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Incorporating the Visual Arts into the Classroom

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Incorporating the Visual Arts into the Classroom

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watch this video pleeze

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Here is the slideshow
https://tinyurl.com/yaexj4d7

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Maura in LMC(in another session) if anyone wants to talk

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Howard Glasser
Children’s Success Foundation

Transforming the Difficult Child:  The Nurtured Heart Approach
by Howard’s Glasser and Jennifer Easley

Shifting the intense child to new patterns of success - strengthening all children on the inside.

*Designed as a way to work with difficult children, but many elements can be applied to our every day work with children in school

*The attention of another person is the best attention that a child can get whether it’s positive or negative.  They crave this attention.

* Teach boundaries

* constantly recognize the positive

*address the negative but with very little energy

*Children will learn that they will get more attention from the positive interaction if we can teach them that we give the positive more attention.

4 Kinds of Positive Recognition Techniques

1.  Active Recognition- snap shot of what you see kids doing, recognize what you are noticing ( “I see you writing”, “ I see you are heading to class”  ), state whatever you see students doing, let kids know that you see them, once you know them better you can move to #2.
Recognize the behavior that is happening.  Simply state behaviors.

2.  Experiential Recognition - Build a profile of values that you feel are important, recognize behaviors and recognize what you feel is of value, For Example: kindness, listening, following directions, doing homework, participation.   Recognize behaviors that go along with expectations and the things you value in class.  Use positive reinforcement to shape behavior.

3. Proactive Recognition - make a big deal about behavior that goes along with expectations when students don’t typically behave in that way. For example: You did a great job writing your homework in your agenda. ;  I noticed that you got started on this assignment right away today.;  It is so nice that you came in and sat down today during recess and you followed the rules.
Develop the understanding that if you behave this way, you will get my energy or attention.

4. Creative Recognition-  create success, build success, create an opportunity to give positive reinforcement for those students who don’t always follow along with what is expected

Children need to know that you will address the boundaries and address why something was not ok, but without giving it a ton of energy.

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Student Led Conferences and Narrative Feedback

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Student Led Conferences and Narrative Feedback

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https://docs.google.com/document/d/1NRE_dSkRWGbwd4NtWLiQqbGk6sRDxlEEam7StYFciqg/edit

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Working with Google Classroom and blending it with Drive
Using Google Keep as a homework tracking device
The idea of sharing a Drive folder with a group of students as a "curated library" of sorts
Printing multiple sheets through Google Sheets (workbook)
Using Sheets to organize student reports for SBR

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reporting and recognition are different
how do we SBR to the standards...but also recognize excellence?
How do we construct the actual report - all standards, or year-long themes
Postcards to recognize excellence?  Should we ensure our system has a place for recognition so as not to lose that element?
Should we have content specific skills that we report on in the learning skills?
Where do you hold kids accountable for HW?  skills? separate skill for HW specifically?
necessitates the school-wide conversation about what each skills includes
Creativity - how do explain, encourage, and report
Desire to have the ability to explain skills reporting (comment section)
How do we SHIFT from value based grading to simply grades as information/data
Reporting of standards performance and skills for students with disabilities: we should report true to performance because it isn't value-based, it's information

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What do we do to help?
take deep breaths - breathing before MCAS/test
progressive muscle relaxation
so much out there - no one script to follow - just try
instrumental music (Instrumental Brothers on Pandora); meditation music on YouTube; Rainymood.com
yoga nidra
offer staff options so that they can choose things to do that aren't outside their comfort zone
Zentangle with music
Mindful moments - letting the kids pick their pictures
Calm corner - a comfy corner that contains a picture that makes you feel comfortable
At the beginning of the year, kids bring in pic that's calming to them - laminate  - put in binder
teach lessons on optimism - positive affirmations
normalize it - important for teachers on all three levels doing something
prioritize - some things need to be let go
Brain Gym activities - engage all areas of brain - coordinate with wellness - classroom
binder from SEL  possible R and D resource ("go to page 6 - try meditation) etc. Students would benefit from a "binder of choices" as well - show students that we process things differently. Can we open gym as an option for physical movement? Stations. ***Differentiation of mindfulness - choice of movement vs. meditation
Mindful minute vs. guided mindful minute
Helping kids manage schedules - are you overscheduled - parent education
- We acknowledged that the level of student anxiety has increased over the years.
- It's validating when a teacher is just showing the kids that the activity is important.
- kids need to be explicitly taught social skills/problem solving due to changes in everyday life.

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- Have to be unafraid to try new things out, and model a GROWTH MINDSET for kids -- if it fails, you try to learn from the failure
- We're not teaching kids content, we're teaching them HOW TO LEARN
- Try working on things as a cluster, and not just as a class
- Empower kids to have VOICE and CHOICE over their learning
- PBL pairs with the SOCRATIC METHOD -- instead of lecture, you blast them with questions that prompt them to think things through
- PBL is about ASKING GOOD QUESTIONS
- GREAT driving questions are what's behind great PBL
- TWO MAIN SKILLS -- COLLABORATION AND PRESENTATION