooms but don t realize the importance of planning and reviewing one aspect of high scope that i love is their philosophy of plan do review that philosophy is a great foundation for building critical thinking skills posted in uncategorized quiet actress is rehearsing by jfunk on july 24 2016 leave a comment i recently visited my daughter s family and had to chuckle about the sign on her youngest daughter s bedroom door this was the sign taped to the door it reminds me about how often we expect children to adapt to our agenda even if they have their own plan i became convinced many years ago that if i let children speak and offer suggestions i usually ended up with a better scenario i was the king of classroom meetings when i was teaching when issues came up in the classroom i often turned it over to the children and asked their suggestions on solving the problem they always had great suggestions and they were better at following new procedures because they felt as if they had made them i also found out that when i had a child that seemed to be doing something completely different than the assignment i would always ask for an explanation often their explanation made sense and actually made the project better i learned a long time ago not to jump on what a child was doing when it seemed they were not following the plan for the assignment the latest big thing in education is to model instructions around stem steam my feeling is that all classrooms should already be steam classrooms the foundation of stem education is to teach critical and creative thinking skills let s not shut down those skills by thinking that we always know what is best for a child i hope we teachers become much better at listening than we are an instructing remember a child is a candle to be lit not a cup to be filled we teachers need to be court eous because the actress needs to rehearse posted in uncategorized classroom management should be easier than herding cats by jfunk on june 8 2016 leave a comment i am currently at naeyc s professional development institute pdi in baltimore yesterday i presented a workshop on classroom management one of the focus points for this year s conference was the need to support dap strategies in primary grade classrooms k 3 this is important to me since i have spent most of my teaching career in those grades i also currently supervise student teachers and interns which include candidates working in k 3 classrooms although we tend to shy away from the term management when speaking about 0 5 settings it is evident that it can be appropriate to use that term when speaking about school age classrooms from my experience classroom management in primary grades is the foundation for teachers to be able to teach in a developmentally appropriate manner i have found over the years that administrators and fellow teachers will listen to a dap suggestion when they feel the teacher making the suggestion is an effective teacher and can run a nurturing and responsive classroom here are some of the research materials that we use in our program at the university of utah to provide guidance for our candidates to develop appropriate classroom management skills forlini g e williams a brinkman 2010 class acts every teacher s guide to activate learning bronxville ny lavender hill press jensen e 2013 engaging students with poverty in mind alexandria va ascd wilson m b 2013 teasing tattling defiance and more turner falls ma northeast foundation for children inc armstrong t 2006 the best schools alexandria va ascd charles c m 2014 building classroom discipline 11 ed upper saddle river nj pearson cunningham p r l allington classrooms that work they can all read and write 5th ed boston ma allyn bacon of particular note is the big 8 format that we use in collaboration with granite school district which comes from the book listed above class acts forlini 2010 expectations attention prompts proximity cueing signals time limits tasking and voice provide a wonderful framework for helping pre service teachers develop that all important classroom management foundation posted in classroom management developmentally appropriate fine motor skills teacher training tagged classroom management the blurred lines of assessment by jfunk on may 5 2016 1 comment there are clear and concise images displayed in most paintings and art however occasionally you see a work of art that has blurred lines and is much more subtle in it s appearance i thought of this watercolor with blurred lines a purposeful lack of specific images as i was speaking with two education managers at a local head start agency the managers were concerned about the lack of clarity and the blurriness of their assessment procedures their concern stems from indications that the students in their program are not displaying the skills that their observation assessments seem to indicate their concern is that the teachers are documenting what they think they observe during their classroom interactions but don t explicitly determine if each child has clearly developed individual skills many preschool assessment programs are like that my opinion is that they contain so much information and documentation that the basic tracking of skill development is lost i believe that many programs try to solve every problem and cover everything that could possibly happen in a classroom this massive amount of documentation can weigh down the teacher and she he doesn t master any of the procedures because of the overwhelming amount of paperwork many years ago when i was head start education manager i developed a simple road map of skills from the hs outcome indicator document i put them in developmental order and they were posted in each classroom even though we had other assessments in place this was a hands on individualization that helped the teacher easily track progress what happened was that we began to actually see skill development in the children we still had our observation assessment that we documented but we had a quick way to evaluate whether the child had the skill that simple road map provided so much clarity for the teacher that she he began to understand how individualization works and how to put all the pieces in place i bring assessment up at this time of year since most programs do an assessment at the end of the school year while subtle images and blurriness may have their place in a watercolor portrait they do not have a place in appropriate assessments it is critical that we track a child s progress in a clear developmentally appropriate way posted in early assessments uncategorized tagged early childhood development dap mathematics by jfunk on april 1 2016 leave a comment as i travel the country doing early childhood workshops i am always very concerned with math instruction of course there is a new resurgence of math concentration with the attention given to stem and steam schools each organization has it s own set of mathematics standards my one large criticism is that sometimes the language used in standards is so academic that i fear many classroom teachers fail to absorb the full impact of the standard i m not suggesting we dummy things down but just make sure that we use language that is usable to the early childhood teacher i also worry that standards are not often listed in the order that you should introduce them to a child through all of the language of mathematics standards i think the simplicity of developmentally appropriate math strategies gets lost i watch many teachers instruct students in a math standard before the child has a solid foundation with which to understand and incorporate that skill a solid foundation will provide a solid basis for the scaffold of math the child should develop a good foundation will last throughout time i recently found the foundation of a dock on the coast of kauai where they used to load pineapples the farming and production ceased long ago but the foundation of the dock has lasted through time a math foundation for a child should be just as solid i have found that the following developmental steps provide a solid foundation for future math skills spatial relationships classification sorting patterning one to one correspondence ordering numeration shapes place value measurement each one of the skills listed provides a solid foundation for the skills that comes next for more information check out the book count on math by dr pam schiller or download my conference handout about math on the right side of this blog posted in early childhood early childhood brain connections early childhood classrooms early childhood education early childhood science math stem uncategorized tagged early childhood development early childhood education stem in preschool waiting by jfunk on january 26 2016 1 comment for years i have enjoyed the books written and illustrated by kevin henkes even the volumes that have not been chosen as award winners his newest picture book waiting is delightful and fun the waiting theme made me think of the years i was a kindergarten teacher prior to coming to kindergarten many children experience a strong build up by family members everyone exclaims you get to go to kindergarten in the fall you must be so excited the anticipation for a five year old must be enormous more than once i had a child express concerns after the first few days of kindergarten is this it they would say it always kept me on my toes to make sure that my classroom was an engaging and exciting experience i knew i had to live up to the big build up kindergarten had received because i wanted them to feel wow this is it waiting also made me think about the number of times i have been in classrooms and watched children waiting waiting for other children waiting for the teacher waiting for their turn waiting for their snack etc we know that when children are not engaged the chance of them displaying negative behavior goes up dramatically a smart teacher will be organized enough to minimize any waiting time for their students especially early childhood age children here are a few things that worked in my classroom to help children avoid waiting there was always something to do whenever the children were engaged in a project there were always more activities to do when they finished the planned activity i often posted picture of each activity on the board so that the children could look up and know what to do next this way they never waited for other students to finish there was a procedure for everything the children knew the procedures for going to the bathroom getting a drink getting a sharpened pencil getting paper staying put when the teacher was giving directions etc i reminded the children often about the procedures and used those reminders as teaching tools i m next nametags i created thanks to a suggestion from my friend sharon macdonald some nametags that said i m next whenever taking a turn was the procedure using the computer ipad sand table play dough table etc i had the child ren who would be next wear the necklace that way they knew they were next and didn t keep asking me about it also the other children in the classroom didn t waste time waiting because they knew they were not next a daily visual schedule i found it important to have a daily schedule posted so the children knew what was coming next i was always surprised at the number of children who waited for the next activity i always told the children that we would move to the next scheduled part of the day when we finished the one we were working on i would give them a signal when we were ready i do think that this visual reminder gave them a sense of security and a strong feeling that they didn t need to wait there were many other things i did that helped but these were the main strategies that helped children avoid waiting i always strived to make my classroom an engaging joyous environment where the children were never waiting and the activities met their high expectations for kindergarten possible posting themes waiting classroom management posted in early childhood early childhood classrooms early childhood education early childhood experiences early reading educating for the future posts navigation older manager of educational programs excelligence learning corporation university clinical instructor credentials and accolades m ed early childhood education 1996 utah teacher of the year 1998 1999 president utah aeyc 2011 outstanding teaching award university of utah john funk has worked in early childhood since 1979 he taught preschool 1st and 2nd grades and kindergarten he worked as an early childhood specialist for a large school district and managed early childhood services for salt lake cap head start he is past president of the utah aeyc as an early childhood reading and literacy consultant for the last decade he has written ...