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Posts: 122
Reply with quote  #1 

Happy Friday!

Give an example of how have you used either positioning or reframing in your classroom (pgs. 60-63)?

And just for fun, here's a powerful quote from the "Enthusiasm" chapter (pg. 71):
It doesn’t particularly matter what the subject is; our mission is to teach in such a way that who we are as human beings has a more powerful and lasting effect on students than what we say. When we model enthusiasm, it rubs off on everybody around us; it is absolutely contagious. Be sure to spread it liberally
every day…

Maggie Susong
ATPE Member Engagement Coordinator

Posts: 12
Reply with quote  #2 
Positioning: Vocabulary is something not many people enjoy learning... or teaching for that matter. This was something I wanted to change in my student teaching experience. These students were used to using a book that they had to work through each week, doing the same activities every week with different words. Especially for my first class, they were ready to fall asleep! So, I had to find a way to make this information AMAZING and meaningful to them. I needed to wake them up and show them how learning anything can be fun, if we change our attitudes. What did I do? I added a funny movement or hand-motion as well as a voice fluctuation which we could all go through the list and do all the motions/voice together as a class. So, for the word "act" we all struck a dramatic pose and said it in a funny breathless voice of an actor! The kids were laughing at each other!! A fun way to review the material was to break them into pairs and have them review the motions and voices. Most of the students thought this was hilarious, and they woke up because their BODIES were woken up by moving around! (Yes! Silent victory.) They had the chance to get the wiggles out of their systems! Instead of just saying "Welp, we have to do our Wordly Wise books today... again... like every day." I changed perspectives. Not only did we make up these fun motions and voices, but then I added pictures to each word and had the students discuss how these pictures related to the words in order to build student background knowledge. Also, I added fun scenarios and the students had to match up the scenario to the right word from the list we were studying. Sometimes, I'd even plant some "Easter eggs" in the scenarios by placing old words from previous weeks into the new scenes just to see who could find them. This all made it so much more entertaining, added some spice, some challenge to vocabulary. For some students, this was too easy, so these students got to write their own scenarios and share it with their friends.

Reframing: It seems to be too easy to forget the relevance of learning vocabulary because we don't give enough opportunities for students to put it into practice. This was my student teaching experience, so my mentor teacher shared with me how she struggled with getting in writing each week. I said, no problem, I have an idea. I would combine my vocabulary and writing together near the end of the week. Besides just giving them a multiple choice test for vocabulary, students will be tested to see if they can write using these words by creating their own stories. As the teacher, I knew students were truly grasping these words because they could actually use them in their own writing. For this assignment, I made sure I stressed the relevancy to my students in a discussion. I asked them why? I had them talk about it with their friends and as a class. I showed them an example of writing a sentence using the defintion of the word rather than the new vocabulary word. I played into the "writing less is more" which THEY LOVED because, hey, what student is going to say "Yeah, I want to write MORE than I have to!"? Um, yeah, not many. Not only did this really help connect the dots for them, but they seemed to understand a little more why it's so important for us to talk about these words. Overall, it made vocabulary a lot more fun for each class I taught. 

Lauren Milam


Posts: 12
Reply with quote  #3 
I have used positioning in my classroom to differentiate my course from other courses/electives offered.  For example, I spoke to the 2nd year students about taking my class for the third year.  I said that students take the third and fourth year to gain college credit through AP/IB testing and that some colleges waived the required courses if a student took 4 years of the subject in high school.  
Teresa Tuggle

Posts: 48
Reply with quote  #4 
Working as an inclusion teacher, I often put myself on the opposite side/corner of the classroom to increase the teacher presence.  For students who were apt to lose focus I would be near enough to redirect them as they left task.  For others, I would allow a short break during which they could choose to be themselves (as long as it did not disrupt the class) and then redirect them back to the subject -- the positive reward system.

One student with autism shall remain a memory for my entire life.  He loved to read and was an advance reader.  He did not love math.  We bargained.  I chunked his math and he got reading time after each successful chunk.  As time passed the chunks were larger and the reading times fewer.   Eventually he got the message and completed his math so that he could read for as long as possible.  He went to college briefly.

Sanna Roling

Posts: 9
Reply with quote  #5 

This year I was responsible for covering vocabulary for 8th Grade American History in class and in tutorials to review for the state test.   My students disliked history due to past experiences and some were from other countries.  I reviewed the 100 terms by using technology - We played Kahoot and used Quizlet for quizzes and exams.  This made it fun and competitive and they were slowly recalling the vocabulary that they were reluctant to learn.


Posts: 65
Reply with quote  #6 
Reframing: My kids complained about learning 2 x2 multiplication. I reframed it to where it was fun & meaningful. After coming up with lots of silly scenarios where 2 x2 multiplication would make our lives a lot easier, I introduced them to the "cookie" method of multiplying. The zero that you use on the second line under the equation when doing 2 x2 multiplication...we turned into a "cookie" each time. They thought it was hilarious! I've also reframed a lot by turning math practice/activities into games!

Posts: 12
Reply with quote  #7 
I try to reframe our benchmarks and Staar tests by telling the kids that I LOVED taking tests when I was a student.  I LOVED writing my name on the paper and then performing my best so people would see my name next to the highest score that I could earn.  I tell my students that I would feel proud with knowing how hard I had worked and that I did the absolute best that I could-even if it wasn't an A or B.  I saw the test as a challenge and I wasn't going to let the test get the best of me!
Erin Illian

Posts: 12
Reply with quote  #8 
Reframing - I recently had my students reviewing setting and setting impact for finals . The grade level worksheet for the exam review was boring and took little time to complete. So, I took beach balls and wrote setting, impact, characters interaction, theme, and mood. When the ball was caught the student had to describe whatever it landed on from a book or movie. We had several beach balls flying around the room and it made the review so much fun for them.
Cheryl Rene Ferguson

Posts: 6
Reply with quote  #9 
Reframing- My students love to play anything I call a "game." One example of this reframing: my students have to learn to hear beginning sounds of a word and identify if a pair of words share the same initial sound. I invented a game that uses ASL signs for "same" and "different". I will have the students listen and then respond using signs. The students like the game (motivating) and I can check each student's understanding/development of alliteration on each pair of words. Using sign language has the advantage of allowing every student to respond immediately without the noise that would usually accompany 22 voices.

Posts: 61
Reply with quote  #10 

My students are required to type 50 words a minute before they complete the trade.  For the students who struggle with typing, I encourage them to play the typing games that are part of the keyboarding program I’m using.  The various games have them type to get hoops through a basketball, etc.  One game involves a mystery puzzle.  They receive chances to uncover blocks on the picture by typing drills.  I get excited as they start to uncover the picture and we all try to guess the answer.


Posts: 98
Reply with quote  #11 
My daughter had difficult vocabulary words to learn for her one of her pre-AP classes in 6th grade.  The teacher used reframing by using cartoons and a play on words to make the meaning of each word easier to understand and remember.  This helped my daughter out so much.  She could use the silly saying to help remember how to pronounce the word, and picture the cartoon in her head to know what the word meant.  She did well on every test. 

Posts: 34
Reply with quote  #12 
I completly "reframed" the way we learned Math. My students also came in with the "I hate Math" or "I can't do Math" mentality.  My first challenge was to always create an activity where eveyone could be successful. Then, I changed how my class practiced Math.  I was always the "techy" teacher, so I used that to my advantage. After quick instructions, my students has options of how to practice new math (online, apps, card-sort activitites) with their partners.  I never graded this practice.  It was PRACTICE. This gave my students plenty of time to try new things, ask questions, and get good at the new skill before it was assessed.

About 10 minutes before each class ended, I had an alarm that would play a little song and that let them know that it was time to assess what we learned that day.  We would take a quick "exit ticket" or "assessment" of 3 to 4 questions to see if we had accomplished our task that day. 

Posts: 83
Reply with quote  #13 
Although this was not my idea, my favorite reframing of a lesson came when I helped tutor struggling math students. They already knew math was hard, and they were sick of worksheets (I couldn't blame them). The principal set up a rotation of math games using playing cards, poker chips, and dice to reinforce/reteach more than/less than, place value, and operations. Even the students who "hated" math were willing to participate in the games.

As an early childhood educator everyday, I reframe most things into games. Most things are still magical to young learners, so I make a huge effort to keep school fun and exciting. We exercise while we count and dance while we practice letter sounds. Kids and parents alike are surprised at how much is learned through play.

Posts: 70
Reply with quote  #14 
I try my best to reframe activities into "real world" activities and fun games.  Math worksheets with pictures of coins aren't much fun, but giving each student a bag of coins to play with definitely ups their interest.  We pass around coins in partners or small groups of students.  Once the students are familiar with the coins and their values, I add blindfolds (if the kids want to do that, or they can just close their eyes) to the setting.  Each student gives their blindfolded partner one coin, and the student has to figure out the coin and state the value.  The kids love doing this, and it requires that the kids use tactile skills that aren't usually engaged in the classroom.  If the kids stay on task and are successful with one coin, their partner can add another coin.  When this works, it works great!  The kids can't wait to get a few coins, figure out what they are and add them up.

I also create a school store where students are customers and store owners.  Adding up prices of stickers, erasers, etc., paying for them and receiving / giving the right amount of change is great for money and adding skills, but the kids are having so much fun that they don't realize they are working!


Posts: 6
Reply with quote  #15 
Most 1st graders don't like to do a lot of writing because they can't spell the words they want to use.  Each year I find another classroom and we become pen pals.  My students love getting mail and they also get a chance to see how other kids write.  When they get a letter with a lot of spelling mistakes they make sure to point it out, this is a great time for me to remind them to use their  personal word wall when writing.  
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