MOCHA EDUCATOR

THAT FIFTH PERIOD CLASS--EVERY TEACHER HAS ONE

2012-04-19T19:29:00.000-04:00

Every teacher has that class. You know the one...the one where half the students are disruptive or out-of-control. These students interrupt the educational process and the classroom is suddenly filled with negative energy as you try to maintain order. Every year, disruptive, out-of-control students drive teachers away from the profession. That class consists of students who lack self-control and appropriate social skills. I knew one teacher who got heart palpitations whenever that class was due to arrive. Another had a panic attack and had to be rushed to the hospital. A young teacher had a mild heart attack when that class arrived.

As for me...I prayed before, during, and after each session. That class came during 5th period, right after lunch. They were loud, rambunctious, and full of energy. Some students arrived with their lunch. "Didn't you eat lunch?" I would ask. "Yeah...But I'm still eating." I chose my battles; they were exempt from the No Eating rule. They were often off-task and had to be re-directed many times. They misinterpreted my motives and questioned my intentions. They were angry and defensive. One day, a boy asked me a question. I answered it as I headed towards the board. "I'll write it so you can know how to spell it." "Oh! Now she's mad!" I tried to stay calm and rational: "I'm not mad. I just wanted to show you to spell it..." But it was too late. He decided I was disrespecting him and he began to complain. That class was very difficult, but I survived. I learned three things: (1) teaching is not for the faint of heart, (2) prayer is not enough, and (3) you need effective strategies.

Classical Music Helps Increase Test Scores

Sometimes, students do not always know how to calm down if they experienced stress in their last class. I found that playing classical music (brain food!) helped. My students increased their FCAT practice scores after listening to classical or meditative music. We even did a short meditation or I allowed students to do a free write journal assignment while listening to music (without words). I have allowed students to put their heads down or close their eyes and have a silent meditation. As a result, my students increased their FCAT practice scores after listening to classical music. Bach, Beethovan, and Mozart has been shown to stimulate a child's brain development.

Turn on the Radio to Help Students Focus with Classical Music

Live 365 is an online radio station that offers a variety of classical, meditative music in addition to jazz.

http://www.live365.com/index.live

Classical Music Forums and Information: "The Effects of Classical Music on the Brain," Sylvia Francesca Maglione

The author states, "The commonly known 'Mozart effect' is a phenomena that suggests the improvement on the performance of spatial-temporal reasoning and short- term memory through the listening of complex music, such as Mozart’s two-piano concertos." In other words, Mozart helps to develop reasoning skills and short-term memory.

http://www.classicalforums.com/articles/

Classroom Management

Here are a few web sites that offer strategies for classroom management:

The NEA has an article with a list of strategies that have worked for elementary and middle school teachers.

http://www.nea.org/tools/ClassroomManagement.htmld

"How to Control a High School Classroom" has strategies for high school teachers.

http://www.ehow.com/how_2087132_control-high-school-classroom.html

http://www.parentguidenews.com/Catalog/ChildDevelopment/MusicandtheMind

THE HAITIAN MAN ON THE TITANIC: PHILLIP LAROCHE

2012-04-15T20:06:00.000-04:00

April 15, 2012

As the country celebrates the 100th anniversary of the sinking of The Titanic, I would like to include a little-known story of the one Haitian man who was there.

Juliette and Joseph Laroche and their two daughters Simonne and Louise. The formal photograph was taken before the family decided to emigrate to Haiti, Joseph's native country. Louise is seated on her father's lap.

The RMS Titanic, April 15, 1912

Joseph Phillippe Lemercier Laroche was a Haitian-born, French-educated engineer. Joseph Laroche was born in Haiti in 1889 into a powerful family — his uncle, Dessalines M. Cincinnatus Leconte, was the president of Haiti. When he was fifteen, Joseph Laroche left Haiti to study engineering in Beauvais, France.

Several years later, he met Juliette Lafargue, the 22-year-old daughter of a local wine seller. The two eventually married. Despite having an engineering degree, Joseph's skin color left him unable to find employment in France. The Laroches decided to return to Haiti and booked second-class reservations on the Titanic. After the ship struck an iceberg, Joseph loaded his wife and children onto a lifeboat and he went down with the ship. His body was never recovered. Shortly before Christmas of that year, Juliette Laroche gave birth to their son, Joseph Laroche Jr. Juliette never remarried.
http://www.chasingthefrog.com/reelfaces/titanic.php

The Titanic Historical Society has an excellent article about the Laroche family, including letters and postcards sent by Juliet Laroche.

http://www.titanic1.org/people/louise-laroche.asp

The Chicago Tribune has an excellent article about Phillippe Laroche.

http://www.chicagotribune.com/news/columnists/ct-met-trice-titanic-0409-20120409,0,2696114.story

TEENAGERS ARE DIFFERENT...AND IT'S OKAY

2012-04-14T13:57:00.000-04:00

"He's Just Different" or Is He?

Andrew was a bright and capable student in my American Literature class; but I hoped the parent conference would help to improve his behavior. He socialized in class, did little work, and refused to complete his assignments. While the class was working on a project, he leaned his chair back against the wall and and joked with his classmate (who was working). His loud laughter was annoying. I called him over to speak to him privately. In a low voice, I asked, "Why aren't you working on the project?" He shrugged his shoulders. "'Cause I don't want to." "Why not? Is there something you don't understand about it? I'll help you if..." "I know how to do the project. I just don't want to do it." I sighed. (Sometimes, you have to take a cleansing breath.) "You know...we're going to have to schedule a parent conference to see..." "Go ahead! Set up a parent conference. My parents don't love me! They probably won't even come." He replied, his arms outstretched. One of his classmates overheard our conversation. The boy turned around and gave Andrew an understanding smile.

For some reason, I felt angry. "Well, you need to go home and tell your parents you deserve to be loved! You're a good person and you can succeed if you want to. But you can't come here and disrupt my class just because your parents don't love you!" He stared at me, and for a moment, I felt awful. My Sagittarius self had taken over and I had spoken my truth in a blunt and brutally honest way. But his voice was soft and he lowered his voice when he said, "Okay, Ms. Jeanty. I'll do my work." "Hey...I'm sorry if I offended you." "No...You're right. It's okay." He went back to his seat and worked on the project. I had my class back, but I didn't relax until the parent conference was confirmed.

During the conference, Andrew's mother laughed nervously. She had four children and all of them were great--never gave any trouble. Andrew was the only one who was "different." Whenever he was told to do something, he always needed an explanation. He questioned everything and everything usually turned into an argument when he didn't get the answer he wanted. He was disrespectful and insulted family members. She tried to talk to him, but he didn't listen. She and her husband wanted to send him back to India to finish out the school year; but he refused to go. I didn't tell her that her son felt unloved. Secretly, I was proud of him. There's nothing wrong with asking questions and obtaining clear explanations. I decided to let Andrew know that I thought he asked intelligent questions. I would make sure I answered all of his questions and I would listen carefully to his comments. I would tell him I thought he had a great sense of humor. Andrew's behavior improved and he became respectful and cooperative. When he asked a question, I was patient and made sure he understood. By the end of the year, Andrew had completed all of his work and earned a B in the class.

"Different" or "Rebellious"?

Why did I empathize with Andrew? Because I think being different is okay. The class had just completed a unit on Thoreau, and I had encouraged students to "march to the beat of a different drummer." Having been a child of the 60s and 70s, I celebrated differences. I thought "different" meant unique, original, and forward-thinking. In elementary school, children are told to celebrate their uniqueness. Even before going to school, children are told they are wonderful because they are unique. Preschool children are told: "You are special" and "There's no one else like you." Children are taught to celebrate their differences.

So why do parents expect their teens to conform? Is it a control issue? Is it a fear that the teen is going to end up becoming self-destructive or destructive towards others? Some parents can't tell the difference between the teen who is unique and the teen who is rebellious. Parents criticize their teens for being "different"; however, it's normal for teens to express their individuality as they explore who they are. Teenagers are standing on a bridge between childhood and adulthood. As they cross that bridge, they're experimenting with different aspects of themselves. Many parents may say "different" when they may be thinking "rebellious." I decided to obtain a definition of what it means to be rebellious.

adjective

1. defying or resisting some established authority, government, or tradition; insubordinate; inclined to rebel.

2.pertaining to or characteristic of rebels or rebellion.

3. (of things) resisting treatment; refractory.

http://dictionary.reference.com/browse/rebellious

Is your child being rebellious?

Sometimes, adults forget what it was like to be a teenager. Don't forget! Revisiting your teen years will help you to reconnect with your adolescent. It's easier to empathize if you let your teen know that you have not forgotten the times of uncertainty, the questioning of authority, and the need for validation. That's the way your teen can develops self-awareness and a personal set of values. I don't believe there is a "typical" teenager; therefore, it's perfectly okay for a teen to be "different." What is not okay if for a teenager to come to my class and resist the learning process because they don't feel loved or accepted by the people in their lives. So parents have to make sure their teens know they are loved and appreciated!

Here are some excellent articles on teen behavior:

Typical Teen Behavior – Is This Normal?

Understanding Adolescent Development While Parenting Teenagers

Read more at Suite101: Typical Teen Behavior – Is This Normal?: Understanding Adolescent Development While Parenting Teenagers | Suite101.com

http://kelly-pfeiffer.suite101.com/typical-teen-behavior-is-this-normal-a184093#ixzz1s7rgbLbz

Typical Teenage Behaviors and Attitudes

http://life.familyeducation.com/teen/behavioral-problems/39350.html

COMMUNITY COLLEGE IS FUN!

2012-04-06T16:36:00.000-04:00

Community college seems to be the right fit for students who do not have the time or financial resources to attend a four-year institution. Many students are single parents. Others are facing personal illness or they may have family members who are ill. Financial hardship is another consideration. But most are determined to succeed. After 18 months, they are able to obtain jobs as medical assistants, massage therapists, hair dressers, nail technicians, chefs, bartenders, web designers, or computer experts. The focus is on preparing students for the work place, so every course they take is relevant and necessary for their careers.

Why is College Fun?

Every Thursday is Fun Day! Students can get their hair done, get a massage or a facial, or get their nails done by their colleagues.   The culinary students have a small cafe where they create great dishes for very low prices. All of this is available to the public and students get to use their skills. Learners take pride in their work and increase their confidence. I love coming to a place where everyone wants to succeed. My administrators are professional, positive, and proactive. When I make a suggestion, they seem interested in what I have to say and they take my ideas into consideration. My colleagues are helpful and never hesitate to collaborate. Everyone is generous and shares information freely.

I love teaching community college! I really feel as if I am part of a community of learners. My students are respectful and motivated. I heard that they could get suspended if they made an angry face, so I don't know if that has anything to do with it. Disrespect is not tolerated. I was surprised to hear instructors from other universities complain about disruptive students. One instructor even told me that a fight broke out at her institution of higher education. I have not seen that happen at my college. Everyone is generally friendly and cooperative; however, no place is perfect.

How to Succeed in Community College

Here are a few suggestions to help students increase their professionalism in your course:

1. Be present every day of class and arrive on time.   When I took attendance, there was no way to mark a student tardy; students were either present or absent. If students were tardy, they missed credit for the first hour of class. Do not leave early unless you have a medical emergency. The less time you spend in class, the less direct information you are getting. Some students expect to be released early because they've had a long day. Instructors may do that if all of the information has been given; but they are not obligated to release you early from class. One student complained to the dean because her instructor never released students before 10 PM; however, that was the time the class was supposed to end.

2. Do not throw temper tantrums. When children throw temper tantrums, they fall to the floor, kick their legs, and scream at the top of their lungs. When adults throw temper tantrums, they give hateful stares, make rude comments, or complain incessantly. Students must be proactive and use problem-solving skills. Speak to instructors about concerns. Many students go to the wrong person to complain about the wrong thing. Go to the person who can correct the problem. Ask yourself: "Do I need to see the registrar?" "Do I need to email my instructor?" "Do I need to see the Dean of Students?"

3. Do not demand a passing grade. One student told me, "I need an A in this class!" I said nothing, assuming that he needed to bring up his GPA and was under a lot of pressure. Understand that grades are earned. Everyone would love to come to the table and get an A, but it does not work that way.

4. Procrastination and time management are the biggest killers to student success. If you have an emergency, contact your instructor and make sure you do not fall behind with assignments. Make up missing work right away. If you don't feel like doing the assignment, don't focus on your feelings! The more you think about how you don't feel like doing the work, the more difficult it is to complete. If you ignore your feelings (which are always temporary), it is easier to complete the assignment and pass the course.   Many students face many personal challenges while attending community college. It's easy to become overwhelmed or shut down when so much has to be done. Students succeed when they set aside at least one hour to catch up on missing work, read, or study. Use your time wisely.

5. When you are in class, turn off your cell phone. Also, do not text and do not play video games on your iPad during class.

6. Professionalism is necessary for your college success. Community college is not extended high school. Whatever you did in high school may not work in community college. Instructors will not make excuses for you, give you detention, or call your mother to make sure you do all of your work. You must be an independent learner who takes responsibility for his or her own success. I give students extended time because I am kind and compassionate; however, I expect the work to be complete on the agreed-upon date. A student who had missed three days of school, returned and asked me, "Am I in trouble?"   I said, "This is college. I didn't know college students got in trouble." Stay focused on your career goals and do not go back to high school mode. No one is going to reprimand you or scold you for missing work or excessive absences. Your college instructors will expect you to behave like adults because community college is an adult environment.

Resources to Help You to Succeed in Community College

Consider these sites when making your decision to attend community college:

Isa Adney is beautiful, intelligent, and inspiring! Her information is valuable and timely. If you are interested in going to community college, read this book.

http://www.amazon.com/Community-College-Success-Scholarships-Internships/dp/1935254626/ref=sr_1_14?s=books&ie=UTF8&qid=1333913845&sr=1-14

This site has a checklist that can help you make an informed decision

http://www.oregonstudentaid.gov/aspire-students-community-college-checklist.aspx

This site offers information for attending community college online

http://www.onlineclassesforcollege.net/

This article from US News has valuable information and insightful comments

http://www.usnews.com/education/articles/2009/12/09/4-things-you-should-know-about-community-college

BECOME AN INDEPENDENT CONTRACTOR: TUTOR

2012-04-06T15:07:00.000-04:00

What are the Benefits of Becoming a Tutor?

When teaching in a regular classroom, so much is going on that I sometimes forget to give myself a pat on the back for my successes. I am usually focused on the problems that have to be corrected so I can have a peaceful evening: schedule a parent conference, attend a professional development course, grade papers, or put grades in the electronic grade book.

I am an independent person and I love doing what I want to do. Tutoring allows me the freedom to teach my subject in a focused and direct way. I look forward to tutoring sessions because they always make me feel good about myself. My tutees are respectful, focused, and curious. Tutoring gives me the freedom to work one-on-one with a learner who is giving me undivided attention. I encourage tutees to become independent learners who have the tools to improve their skills.

I am open, honest, and supportive. I let tutees know that I understand their class environment and the distractions that can interfere with understanding their subject. I believe my empathy and kindness helps them to feel safe and supported. I use humor to provide negative feedback help them to unlearn misinformation or misconceptions. Tutees become confident when they have strategies that work, and I increase my confidence when my tutee improves. I knew tutors who worked with three or four tutees at a time, but I think parents get their money's worth when the tutor is focused on their child alone.

In the past, I used to think the business end of tutoring was difficult. I passed math courses and exams, but I still found math to be an intimidating subject, especially in the field of business. I quickly learned to keep track of my mileage and cost of supplies. I made sure to keep accurate records. Filling out my taxes is fun because I feel as if I'm on a scavenger hunt for money. I like tutoring because I am doing what I like to do: helping young people.

Here are some of the skills you can learn from being a tutor:

* You increase your ability to become organized and efficient.

* You increase your ability to become reliable and dependable.

* You learn to manage your time efficiently.

*You increase your sense of competency/adequacy in conforming to new roles. Each tutoring experience is different and you learn something new every time.

* You increase your sense of empathy, patience, and fairness.

* You increase higher order thinking and your ability to think outside the box.

* You increase your ability to take the initiative.

How do Tutees benefit from tutoring?

* Students can advance at their own pace.

* Struggling learners can increase their skills without embarrassment.

* Tutees become more motivated and confident.

* Tutees increase their ability to manage their own learning.

What Should You Do During Tutoring Sessions?

* Give LOTS of strategies and use graphic organizers.

*Give quizzes and practice tests (believe it or not, your tutees will like it).

* Give assignments so tutees can practice between sessions.

* Encourage self-correction.

*Ask tutees to explain the process they used to get their answers.

* Provide specific feedback and praise.

THE NEW SEGREGATION

2012-04-05T21:05:00.000-04:00

There are Motivated Black Boys Out There!

At the beginning of the school year, a Black student told me, "I'm not supposed to be here; I'm supposed to be in AP. I have to see my guidance counselor because I can't learn anything in here." I had to agree with him. I could tell, even during the first week of school, the students who had a history of failure. Some were rough around the edges and needed guidance for the appropriate way to respond.    I knew I would have to use tough love and teachable moments to reach some of them.   I would differentiate my instruction and modify my assignments. I would make my intentions clear. By the middle of the school year, the honeymoon would be over. The class would be difficult for a student who did not want to be around disruptive students. That Black boy wasted no time getting his schedule changed. He knew he would be a minority in his advanced course; but he also knew he would be with motivated learners. I was proud of him for advocating for himself as I signed his change grade form. However, I also felt sad because I would lose a motivated learner.

Why are Students Falling Behind?

Every student does not want to take Advanced Placement (AP) or International Baccalaureat (IB) courses, and that's okay. But every class should be filled with motivated learners who feel respected and who respect their teachers. Even if a student is disruptive for only 2 or 3 minutes, the energy can be draining. Too many students get used to the negative energy caused by unmotivated students. Black and Hispanic students were surprised when I told them that schools were more segregated now than during the 1960s. Some looked around the room, confused. Many had grown accustomed to the disruptions.

As a student was being removed from my class, I told him that I hoped his behavior would improve the next time he was there. He said nothing. Another student heard me and offered her advice: "He's not going to get better. He's going to get worse--just like last year!" I held on to the belief that his behavior would improve. And it did--during the last few weeks of class. Many teachers do not have the patience that I have. They quickly ask for special education assessments. Some students enter a cycle of suspensions and many are even arrested. Some teachers do will whatever it takes to get rid of disruptive students. However, this only creates a cycle of failure.

Less Time in Class Means Less Time Learning

A Hispanic boy in my English class got a 10-day suspension. I gave him work and told him he would not fall behind if he completed all of the assignments. Ten days later, he came back. I asked him for the assignment; and he said he did not do it. "Why not?" I was sure he could do the assignments; I made sure to modify it and provide clear directions. "Oh, I went to Puerto Rico." "What? Puerto Rico?" I asked, shocked.   "Why didn't take the assignment with you?" "...Because I was in Puerto Rico." I was angry at the parents and annoyed because of the time I wasted creating the assignment. I tried not to judge the parents. There have been many reasons why the parents chose to send the boy to Puerto Rico: personal problems, family problems, school problems...

However, the less time a student spends in class, the less information s/he is getting. If the work is not modified, many students fall further behind. Too many students do not know how to ask for help. Others have given up before they even enter your classroom. Where ever a student was when he stopped learning, that's where he is when he enters your classroom. Breaking the cycle is difficult, especially if you are a female teacher and the student is a young, Black or Hispanic male.

Educators Must Shift Their Focus

I think that ambitious Black boys are ignored while all of the attention goes to the young men who are failing. I decided to change my focus. When I gave my attention to what was working, I saw the young, Black male who was motivated and wanted to learn. I saw the Black male who worked diligently at his sheet music because he wanted to become concert pianist. I remembered the Black male who wanted to become a scientist. I saw the Hispanic boy who wanted to own his own restaurant and the other who wanted to become a reporter. They are motivated, respectful, and get along with their classmates.   They are completing the coursework with A's and B's.

I had a balanced day when I did not focus most of my attention of the struggling learners. Yes, I believe many Black and Hispanic boys lag behind. But many others are thriving, and every little is said about them.   I think educators must shift their focus in order to have a balanced view of Black and Hispanic males.

Questions to Consider

I hope educators will consider the following in order to end the New Segregation:

What are Black and Hispanic Boys doing well?

The achievement gap seems wide between Black and white students. Instead of comparing Black students to white students, how about focusing on methods to help ALL students to move forward academically?

Instead of blaming, what can educators (and parents) do to encourage all students to become motivated learners?

What can educators do to close the gap for ALL struggling learners?

CREATING A PEACEFUL SOCIETY

2012-04-05T18:58:00.001-04:00

I believe the biggest problems facing our nation are hate and fear; and I do not think schools can prepare for every problem they encounter. This past year, the high school where I taught had a mock disaster. I was horrified; I do not believe that preparing for a possible school shooting is an effective deterrent. Schools do not teach students strategies for maintaining order and peace within our lives; and too many teachers look the other way when students are being harassed or bullied.

I believe that schools can do more by teaching students to create a peaceful society. We can teach students to be reflective learners who think about the results of their actions. Students graduate from high school without knowing who they are or how to be in the world. They become fearful adults who don't know much about anyone else. In a society as diverse as the United States, many students know very little about the various cultures that are represented in their schools. Peace can be taught without a religious or political agenda. Teaching peace should not be about laws, the death penalty, or social injustice. The focus should be what creates a healthy family and a calm and peaceful society. Here area few resources to teach students about peace.

I love this website. The resources are relevant and meaningful and students can participate in essay contests.

The United States Institute of Peace (USIP) is an independent, nonpartisan
institution established by Congress to increase the nation’s capacity to manage
international conflict without violence.

http://www.buildingpeace.org/

http://www.buildingpeace.org/sites/usip.qorvisdev.com/files/Introduction.pdf

These students banned Peace Studies. This article tells why.

http://www.washingtonpost.com/wp-dyn/content/article/2006/02/25/AR2006022501235_2.html

I feel encouraged in knowing that many educators feel the way I do.

http://www.yesmagazine.org/peace-justice/every-teacher-a-peace-teacher

http://davidcortright.net/2011/07/05/teaching-peace-to-high-school-students/

http://www.global-ed.org/e4p/rm-world.htm

http://www.globalvillageschool.org/peace.html?gclid=CJ-4zfa6pa8CFUZgTAodLhJSYghttp://www.globalvillageschool.org/peace.html?gclid=CJ-4zfa6pa8CFUZgTAodLhJSYg

READING SELECTIONS AND THE REAL WORLD

2012-04-05T17:14:00.000-04:00

Literature teaches lessons about culture, society, and human behavior. However, many students sometimes fail to make the connection between what they read in an English class and what is happening in the world today. When my 11th grade class read "Self-Reliance," by Ralph Waldo Emerson, a student told me that Emerson over-thought the concept; and I agreed with him. Then I asked, "If Emerson wrote so much about self-reliance, why do so many people fail to have it? Why do we have generational poverty? Why are so many communities failing to thrive and prosper? Why do we have global poverty? How can we help people around the world to achieve self-reliance?" The class was silent for a few minutes before students began to talk about why they thought some people had difficulty breaking the cycle of poverty. Then they talked about what they saw every day when they went home.

My class of predominantly Black and Hispanic students talked about their career goals and how they would be first in their families to attend college. Others talked about how hard their parents worked; many parents had two and three jobs and my students were proud of their parents. We talked about the skills a person needed to break the cycle of poverty in families, communities, in the country, and around the world. We discussed what people were doing now to break the cycle of poverty and what else could be done. Many were able to apply what they learned in social studies. During the discussion, no one talked about the way their communities were portrayed by the media. If one were to believe the news and the "statistics", you'd think every minority person was poor and destitute. I was proud of my students for focusing on what was working in their families and their communities. That will be their strength.

WHAT IS HOT?

2012-04-05T17:03:00.001-04:00

HOT-HIGHER ORDER THINKING

Higher order thinking seems to be new buzz word in the field of education. But I don't think many educators fully understand what it means. Higher order involves problem solving, making sound judgments, and interpreting data. Students develop synthesizing, analyzing, reasoning, comprehending, application and evaluation skills in order to increase their higher order thinking.

Classroom Toolkit provides strategies for developing higher order thinking.

http://www.classroomtoolkit.com/higher-order-thinking.html

http://www.k12reader.com/reading-comprehension-and-higher-order-thinking-skills/

http://teachingasleadership.org/sites/default/files/Related-Readings/LT_Ch5_2011.pdf

http://www.cant-think.com/HigherOrderThinkingSkills.h tml

http://xnet.rrc.mb.ca/glenh/hots.htm

There are six basic characteristics of classrooms that support HOTS:

(1) They are reflections of real-life situations and contexts. (2) They show collaboration among teachers, disciplines, and students. (3) They encourage curiosity, exploration, and investigation. (4) They vest responsibility for learning in the learner. (5) They view failure as a learning opportunity. (6) They acknowledge effort, not just performance.

http://xnet.rrc.mb.ca/glenh/hots.htm

http://www.cdl.org/resource-library/articles/highorderthinking_15strategies.php

Modern Day Slavery

2012-04-04T21:06:00.000-04:00

I was shocked when black students told me that slavery was boring and irrelevant. They dismissed the lesson by saying the only reason I was teaching it was because I was black. I overheard one student tell the other, "My social studies teacher skipped over that slavery thing. We went straight to WWII." Other black students told me the Jews suffered more during the Holocaust and that Africans "were already enslaving one another." As they conducted their research, students learned that Africans were forced to enslave one another. They also learned that Africa has the least number of slaves. At the beginning of the unit, many students acted as if some people were more worthy of compassion than others. By the end of the unit, they learned that anyone who suffers is worthy of compassion.

Here are a few websites I used to create my lessons on slavery.

Colonial Williamsburg's jigsaw lesson gives students a chance to collaborate by discussing the slave laws.

http://www.history.org/history/teaching/enewsletter/volume5/images/jigsaw_activity.pdf

PBS has a site entitled "Slavery and the Making of America." Kids can hear the voices of former slaves as they tell about their lives and how they survived.

www.pbs.org/wnet/slavery

My students did not believe me when I said there are more slaves in the world today than during the 1600s. After conducting independent research, one boy told me he would never eat chocolate again. When I asked why, he told me about the enslaved children who can't even taste the chocolate they produce. I encouraged him to research chocolate companies; all companies are not getting their chocolate from forced labor.

National Geographic has an excellent website on modern day slavery around the world. Students can choose the country they want to research by clicking on the link. There are plenty of stastics, videos, and slave narratives.

21st-Century Slaves @ National Geographic Magazine

"Slavery in my World?" by the Teachers of Peace provides an excellent handout for independent research. Students use higher order thinking strategies to research slavery around the world and they learn to cite their references using MLA format.

http://www.wilmington.edu/prcteachers/documents/ModernSlaveryUnit.pdf

PARENTAL INVOLVEMENT

2012-02-21T13:34:00.013-05:00

Finally, the mother returned my call to schedule a conference. Her daughter was failing because of attendance and missing work. I asked if it would be an inconvenience to meet the next day. The mother said, "Oh, you probably see me every day. I work in the front office." "What? You work here?" "Yes, I don't like for teachers to know," she said with a little laugh. She sounded embarrassed, but I was confused. If she was at the school, why wasn't she bringing her daughter along? Her daughter had failed the last marking period and she was in danger of failing for the year; yet I did not hear from the parent for weeks, and she was right there--in front of me--so near, yet so far!

Many schools require parents to sign contracts stating what they will do to participate in their child's success at school; however, some parents forget once school is underway. Students succeed when their parents are involved.

Project Appleseed is a wonderful resource for parents and teachers.

http://www.projectappleseed.org/sixstandards.html

HOW TO TEACH ABOUT HAITI

2012-02-18T12:14:00.017-05:00

During my interview, I told the principal that I was born in Port-au-Prince, Haiti; therefore, I was very interested in knowing how many Haitian students were at the school. She said that a few did come after the earthquake, but the percentage was very small. After I was hired, I was surprised to find several Haitian students in each of my classes. They told me they kept a low profile because there was a lot of racism (even after the earthquake), and people just assume they are African-American. I believe that Haitian students will feel proud when they have an opportunity to read about Haitian people.

The Memoir

The memoir is the most popular form of writing because it helps the reader to understand everyday, regular people and how they overcame and survived. Students have read the memoirs of people in history, but I think they feel more connected to modern-day writers. Therefore, I was very interested when I found this lesson.

Haitian-born writer, Edwidge Danticat is a gifted scholar and she is considered the literary spokesperson for the Haitian people. Her memoir, Brother, I am Dying, centers on the universal themes of family, reunion, home, and the immigrant experience. After students have read the memoir, they complete three Learning Activities.

Teaching African American Literature Resources for High School Teachers in Southeastern Carolina provides learning activities for teaching about Phyllis Wheatley, Fredrick Douglass, Harriet Jacobs, Zora Neal Hurston, Richard Wright, Toni Morrison, Octavia Butler, and Edwidge Danticat. Resources include three separate lessons with excellent handouts, essential questions, and information about Enduring Understanding.

http://www.uncp.edu/home/hickss/taal/

LOW EXPECTATIONS=LESS STRESS

2012-02-02T10:30:00.054-05:00

Comments like these used to make me feel insecure:
"I like Mr. B. At first, I thought he was gonna be hard, but he's just like one of the kids. He plays and jokes around and we don't have to do so much work!" As students were leaving my English class, one student told another, "The next class will be better. All we have to do for the final is write a little essay and then we can talk." In his evaluation essay, a Hispanic student wrote, "This year really sucked. My day had to start with my two worst classes: Spanish and English. Those teachers work you to death." (Is he talking about me and Ms. Sanchez? We believe in him and we know he can do the work! I talked to Ms. Sanchez and she's really nice. Besides, I modify the lessons and shortened them. So why is he saying that I'm working him to death?)

I wondered why students preferred the teachers who had very low expectations and offered few challenges to students. Many young people may enjoy the "easy" class where they "don't have to work so hard."; but I wondered why a teacher would lower his expectations. I came to the conclusion that some teachers must consider their health when they are teaching. Teaching itself is not a stressful occupation. It's fun to share what you know and you feel a sense of pride when you see that a student "gets it." You get to encourage students to move to the next level. You help them to understand themselves and their world.

The result of low expectations begins to manifest in middle school; and by the time some students get to high school, they have a developed a history of failure. Stress levels are high when you try to force students to do an assignment they don't want to do. Therefore, teachers must provide a curriculum that is relevant, meaningful, and rigorous.
(http://www.ncrel.org/sdrs/areas/issues/students/atrisk/at6lk11.htm)

WRITING RESOURCES

2012-01-27T17:35:00.028-05:00

http://writingfix.com/Traits_Primary.htm
http://www.writingfix.com/Classroom_Tools/dailypromptgenerator.htm

This is a fun grammar site! Students can work independently.

http://www.chompchomp.com/

National Novel Writing Month takes place in November. You have everything you need to create powerful writing experiences for your class. Educators from all over the world participate.

Students can develop their creativity by writing a novel in a month. The site allows teachers to create their own virtual classrooms and students can publish their work.

It is also a great resource for after-school programs and writing classes.

http://ywp.nanowrimo.org/what-is-nanowrimo

Reading an inspirational quote helps to remind us of what we already know. This website has some great quotes from African Americans.

http://africanamericanquotes.org/authors.html

Student Motivation

The drop-out rate is high in the black community, and I often wonder why black students are not doing better. I told black students they lived in a country where everything was available for them. A girl shook her head and said, "It doesn't matter if you can't see it." However, black students are not the only ones who lack motivation. Many students are easily discouraged and they give up easily. This site contains many resources for motivating students in all education settings.

http://www.ndt-ed.org/TeachingResources/ClassroomTips/Motivating_Students.htm

This video is so inspiring! Try showing this at the beginning of your class.

Leanna Archer is a 13-year-old Haitiain girl who has a line of natural hair care products. She has some inspiring words for young people.

http://www.youtube.com/watch?v=OvfIoXUc-cY&feature=email

Famous celebrities also got discouraging words.

http://www.youtube.com/watch?v=_tjYoKCBYag&feature=email

INSPIRING VIDEO: HAITIAN GIRL'S SUCCESSFUL BUSINESS

2012-01-27T17:24:00.005-05:00

This video is so inspiring! Use at the beginning of class.

http://www.youtube.com/watch?v=_tjYoKCBYag&feature=email

FEBRUARY IS BLACK HISTORY MONTH

2012-01-27T15:10:00.013-05:00

A friend of mine decided to make some money while she was in college. She set up a booth at a local fair and sold black books, tee-shirts, and artifacts. An elderly, white woman came to the table and asked about the designs on one of the tee-shirts. "Those are not designs, they are bodies. That was a plan of a slave ship." The woman was shocked. "But they look like sardines!" My friend just stated the facts; this was a teachable moment. "That's how the slaves came here."

My friend said she and this woman talked for a long time about each of the items on her table. The woman seemed bewildered when she told my friend, "I never knew any of this. I never even heard about of it." She bought many items for herself, her children, and grandchildren. She said she would tell her family what she learned; and she seemed grateful for the lesson my friend shared with her. It was the easiest sale my friend ever made. She respected that woman for being open to learning about black history without feeling uncomfortable.

Some people question the need for Black History Month because black history is part of American history. The only problem is, many teachers (regardless of race) do not always incorporate black history, literature, art, and culture in their weekly curriculum. I believe Black History Month is an annual celebration; and there is nothing wrong with a celebration! Please consider these resources and celebrate the accomplishments of black achievers.

You should begin your lessons with a discussion about Dr. Carter Woodson, Father of Black History and the creator of Negro History Week. Many students do not know that Dr. Woodson's home is a national historical shrine. This site offers some important information about Dr. Woodson and his work. This can help build background knowledge.

http://www.asalh.org/WoodsonHome.html

The NAACP offers information on Dr. Woodson and his life.

http://www.naacp.org/pages/naacp-history-Carter-G.-Woodson

Library of Congress has a slavery resource guide for teachers.

http://www.africanamericanhistorymonth.gov/

Many young people have never visited a museum. Students can take a virtual tour of The Museum of African Art. African Mosaics offers an exhibit of Haitian leader, Toussaint L'Ouverture, who fought three world powers to free Haiti from slavery.

http://africa.si.edu/exhibits/mosaic/toussaint.html

Education World has an internet black history scavenger hunt.

http://www.educationworld.com/a_lesson/lesson/images/lesson052-4.pdf

History.com offers a wealth of resources and information, including the Black Codes.

http://www.history.com/topics/black-codes

Education.com has some fun activities. Students can create a postcard from Africa. After conducting research, they create a postcard that describes the wonders of Africa.

http://www.education.com/special-edition/black-history-month/

PBS offers a timeline from slavery to modern times.

http://www.pbs.org/wnet/aaworld/classroom.html

This is a well-written article on how NOT to teach about slavery.

http://www.good.is/post/mock-slave-auctions-how-not-to-teach-kids-about-america-s-history/
http://www.pbs.org/wnet/aaworld/timeline.html

DR. MARTIN LUTHER KING: SUPERHERO!

2012-01-22T16:34:00.068-05:00

JANUARY 18, 2012

I believe that Dr. Martin Luther King, Jr. has become a superhero in America 2012. He was smart, courageous, and fair. During his "I Have a Dream" speech, he spoke candidly about how black people suffered from police brutality; however, he urged everyone to remember the "white brothers and sisters" who fought for racial equality. Today, young people know about Dr. King's dream; but sometimes, that's all they know. Many students do not know about his other speeches or activities.

The Martin Luther King Jr. Research and Education Institute, located at Stanford University, has some excellent classroom resources that help students to have a realistic view of King and his work.

Letter from Birmingham Jail

Many students do not know that Dr. Martin King Jr. was arrested in Birmingham. This unit can be used to differentiate your lesson.

Divide your class in groups of fours. Have each group participate in various activities.

Ten minutes before the bell rings, have a spokesperson from each group share what the group learned from the activity.

Before beginning the unit, write an essential question to develop prior knowledge and guide the class in a short discussion.

Sub Questions are included to guide your unit through each segment.

The curriculum and list of lesson plans for the Unit: Letter from Birmingham Jail.

http://www.stanford.edu/group/King/liberation_curriculum/resources/

The web site provides the following resources:

1. The introduction to the unit on Dr. Martin Luther King’s arrest in Birmingham, Alabama.

2. Photo Examination: Students exam the photo of Dr. King as he is being arrested and answer questions about their observation:

http://mlk-kpp01.stanford.edu/index.php/home/pages?page=http://mlk-kpp01.stanford.edu/kingweb/liberation_curriculum/birmingham/roleplay/birm_roleplay8.htm

3. A sample of Letter Dr. King wrote when he was arrested in Birmingham Jail

4. Teenager/Parent Negotiation Role Play for teenagers who want to participate in the Heartbeat of the Negro Movement. Would your parents allow you to participate in the Civil Rights movement?

5. Role Play and Decision Chart

6. Reflective questions to end the unit

EMOTIONAL INTELLIGENCE

2012-01-18T12:49:00.014-05:00

Emotional intelligence is the ability to identify, use, understand, and manage your emotions in positive and constructive ways.

Students who learn to manage their emotions succeed in the world of work and higher education.

(http://helpguide.org/mental/eq5_raising_emotional_intelligence.htm)

Here are a few EI strategies I used when I was an advisor and mentor. I also used these lessons in my first week of school to set the tone for student behavior.

Children of military personnel need a LOT of EI, and these are colorful, fun, and creative resource.

Believe it or not, 2-4 years can learn EI! These handouts are really cute and fun!

http://ong.ohio.gov/family/deployment/emotional_intellegence_2-4.pdf

Many children are not prepared when they enter school. My granddaughter told me that a student in her class was suspended the first week of kindergarten! Maybe this would have helped:

http://www.ong.ohio.gov/family/deployment/emotional_activities_5-7.pdf

Elementary students ages 8-10 can learn to be reflective with this:

http://ong.ohio.gov/family/deployment/emotional_intellegence_8-10.pdf

I used these resources in my 9^th grade advisory:

http://ong.ohio.gov/family/deployment/emotional_intellegence_13-18.pdf

I provided my 11^th and 12^th graders with authentic resources that adults use. A Black, male student told me his father took the handout to his job. A Hispanic male told me his boss wanted copies of the handouts! A Hispanic mother called me to say her daughter told her she needed to increase her emotional intelligence! The mother laughed about it and said she wanted to take copies of the handouts to her co-workers. Enjoy!

http://www.mindtools.com/pages/article/newCDV_59.htm

This site helps you to test your level of EI; and the test is free.

http://etesting.modwest.com/questionnaire.php?test=21

PARENT/TEACHER CONFERENCES

2012-01-18T12:47:00.010-05:00

JANUARY 18, 2012

PARENTS, BE PARENTS!

At a parent/teacher conference, the parent kept her head down. We had been down this road so many times; but for me, this time was different and she knew it. She refused to look me in the eye. But I said what had to be said, and I’m glad I did. I did not stop looking at the mother when I told her, “I am not your child’s friend and I am not her buddy. I am her teacher. I will work hard to help her to complete her assignments. She’s very smart and very capable; however, your daughter complains a lot. First of all, it’s a bad habit, and second of all, it’s unproductive. I will help her any way I can to complete the college essay. But she has to do the work.”

I had been speaking to the wrong person about the college essay. The child was only doing what she was taught to do: blame and complain. Parents can’t be buddies and friends; they have to be parents. And they have to stop making excuses for their child’s failures. Teachers must be brave enough to challenge parents to be parents.

Many parents are used to coming to conferences and hearing nothing but bad news about their kids. By the time the child is in high school, some Black parents are tired. An exhausted mother may come to the meeting ready to defend her child no matter how wrong s/he may be. However, enabling our children does not empower them. Parents must stand firm, be serious, and demand more from their children. It may be tiring, but it is a necessary step to empowering our children and breaking the cycle of failure!

I have attended teacher/parent conferences where teachers tried to be nice and use friendly customer service to soften the bad news. You don’t have to put on your game face and fight. But you help your students more when you are firm, serious, and empathetic. After that meeting, the student came to class and respectfully asked for help completing her college essay. She turned it in the next day and it was well done.

Ron Clark is the American Teacher of the Year, is the author of End the Molasses Classes: Getting Kids Unstuck--101 Solutions for Parents and Teachers. He has written an excellent article entitled, "What Teachers Want Parents to Know" where he administers some tough, relevant advice for parents.

http://www.cnn.com/2011/09/06/living/teachers-want-to-tell-parents/index.html?iref=obinsite

THE IMPORTANCE OF RAPPORT

2012-01-17T21:31:00.066-05:00

Before I attended the conference, my colleagues warned warn me about the grandmother. "Be careful what you say; she's very combative." "I was afraid of her." "She's argumentative." I decided to suspend my judgment until I actually met the woman. When I walked in, most of the teachers were there and everyone looked uncomfortable.The woman was a nutmeg colored, middle-aged grandmother with a stern expression and a notepad.

When it was my turn, I did not sound angry, but I did not hold back. I was the only black teacher this boy had, but he was just as disruptive in my class as he was in his other classes. I told the grandmother exactly what the boy had been doing when I wrote the referral and had him removed from my class. The grandmother complained that I did not give him time to make up the assignment. I said, "I refuse to give two days to answer three questions." She winced but she said nothing.

I think my presence made a difference for the grandmother. I am black; and I'm also a grandmother. Although I did not have the awsome task of raising a grandchild, I could empathize. I knew she was advocating for her grandson, and I could tell she wanted to keep the facts straight by writing down significant information, such as missing work, on her notepad. I did not judge her and I was not afraid of her. She called me the next day and we talked about the challenges of caring for a grandson who caused so much trouble at school. I told her to hang in there; she only had one more year to go before he graduated, and we laughed. The student improved once he knew that I had a rapport with his grandmother. He completed his work and he passed the FCAT! Sometimes, it is difficult to connect with a student who seems insubordinate and disrespectful. However, showing that we care does make a difference.

Many black teachers leave the profession after five years. The New Year calls for a renewed resolution to teach black students diverse, relevant, meaningful lessons that help them to understand the world they live in. Black, twenty-first century teachers have a unique challenge: undo the internalized self-hatred, learned helplessness, and irresponsibility that keep black students from succeeding in school. Black educators must continue to correct the misinformation and lack of information that have caused our students to fail and drop out. Teaching is not easy, but we do make a difference.

Many of my students did not want to write a college essay; but I think it was a good way to prepare for their senior year when they might have to write a real one. They can use the information when conducting interviews for college. Brian Jeffery provides many outstanding resources on his website. However, I especially like the college essay because students write a Personal Statement and an Analytical Essay.

http://mrjeffrey.com/

All teachers should be teaching students to write well. English teachers should not be the only ones teaching reading and writing. Writing Fix is sponsored by the Northern Writing Project. The site contains writing resources across the curriculum.