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Next Issue:
- Join the Club - One way to assist your students to organise their resources.
- TWAF programs and plans for 2017.
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Welcome to Teaching with a Feather
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Knowledge is not power.
Knowledge is only potential power.
Action is power.
Tony Robbins
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Hello Everyone,
Welcome to Teaching with a Feather Newsletter No 19.
I hope your final school term for this year is providing both you and your students with many positive outcomes.
This newsletter addresses parental concerns after receiving feedback on their child's behaviour at school. Parents may feel powerless to contribute to helping their child make changes within the classroom. How can parents make their child contribute more during discussions, stop them calling out, or help them make friends in the classroom?
The only person who directly influences the child in the classroom to make changes with their behaviour is their teacher. The teacher has the power to make a difference. I have put together a pdf called Teaching with a Feather addresses six parent concerns. It outlines six statements made by teachers to parents, strategies to use and expected outcomes.
Also included in this newsletter is an idea to use at the end of a session that allows every student to provide feedback on their achievements. Great for developing self esteem and giving every child a 'voice'.
Teachers questions regarding how best to use Teaching with a Feather are also answered.
I am available now to visit classrooms to observe, provide feedback and assist teachers and students with teaching and management techniques. Get in touch any time because any time of the year is a good time to start using Teaching with a Feather strategies with your students.
Email me at robyn@teachingfeather.com
Kind Regards
Robyn Cotter
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Parents: 'The teacher said, My child ...
- doesn't contribute during discussion time and is too quiet at school
- is too talkative
- doesn't make friends easily or mix with other students
- calls out all the time
- annoys others
What is the teacher's role in these scenarios?
What plans have been made to address these concerns?
'The educator must believe in the potential power of their students and must employ all their art in seeking to bring their students to experience that power.'
How do you employ your art?
Once behaviours have been identified it is time to plan opportunities for students to develop the skills and behaviours you are concerned about.
Believe in the abilities of your students and understand that implementing changes in your day to day teaching and management will make a difference to the way they behave, think and interact with others.
Have you ever thought about the power you have in your classroom? Do you realise that you do have power? What is the definition of power.
- Power is the ability or capacity to do something or act in a particular way.
- Power is the capacity or ability to direct or influence the behaviour of others or the course of events.
Teaching with a Feather strategies will provide you with the capacity to act in a particular way to direct and influence the behaviour of others.
Message to Teachers
I understand it is difficult to try new teaching and management strategies you only read about and not had the opportunity to observe first hand in a classroom situation. The techniques I advocate will make a difference. Yes, it will take a change in your daily teaching and management techniques and require persistence and dedication but you will see positive changes in your student's behaviour. You will hear different responses, observe new behaviours.
Remember, it is you that has the power to provide the opportunities to direct or influence the behaviour of your students.
Action is power.
Catching up with a parent and telling them that their child is contributing during discussion time, has made a new friend, is not calling out at the wrong times and is using their communication skills during partners work is such a buzz for everyone.
Imagine the parent going home and praising their child, telling family and friends about the positive changes made.
Every child has potential power. Employ all your art as a teacher to bring students to experience this power.
To access the pdf document follow this link. Parent Concerns, Strategies to Use and Outcomes to Expect.
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Scenario:
You are keen for every student to share and provide feedback at the end of a lesson. Bringing them down onto the floor area is time consuming, some are ready quickly, others are slow. Generally the same students are keen to provide the feedback. What can you do to get everyone contributing?
Try This:
- Provide each student with a sticky note. (Students may have their own sticky note pads to use)
- Provide and display written sentence starters as triggers.
- Students use the sentence starter to record an achievement.
- Students add their note to the nominated display area.
Next:
Before each student leaves for recess or lunch they could read another students note and tell you what the student achieved.
Or select a note to read to you as they go out the door.
Or tell you what another students achieved as they go out the door.
Or tell you their personal achievement.
e.g. Riley understands how to add decimals and sets his equations out correctly.
Zoe was really happy with her journal writing today
Jake nailed his full stops and capital letters.
Darcy wants you to notice that he finished all his work.
Sentence Starter Ideas:
I really understand how to ...
I 'nailed' .... because ...
I organised ....
I was really happy ... because ...
I want you to notice ...
Extra Ideas:
Use a Must Do List
1. Everybody must record an achievement.
2. Use a sticky note.
3. Select a sentence starter or use your own sentence starter.
4. Use clear writing.
5. Add your name on the front of the note.
6. Attach your note to the Achievement Display Space.
Ideas for Achievement Notes:
- Use after working with a new partner (Partner Groups)
- Provide five minutes at the end of a lesson of your choice, suits all curriculum areas.
- Optimal Work Environment seating choices - to review if the choice was successful.
Outcomes:
Every student has the opportunity to share an achievement.
Students are given credit for a job well done.
Contributes to students feelings of self worth.
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Achievement Display Space
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Teacher's Questions Answered
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I am interested in using the TWAF strategies but I'm not sure when to use them during the school day. My school day is already fully timetabled. What would you suggest?
The strategies are designed to be integrated into the day to day teaching and management of students. Teaching with a Feather strategies can be used in all curriculum areas. Here's one way to embed 7 strategies into one lesson.
e.g. Mathematics
Beginning of session Optimal Learning Spots, Hands Down Wins
During the session: Optimal Work Environments, Partner Groups, Do Three - See Me, Roving Grandma
End of Session: I want you to notice...
Can I just use one TWAF strategy or is it better to introduce several at once?
Yes, you can select one strategy to use. Once you have mastered the technique and it becomes part of your daily routine select a new one. If you are have identified areas in your classroom you want to make changes check out the website then select the strategy that suits.
Yes, you can also introduce more than one in a lesson, a day or a week. This link will take you to a set of printable TWAF strategy signs you can use to display. Use them as reminders for yourself and your students as you begin implementing the techniques.
What strategy would you recommend I use first?
Questions for Questions is a great way to start. I also recommend introducing and using The Learning and Life Tips. They can be used anytime throughout the school day.
Optimal Learning Spots and Optimal Work Environments will make immediate changes to your students thinking and responses and become part of the normal daily routine for seating. Students quickly understand the purpose of having a choice that will benefit their learning and work habits.
Any strategy you select and use will value add to your school day.
Check the How do I get started for introductory ideas.
Do I need to explain the new strategy to my students or just start using them?
Explaining the purpose of introducing any new ideas to students is very important. Getting them 'on board' with you will keep you all focused. Remember the quote by Alfred Alder in the newsletter. That would be ideal to use when introducing the TWAF techniques to your class.
How do students react?
Students are overwhelming positive. They understand the purpose of Teaching with Feather techniques and use them to their advantage.
If you have any questions or would like to share your results after using Teaching with a Feather techniques please get in touch. It would be great to hear your feedback.
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Teaching with a Feather
Professional Development for 2016
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My Aims:
- To inform, inspire and motivate teachers and students to explore and use new teaching and management strategies.
- To provide ideas, support, encouragement and feedback to teachers and students undertaking a Teaching with a Feather Journey.
Professional Development Options now available
1. Teaching with a Feather Journeys. Download an TWAF Information Pack for full details of the three journeys on offer.
- All TWAF journeys are personally designed for each teacher participating.
- Numbers are strictly limited.
- Complete an Expressions of Interest today or contact me via email. .
Create an exciting and innovative new classroom environment for yourself and your students in one day!
3. Master Class Workshops are available for Term 4. Learn new techniques to implement during Term 4 and continue in the new year.
It's never too late to begin to make changes to your teaching and management techniques.
All the professional development programs on offer are suitable for teachers at all stages of their career, from graduates to experienced teachers. (Prep to Year 6)
Contact Robyn to make a booking. robyn@teachingfeather.com
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Teaching with a Feather Communication
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TWAF Website:
Visit the Teaching with a Feather website. Read the story behind the development of the program, find all the TWAF strategies, check out the teacher testimonials plus lots more.
www.teachingfeather.com
Facebook and Twitter:
Teaching with a Feather Facebook - Check for the latest ideas, photos, quotes and information relating to the TWAF program.
www.facebook.com/teachingfeather
Newsletters:
The TWAF newsletter is available free for teachers. Becoming a registered subscriber for only $10 a year also provides you with exclusive access to all the Subscriber Only Content available on the website. This includes all the current strategies plus new strategies added each term.
Click here to access the registration page.
Eight newsletters are published. (2 per school term).
All previous 18 TWAF newsletters are available on the website for you to access and read. There's lots of personal stories from teachers who participated in TWAF journeys, photos, new strategies and extra classroom ideas and tips.
Previous TWAF Newsletters
Please feel free to share this newsletter with your colleagues.
Getting in Touch
If you have any questions re the Teaching with a Feather program please email me or phone 0422 436 398
robyn@teachingfeather.com
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