Posted by: DianaSenechal | September 7, 2010 9:36 AM | Report abuse
Thursday, October 28, 2010
Friday, October 1, 2010
Who is Earl Brown?
I can't believe it! I've stumbled upon a school wide behavioral system worse than Whole Brain Teaching.
It's called "Make Your Day Citizenship program."
Ford Middle School
Parents and kids who've lived the Make Your Day nightmare read the comments.
A teacher who's adding Whole Brain Teaching on top of Make Your Day Poor kids!
It's called "Make Your Day Citizenship program."
Ford Middle School
Parents and kids who've lived the Make Your Day nightmare read the comments.
A teacher who's adding Whole Brain Teaching on top of Make Your Day Poor kids!
Sunday, September 26, 2010
POV on WBT
Power Teaching/Whole Brain Teaching from the point of view of a nine year old third grade boy.
(email sent to teacher. Teacher and my son regularly corresponded about mainly homework through email)
Mr. H*.......im not doing my spelling list......it's something about the class. remember how the kids always yells at someone if they lose a point? well, I don't like that.. but I want you to do this speech tommorow:
Class! *yes!* Why do you yell at someone who loses a point? It's just some ink, nobody cares if they win the prize at the end of the day. But if the one who loses the point is your friend and you still yell at him, you will might lose him/her. So, do you think you like losing friends? I guess not.
You must do it tommorow. Please! Im trying to help the class!
-----------------------------------------------------------------------------
This email was my introduction to Power Teaching. I was at the school at lunchtime when the school's director came up and said, "I read the email your son sent Mr. H and we'll have a meeting!" Since she was very upbeat, I assumed my kid had written something really good. I rushed home to read it myself. Wow! I was so proud to be related to such a wise person.
Mr. H was not as impressed. He took my son out into the breezeway and lectured him that this was Power Teaching and was developed in college by experts who knew far better than he, a mere child and further more the "I guess not." part of the email was, in Mr. H's opinion, sarcastic and not appreciated.
------------------------------------------------------------------------------
(email sent to teacher. Teacher and my son regularly corresponded about mainly homework through email)
Mr. H*.......im not doing my spelling list......it's something about the class. remember how the kids always yells at someone if they lose a point? well, I don't like that.. but I want you to do this speech tommorow:
Class! *yes!* Why do you yell at someone who loses a point? It's just some ink, nobody cares if they win the prize at the end of the day. But if the one who loses the point is your friend and you still yell at him, you will might lose him/her. So, do you think you like losing friends? I guess not.
You must do it tommorow. Please! Im trying to help the class!
-----------------------------------------------------------------------------
This email was my introduction to Power Teaching. I was at the school at lunchtime when the school's director came up and said, "I read the email your son sent Mr. H and we'll have a meeting!" Since she was very upbeat, I assumed my kid had written something really good. I rushed home to read it myself. Wow! I was so proud to be related to such a wise person.
Mr. H was not as impressed. He took my son out into the breezeway and lectured him that this was Power Teaching and was developed in college by experts who knew far better than he, a mere child and further more the "I guess not." part of the email was, in Mr. H's opinion, sarcastic and not appreciated.
------------------------------------------------------------------------------
Friday, September 24, 2010
Saturday, August 21, 2010
Title Goes Here
I'm wrapping my ossified mind around blogging-
Right now it looks more like the bastard child of buggery and bloggery- Bluggery.
Still want to point out not all teachers like or use a carrot-stick mentality - basically treating people like beasts of burden, dogs, hamsters...
eh, you get the idea.
for the love of learning: The behaviourism infection
Right now it looks more like the bastard child of buggery and bloggery- Bluggery.
Still want to point out not all teachers like or use a carrot-stick mentality - basically treating people like beasts of burden, dogs, hamsters...
eh, you get the idea.
for the love of learning: The behaviourism infection
Friday, August 20, 2010
SOAR Charter Academy's Whole Brain Fart aka Epic Fail!
Look what Chris Biffle's Disciples were able to do in one year! The school started implementing Power Teaching around February 2009.
Check out the Second grade scores of 2009 and compare them to the third grade scores 2010.
2009 Twenty kids, one teacher.
2010 Thirty one kids (20 OGs +11 n00bs), two teachers
And that "19% proficient or above" none were in the "advanced" and none were boys. That's right, of 12 boys 0 scored better than basic. Every subgroup scored lower than the year prior. What a proud day August 16 must have been for SOAR.
The fourth grade teacher did not use Whole Brain Teaching. I and my kid are very thankful for that.
These are the results of CST tests, 2009, 2010.
Scale: % at or above proficient
48% (2010)
45% (2009)
Data not available for this school (2008)
Data not available for this school (2007)
The state average for English Language Arts was 54% in 2010.
Math
61% (2010)
50% (2009)
Data not available for this school (2008)
Data not available for this school (2007)
The state average for Math was 62% in 2010.
19% (2010)
31% (2009)
Data not available for this school (2008)
Data not available for this school (2007)
The state average for English Language Arts was 44% in 2010.
Math
36% (2010)
40% (2009)
Data not available for this school (2008)
Data not available for this school (2007)
The state average for Math was 65% in 2010.
44% (2010)
Data not available for this school (2009)
Data not available for this school (2008)
Data not available for this school (2007)
The state average for English Language Arts was 63% in 2010.
Math
41% (2010)
Data not available for this school (2009)
Data not available for this school (2008)
Data not available for this school (2007)
The state average for Math was 68% in 2010.
Check out the Second grade scores of 2009 and compare them to the third grade scores 2010.
2009 Twenty kids, one teacher.
2010 Thirty one kids (20 OGs +11 n00bs), two teachers
And that "19% proficient or above" none were in the "advanced" and none were boys. That's right, of 12 boys 0 scored better than basic. Every subgroup scored lower than the year prior. What a proud day August 16 must have been for SOAR.
The fourth grade teacher did not use Whole Brain Teaching. I and my kid are very thankful for that.
These are the results of CST tests, 2009, 2010.
Scale: % at or above proficient
Grade 2
English Language Arts 48% (2010) 45% (2009)Data not available for this school (2008)Data not available for this school (2007)The state average for English Language Arts was 54% in 2010.
Math
61% (2010) 50% (2009)Data not available for this school (2008)Data not available for this school (2007)The state average for Math was 62% in 2010.
Grade 3
English Language Arts 19% (2010) 31% (2009)Data not available for this school (2008)Data not available for this school (2007)The state average for English Language Arts was 44% in 2010.
Math
36% (2010) 40% (2009)Data not available for this school (2008)Data not available for this school (2007)The state average for Math was 65% in 2010.
Grade 4
English Language Arts 44% (2010)Data not available for this school (2009)Data not available for this school (2008)Data not available for this school (2007)The state average for English Language Arts was 63% in 2010.
Math
41% (2010)Data not available for this school (2009)Data not available for this school (2008)Data not available for this school (2007)The state average for Math was 68% in 2010.
Sunday, August 15, 2010
Over at "for the love of learning" blog, teacher Joe Bower has a post- basically if we say we are democracy lovers and believe in democracy why doesn't that belief include children and classrooms?
Democracy? What would that even look like? It's hard to imagine. Out here schools are a tyranny to both children and parents (many teachers feel oppressed as well.) If the kid is sick, he'd better prove it with a fever or vomiting or a doctor's statement to the school. If homework isn't turned in on time, kids will be punished by losing recess. I'm talking six year olds here, who cannot do the homework without parent support, guidance, etc. One school even sent out a note to parents- well read it
"
August 25, 2009
Dear Parents,
I hope you had an enjoyable summer break and are anticipating this school year as much as I am! I would like to take this opportunity to welcome you and your child to my classroom. In order to begin our year together successfully, I would like to explain some of the basic principles and guidelines in our classroom:
DISCIPLINE
My goal as a teacher is to provide a safe and stimulating learning environment. In order to do this, there is a reliable and consistent discipline system enforced in our classroom. I feel that a good discipline system reinforces positive behaviors and discourages behaviors that are negative to your child and his/her classmates. In our classroom we have the following rules:
The Big Rule: Listen when your teacher is talking.
Rule 1: Follow Directions Quickly
Rule 2: Raise your hand for permission to speak.
Rule 3: Raise your hand for permission to leave your seat.
Rule 4: Make Smart Choices.
Rule 5: Keep your dear teacher happy.
Students will receive the opportunity to practice following our rules during class time. If, however, your child is having difficulty following the rules, he/she will be given extra time to practice during recess. If your child loses part of their recess as a result of breaking a classroom rule, you will receive a note that will indicate what rule was broken, and if necessary~ how it was broken. Please take the time to review the note and the rule with your child, sign the note and return the next day. Parent support is a valuable asset that contributes to student success, and by working together we will help your child learn to be a positive contributor in the classroom.
HOMEWORK
Homework is a valuable part of your child’s learning experience. It reinforces what is being taught in class, encourages the development of responsibility, and helps students to develop good study habits. Homework will be assigned on a weekly basis, and the expectation is that all homework assignments will be completed and turned in every Friday. If your child fails to turn in his/her homework, he/she will be sent to the office to have a conference with Mrs. King. Also, parents will need to attend an after school homework help session with their child so they parents can learn how to help their children with the homework. This after school help session is mandatory and will be held the following Monday at 3:45.
WEEKLY REPORTS
Research has proven that students are more successful when there is a strong parent--teacher communication system in place. In order to communicate regularly, your child will come home every Friday with a Weekly Report. The Weekly Report will keep you informed of classroom news, your child’s behavior, any missing assignments, and your child’s progress. Please read the report and return the bottom portion, signed, on the following Monday. Attached is your first Weekly Report !
PARENT VOLUNTEERS
I welcome and strongly encourage parent involvement in our classroom. I realize that many of you like to participate in classroom activities and volunteer in whatever way best fits your schedule. Please let me know if any of the following would interest you:
___Volunteering regularly in the classroom.
___Volunteering in the classroom to help with special activities on an “as needed” basis.
___Doing clerical work at home (cutting, coloring,etc).
This year promises to be a very fun and rewarding year. I am truly looking forward to working with your child! If you have any questions, concerns, or comments, please feel free to contact me either at school (XXX-XXXX), or on my cell phone (XXX-XXXX).
Sincerely,
Ms.Schindler"
This is a kindergarten teacher at a dirt poor school. Imagine telling your boss you need time off to attend "mandatory after school parent homework help session for kindergarten!"
Imagine needing the ACLU to protect you from a kindergarten teacher!
Democracy? What would that even look like? It's hard to imagine. Out here schools are a tyranny to both children and parents (many teachers feel oppressed as well.) If the kid is sick, he'd better prove it with a fever or vomiting or a doctor's statement to the school. If homework isn't turned in on time, kids will be punished by losing recess. I'm talking six year olds here, who cannot do the homework without parent support, guidance, etc. One school even sent out a note to parents- well read it
"
August 25, 2009
Dear Parents,
I hope you had an enjoyable summer break and are anticipating this school year as much as I am! I would like to take this opportunity to welcome you and your child to my classroom. In order to begin our year together successfully, I would like to explain some of the basic principles and guidelines in our classroom:
DISCIPLINE
My goal as a teacher is to provide a safe and stimulating learning environment. In order to do this, there is a reliable and consistent discipline system enforced in our classroom. I feel that a good discipline system reinforces positive behaviors and discourages behaviors that are negative to your child and his/her classmates. In our classroom we have the following rules:
The Big Rule: Listen when your teacher is talking.
Rule 1: Follow Directions Quickly
Rule 2: Raise your hand for permission to speak.
Rule 3: Raise your hand for permission to leave your seat.
Rule 4: Make Smart Choices.
Rule 5: Keep your dear teacher happy.
Students will receive the opportunity to practice following our rules during class time. If, however, your child is having difficulty following the rules, he/she will be given extra time to practice during recess. If your child loses part of their recess as a result of breaking a classroom rule, you will receive a note that will indicate what rule was broken, and if necessary~ how it was broken. Please take the time to review the note and the rule with your child, sign the note and return the next day. Parent support is a valuable asset that contributes to student success, and by working together we will help your child learn to be a positive contributor in the classroom.
HOMEWORK
Homework is a valuable part of your child’s learning experience. It reinforces what is being taught in class, encourages the development of responsibility, and helps students to develop good study habits. Homework will be assigned on a weekly basis, and the expectation is that all homework assignments will be completed and turned in every Friday. If your child fails to turn in his/her homework, he/she will be sent to the office to have a conference with Mrs. King. Also, parents will need to attend an after school homework help session with their child so they parents can learn how to help their children with the homework. This after school help session is mandatory and will be held the following Monday at 3:45.
WEEKLY REPORTS
Research has proven that students are more successful when there is a strong parent--teacher communication system in place. In order to communicate regularly, your child will come home every Friday with a Weekly Report. The Weekly Report will keep you informed of classroom news, your child’s behavior, any missing assignments, and your child’s progress. Please read the report and return the bottom portion, signed, on the following Monday. Attached is your first Weekly Report !
PARENT VOLUNTEERS
I welcome and strongly encourage parent involvement in our classroom. I realize that many of you like to participate in classroom activities and volunteer in whatever way best fits your schedule. Please let me know if any of the following would interest you:
___Volunteering regularly in the classroom.
___Volunteering in the classroom to help with special activities on an “as needed” basis.
___Doing clerical work at home (cutting, coloring,etc).
This year promises to be a very fun and rewarding year. I am truly looking forward to working with your child! If you have any questions, concerns, or comments, please feel free to contact me either at school (XXX-XXXX), or on my cell phone (XXX-XXXX).
Sincerely,
Ms.Schindler"
This is a kindergarten teacher at a dirt poor school. Imagine telling your boss you need time off to attend "mandatory after school parent homework help session for kindergarten!"
Imagine needing the ACLU to protect you from a kindergarten teacher!
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Diane Senechal points out "Whole Brain Teachers" and their flimflam in comments on Daniel Willingham article from Washington Post, The Answer Sheet.
Willingham: How to guarantee active learning? (Or, manipulatives vs. PowerPoint)
Senechal writes, "Great piece. I cackled out loud when I came to the part about how "the latest cognitive research showed" that PowerPoint turns people into passive listeners. Maybe road signs turn people into passive drivers!
People are shameless in their claims that "research has shown" this or that. The "Whole Brain Teaching" website states, "Twenty years of education research tells us that the most effective learning takes place when a student engages the brain's primary cortices- visual, auditory, language production and motor-at the same time." Really? What is that "research?"
I went to their research page, and they cite only one specific study, which turns out to be a paper for an education course. The teacher used Whole Brain Teaching for one week and reported a 50 percent decrease in "negative behaviors."
I still haven't found any research supporting the idea that "the most effective learning takes place when a student engages the brain's primary cortices-visual, auditory, language production and motor-at the same time." Nor does such an assertion make sense. It might be true for certain situations, but there are plenty of others where a certain stillness is much more conducive to learning.
But when will schools get beyond the nonsense about "passive" learning? you point out, workshops are not suited to all topics; when misapplied, it can result in a great deal of passivity. Moreover, "participation" takes many forms, one of which is attentive listening and thinking."