All About Perspective

Maximize Parent-Teacher

This comes from NAESP (National Assn. for Elementary School Principals): 






http://www.naesp.org/sites/default/files/RtP_Conferences_Spanish.pdf

http://www.naesp.org/sites/default/files/RtP_conferences.pdf

Free Publishing Program

	Publishing with Studentreasures is easy! Do you want to create a fun learning experience for your students? Watch their faces light up when they find out they will become published authors! Studentreasures Publishing is the perfect tool to help your students get excited and motivated about writing. Select publishing kit(s) for yourself and your colleagues Tell us when you'll complete your book Submit your completed manuscript and your original will be hardbound FREE for the teacher!
	Go here for information:  http://www.studentreasures.com/teachnology

Little Things Mean A Lot

This song written by Gogi Grant was mentioned in Barbara Glanz's new book, Priceless Gifts.  The lyrics remind us that the little things we do for others (our scholars, our colleagues, our community members, etc.) can mean a lot. 

Little Things Mean A Lot





Blow me a kiss across the room
Say I look nice when I'm not
Touch my hair as you pass my chair
Little things mean a lot

Give me your arm as we cross the street
Call me at six on the dot
A line a day, when you're far away
Little things mean a lot

Don't have to buy me diamonds or pearls
Champagne, sables or such
I never cared much for diamonds and pearls
'Cause honestly, honey, they just cost money

Give me your hand when I've lost my way
Give me your shoulder to cry on
Whether the day is bright or gray
Give me your heart to rely on

Send me the warmth of a secret smile
To show me you haven't forgot
For always and ever, now and forever
Little things mean a lot

Give me your hand when I've lost my way
Give me your shoulder to cry on
Whether the day is bright or gray
Give me your heart to rely on

Send me the warmth of a secret smile
To show me you haven't forgot
For always and ever, now and forever
Little things mean a lot

Writing

Power of Kindness

An Excerpt from The Power of Kindness: The year was 1863, on a spring day in Northern Pennsylvania. A poor boy was selling goods door-to-door to pay his way through school. He realized he had only a dime left, and that he was hungry. So he decided he would ask for a meal at the next house. However, he lost his nerve when a lovely young woman opened the door. Instead of a meal, he asked for a drink of water. She thought he looked hungry and so she brought him a large glass of milk. He drank it slowly, and then asked, "How much do I owe you?"

"You don't owe me anything," she replied. "Mother has taught us never to accept pay for a kindness." He said, "Then I thank you from my heart." As Howard Kelly left that house, he not only felt stronger physically, but his faith in God and man was strengthened also. He had been ready to give up and quit. Years later, that young woman became critically ill. The local doctors were baffled. They finally sent her to the big city, where they called in specialists to study her rare disease. Dr. Howard Kelly was called in for the consultation. When he heard the name of the town she came from, he went down the hall of the hospital to her room. Dressed in his doctor's gown, he went in to see her. He recognized her at once. He went back to the consultation room determined to do his best to save her life. From that day, he gave special attention to the case. After a long struggle, the battle was won. Dr. Kelly requested from the business office to pass the final billing to him for approval. He looked at it, then wrote something on the edge, and the bill was sent to her room. She feared to open it, for she was sure it would take the rest of her life to pay for it all. Finally, she looked, and something caught her attention on the side of the bill. She read these words: "PAID IN FULL WITH ONE GLASS OF MILK..." (Signed) Dr. Howard Kelly*

Phones and Kids

From:  The Digital Classroom by Troxell

Hispanic Population

Fun Fact: The Hispanic population is projected to reach 128.8 million by 2060...that's nearly triple the amount that exists today!

You Are Invited!

Leadership Challenge

More wisdom from Kevin Eikenberry: 


Harvey S. Firestone once said: “It is only as we develop others that we permanently succeed.”

By most any material measure, Harvey Firestone succeeded – and did so permanently.  He helped create an industry, employed thousands, and his enterprises continue to do so.  Harvey Firestone clearly mastered strategic leadership.

And that one quote from him tells me that he believed in leadership coaching before it was “in vogue”.  It tells me that he believed in developing others for the right reasons – to make a difference in the world.

As a leader never lose sight that as we develop others we aren’t just doing it “for the business”, but because as we support, encourage, lift up and coach those around us, we are making a real difference in their lives and therefore in the world at large.

Here then is your leadership challenge and leadership activity for the day:

Who can I help develop today?

What can I do specifically?

And when will I get started?

Esperanza Groundbreaking Agenda

 

 

Esperanza Groundbreaking Agenda

Saturday, September 28, 2013—11:00 a.m.

4900 W. 3500 S.  by Shopko--WVC

 

WELCOME:  Barbara Lovejoy, Esperanza Director/Principal

Speaker:  Janet Christensen, Esperanza Board Chair

Speaker:  Senator Luz Robles

Musical #:  Martha Chavez

Speaker:  WV Mayor Mike Winder

Musical #:  Martha Chavez

 

Shovels

Refreshments

 



Home Visits

From Colorín Colorado: 

Making Your First ELL Home Visit: A Guide for Classroom Teachers

By: Gisela Ernst-Slavit and Michele Mason (2012)

This article written for Colorín Colorado provides practical tips for home visits with English language learners (ELLs), including steps to take before, during, and after the visit.

The Benefits of Home Visits

Educators need to know what happens in the world of the children with whom they work. They need to know the universe of their dreams, the language with which they skillfully defend themselves from the aggressiveness of their world, what they know independently of the school, and how they know it.
— Paulo Freire (p. 72-73)

A home visit program can show that teachers, principals, and school staff are willing to "go more than halfway" to involve all parents in their children's education. These visits help teachers demonstrate their interest in students' families and they provide opportunities for teachers to understand their students better by seeing students in their home environments.
Home visits are not meant to replace parent-teacher conferences or to discuss children's progress. When done early, before any school problems might arise, home visits signal that teachers are eager to work with all families and avoid putting parents on the defensive. Teachers who have made home visits say they build stronger relationships with parents and their children and improve attendance and achievement. In this regard, Mary, a 1st and 2nd grade teacher who has been visiting the home of her students before the first day of school, writes:

…[H]ow I address my fear about the first day of school is to face it, as you suggest, I spend the week before the first day of school visiting my students' homes, meeting the students and their families. I can't wait for the first day of school, and so I go out and read the students in their neighborhoods, their homes, with their families. That way I know where my students are coming from, literally I know who their people are. I know the names their families call them. I know what they are proud of and what worries them, I begin to trust these families. My students and their families begin to trust me. (Nieto, 2009, p. 12)

Home visits are not a new concept. Head Start teachers have been using them for many years and in the last few years an increasing number of schools and districts have established successful home visit programs that have yielded many positive returns. Regardless of whether their schools have established a home visit program, many teachers of English language learners have been using home visits as a way to learn about their students and their home environments and to establish a much-needed connection with families and communities.
Several key components combine to create successful home visits: planning, arrival, departure, and post visit. These important aspects are explained below.

Planning

Prior to visiting students' homes, it is important to consider a few items. Remember that this might be an opportunity to help a parent such as Ms. Astorga feel more comfortable when visiting the school her children attend.

Este es mi cuarto año en los EE.UU. y sólo he ido a la escuela para matricular a mis hijos. No me siento agusto en la escuela…tengo un poco de miedo de no hacer las cosas bien y de no entender lo que me dicen. Y mis hijos me dicen que mejor no vaya pues a lo major meto la pata.
This is my fourth year in the U.S. and I have only been to the school to register my kids. I don't feel at ease in the school—I am afraid of not doing the right thing or misunderstanding what they say. My kids tell me not to go because if I do I might make a mistake.
— Ms. Astorga, parent from Chile

Tips for success

• Determine the purpose(s) of the visit such as learning more about students and exploring ways that the school and teachers can better serve families.
• Schedule a home visit 7 to 10 days in advance.
• Communicate the purpose of your visit and approximately how long the visit will last (30 to 45 minutes).
• Follow up with a brief written note indicating the exact date and time of the meeting, preferably written in the family's home language.
• If possible, learn the names of family members.
• Learn a few words of the family's first language, even if they're only "hello" and "thank you." This shows you care enough to make an effort and may help break the ice.
• Ask another adult to accompany you to your first home visits, preferably someone who speaks the home language of the families.
• Consider that some parents may be familiar and comfortable with home visits, having experienced them in their countries of origin. Others may not be familiar or comfortable with the idea.
• If parents have difficulty scheduling a time to meet with you, it may be because some parents work 2 or more jobs.
• Begin making home visits prior to the start date of school. This may help lower the anxiety level of your students and will help you become aware of your students' English language proficiency levels.
• Know where you are going (that is, have a map or GPS device).
• Leave a schedule of home visits with the school staff.
• If possible, bring a small gift, such as a little bag of cookies, a children's book, or a notebook as a token of appreciation.
• If you will need the services of a translator/interpreter, consider asking fewer questions. Since questions and answers have to pass through the translator/interpreter, they will probably require twice the amount of time.

Arrival

Instantly when we rang the doorbell we were greeted by four bright smiling faces—dad, mom and Rocio and Laura (ages 8 and 10). Both parents came up to us and shook our hands, and the girls curtseyed and giggled in their beautiful fancy dresses. Though I was still a bit shy and awkward at first, my fears were dismissed as soon as I realized how kind and inviting the family truly was.
— Roxana, 3rd grade teacher

Tips for success

• Be on time.
• Dress appropriately — err on the side of formal attire.
• Be aware of and look for cultural expectations in the home. For example, in some cultures it is expected that people entering the home will remove their shoes and walk about the home in socks or in special footwear provided by the host.
• Introduce yourself and the adult accompanying you.
• Begin by establishing rapport through small talk.
• Conversation starters: "Tell me about your child." "What does your child like best about school?""What are schools like in _______ (country of origin)?" "Tell me about _______ (siblings or other family members)."
• While you are encouraged to do more listening than talking, you could also talk about your school's routines, classroom curricula, or teacher expectations among other topics.
• If you're nervous, remember, the family you are visiting is also probably nervous.
• Bear in mind that in many cultures, teachers are more highly respected than in the U.S. It is a significant event to host a teacher in families' homes.
• Don't be afraid to look foolish while trying to bridge the language gap. If necessary, try drawing pictures or acting out what you mean.
• During the conversation, maintain eye contact with the family even if you are speaking through a translator/interpreter.
• Avoid taking notes or recording the conversation when visiting the family. This can be perceived as rude or threatening.
• Avoid talking about negative things.
• While in a family's home, put on your anthropologist's lens. This means trying to view the host home from the perspective of those living there.
• Show respect and empathy.
• Smile. Be aware, however, that some Eastern European families may perceive smiling as a sign of insincerity. Observe the family and adjust your behavior accordingly.

Departure

I invited the family to come to the literacy night next week at the school and asked the dad if he would read a picture book in Spanish for the kids. He agreed. Wow, was I wrong in thinking that this family was not interested in the education of their kids!
— Geoffrey, 2nd Grade teacher

Tips for success

• Lay the groundwork for future events, such as parent teacher conferences, upcoming fairs, or literacy nights.
• Invite families to participate.
• Provide families with information on how to contact you, including your telephone number, email address, and classroom or office hours.
• Share information about community and school resources.

Post Visit

I learned tons from this visit. My "Russian" student is actually Ukrainian. The family moved from a part of the Ukraine where half the people speak Russian and half speak Ukrainian. Both parents grew up there, and both were educated in schools where a few classes were taught in Ukrainian.
— Katia, 6th Grade teacher

Tips for success

• Take a few moments <u>away</u> from students' homes to write down a quick summary of the visit.

Resources

Edutopia: This 6-minute video showcases how a struggling school in Sacramento improved student achievement and developed lasting partnerships with parents by establishing a home visit program.

About the Authors

Dr. Gisela Ernst-Slavit

Dr. Gisela Ernst-Slavit is a professor and associate dean in the College of Education at Washington State University Vancouver. She investigates second language development, academic language pedagogy, and language teacher education using ethnographic and sociolinguistic perspectives. In addition to being the author of many research and practitioner articles, she is coauthor or coeditor of nine books.  Her most recent work includes a 7-book series, Academic Language in Diverse Classrooms, co-edited with Margo Gottlieb and published by Corwin. Dr. Ernst-Slavit is a native of Peru who grew up speaking Spanish and German at home and English in school.

Michele R. Mason

Michele R. Mason obtained her Ph.D. Degree in Language, Literacy, and Technology with an emphasis on English language learners from Washington State University Vancouver.  Her research interests were ESL pedagogy and the role of classroom discourse in L2 development. Sadly, Dr. Mason passed away in 2012.

References: 

Freire, P. (1998). Teachers as Cultural Workers. Boulder, CO: Westview Press.
Nieto, S.(2009). From surviving to thriving. Educational Leadership, 66(5), pp. 8-13.

3 minutes, vs. 3 years

Wisdom from Kevin Eikenberry: 

I’m a big believer in the power of relationships in leading others more effectively. After all, would you rather (and are you more likely to) follow someone you know and like, or someone you don’t?
In part because of this belief, I have often used an exercise at the start of leadership training that I call “Something in Common.” One stage of that exercise involves two people who have just met working to find something they have in common that is unusual, distinct or really interesting – and they have 2-3 minutes to do that.
After the exercise is over, the partners have shared with the group their “unusual commonalities,” and we debrief the exercise. Several years ago someone said (and others have said similar things since then) “In some ways I feel like I know this person more than some people I have worked with for 3 years.”
3 minutes, vs. 3 years.
While that person’s comment isn’t likely literally true, it points to something incredibly important to us as leaders:

1. We are super busy
2. Building relationships is important
3. Building relationships doesn’t have to take very much time (at a time).

In three minutes, participants don’t know people’s life story, but they do learn some important things – about things that matter to the other person. And while they haven’t built a friendship in three minutes, they have made a connection.
Having watched many groups after facilitating this exercise I can tell you these connections grow during the training, and this three minutes has led to many significant ongoing business relationships – all starting from three minutes.
So what can you do as a busy leader to invest in building relationships, even with small amounts of time?
Learn about an interest or passion.
If you already know they love knitting, the TV show Pawn Stars or Texas A&M, ask them about their latest project, the latest episode, or the upcoming game. If you don’t know, keep your ears and eyes open. What are they talking about with others? What do you see in their workspace? Use those clues to discover their interests and passions.
Of course, you could also ask about their interests, which would be a very good idea.
Search for a connection.
Maybe you hate knitting and all crafts, have never seen Pawn Stars and are a Texas fan (A&M’s big rival). It doesn’t matter. Read up on Pawn Stars or watch an episode, or even ask what it is they love about their passion. When you find out why they are passionate, chances are you have just built a connection and you might find a commonality you didn’t know existed.
Continue the Connection.
Once the connection is made, reinforce and extend it over time. Ask about the game. Ask to see pictures of the latest craft. Email them a link to something they would enjoy. Hand them a clipping from the paper. Continue the conversation. Doing this shows you are truly interested by taking the time to remember.
Obey the 3 second rule.
Sometimes leaders tell me they don’t go up and talk to one of their team members because they don’t know what to talk about. The 3 second rule applies here. Give yourself three seconds to walk up and start a conversation. If you wait any longer, you’ll either over-think it and screw it up or over-think it and never say anything at all. Don’t worry about what to say – just say something. Chances are they will be glad you started and pleased that “the boss” took the time to connect.
Smile.
It is simple, easy and you know how to do it. It is the single most effective way to build a connection with another person. And unfortunately you can still stand out by doing it more often. Oh, and your smile (especially as a leader) is contagious. Build connections and create a positive environment in one action.
Go ahead.
Smile.
Encourage them.
A smile is a start, and an encouraging and supportive word goes further. Show people you see their progress. Let them know you appreciate what they are doing and how it is making a difference. This can be for big things, or little things too.
Thank them.
Your mom taught you. Say thank you. Do it more often, you are probably out of the habit.
There are hundreds of other ways to do this, questions you can ask, and more. Your guiding principle should be completely altruistic and focused on the other person. In the end this isn’t about technique, it is about your intention.
Remember that as the leader people want to have a relationship and connection with you – when you make it a point to build that connection in small and large ways, good things will happen for both of you personally and professionally.
Hopefully now you see that it doesn’t have to take much time to nurture that relationship if you do it regularly.
It doesn’t take much time, at a time, but the investment will pay for itself over and over and over.

50 Multicultural Books Every Child Should Read

This list of must-have multicultural books was originally compiled by the Cooperative Children's Book Center, School of Education, University of Wisconsin-Madison, and is reprinted here with their permission.

 

Preschool

• What a Wonderful World by George David Weiss and Bob Thiele, illustrated by Ashley Bryan. Atheneum, 1995. (Multi-ethnic)
• One Afternoon by Yumi Heo. Scholastic, 1998. (Asian Pacific American)
• Grandmother's Nursery Rhymes/Las Nanas de Abuelita by Nelly Palacio Jaramillo, illustrated by Elivia. Henry Holt, 1996. (Latino)
• Margaret and Margarita/Margarita y Margaret by Lynn Reiser. Rayo, 1996. (Latino)
• Baby Says by John Steptoe. Mulberry Books, 1992 (African American)
• I Love My Hair! by Natasha Anastasia Tarpley, illustrated by E. B. Lewis. Little Brown Young Readers, 2001. (African American)
• Baby Rattlesnake by Te Ata, illustrated by Mira Reisberg. Children's Book Press, 2006. (American Indian)
• You Are My Perfect Baby by Johce Carol Thomas, illustrated by Nneka Bennett. HarperFestival, 1999. (African American)
• Round Is a Mooncake: A Book of Shapes by Roseanne Thong, illustrated by Grace Lin. Chronicle Books, 2000. (Asian Pacific American)
• Where Did You Get Your Moccasins? by Bernelda Wheeler, illustrated by Herman Bekkering. Peguis Publishers, 1992. (American Indian)
• More, More, More, Said the Baby: Three Love Stories by Vera B. Williams. HarperCollins, 1996. (Multi-ethnic)
• Do You Know What I'll Do? by Charlotte Zolotow, illustrated by Javaka Steptoe. HarperCollins, 2000. (African American)

Ages 5-7

• Drumbeat... Heartbeat: A Celebration of the Powwow by Susan Braine. Lerner Publishing Group, 1995. (American Indian)
• Grandfather Counts by Andrea Cheng, illustrated by Ange Zhang. Lee & Low Books , 2003. (Asian Pacific American)
• Halmoni and the Picnic by Sook Nyul Choi, illustrated by Karen Dugan. Houghton Mifflin Books for Children, 1993. (Asian Pacific American)
• Hairs/Pelitos by Sandra Cisneros, illustrated by Terry Ybáñez. Dragonfly Books, 1997. (Latino)
• Abuela by Arthur Dorros, illustrated by Elisa Kleven. Puffin, 1997.(Latino)
• Honey, I Love and Other Poems by Eloise Greenfield, illustrated by Leo and Diane Dillon. HarperCollins, 1986. (African American)
• The Good Luck Cat by Joy Harjo, illustrated by Paul Lee. Harcourt Children's Books, 2000. (American Indian)
• Celebrating Families by Rosemarie Hausherr. Scholastic, 1997. (Multi-ethnic)
• Mirandy and Brother Wind by Patricia McKissack, illustrated by Jerry Pinkney. Dragonfly Books, 1997. (African American)
• Shades of Black: A Celebration of Our Children by Sandra L. Pinkney, photographs by Myles C. Pinkney. Scholastic, 2000. (African American)
• Giving Thanks: A Native American Good Morning Message by Jake Swamp, illustrated by Erwin Printup, Jr. Lee & Low Books, 1997. (American Indian)
• Morning on the Lake by Jean Bourdeau Waboose, illustrated by Karen Reczuch. Kids Can Press, 1999. (American Indian)

Ages 7-9

• My Name Is Maria Isabel by Alma Flor Ada. Aladdin, 1995. (Latino)
• From the Bellybutton of the Moon, and Other Summer Poems/Del Ombligo de la Luna, y Otros Poemas de Verano by Francisco X. Alarcon, illustrated by Maya Christina Gonzalez. Children's Book Press, 2005. (Latino)
• Golden Tales: Myths, Legends and Folktales from Latin America by Lulu Delacre. Scholastic en Español, 2001. (Latino)
• The People Could Fly: American Black Folktales by Virginia Hamilton, illustrated by Leo and Diane Dillon. Knopf Books for Young Readers, 2009. (African American)
• Maples in the Mist: Poems for Children from the Tang Dynasty by Minfong Ho, illustrated by Jean and Mou-sien Tseng. Lothrop, 1996. (Asian Pacific)
• John Henry by Julius Lester, illustrated by Jerry Pinkney. Puffin, 1999. (African American)
• Baseball Saved Us by Ken Mochizuki, illustrated by Dom Lee. Lee & Low Books, 1995. (Asian Pacific American)
• Wings by Christopher Myers. Scholastic, 2000. (African American)
• The People Shall Continue by Simon Ortiz, illustrated by Sharol Graves. Children's Book Press, 1994. (American Indian)
• Tar Beach by Faith Ringgold. Dragonfly Books, 1996. (African American)
• What's the Most Beautiful Thing You Know about Horses? by Richard Van Camp, illustrated by George Littlechild. Children's Book Press, 2003. (American Indian)
• Justin and the Best Biscuits in the World by Mildred Pitts Walter. Yearling, 1990. (African American)

Ages 9-12

• Through My Eyes by Ruby Bridges. Scholastic, 1999. (African American)
• Native American Animal Stories by Joseph Bruchac. Fulcrum Publishing, 1992. (American Indian)
• Bud, Not Buddy by Christopher Paul Curtis. Laurel Leaf, 2004. (African American)
• The Birchbark House by Louise Erdrich. Hyperion, 2002. (American Indian)
• The Journey: Japanese Americans, Racism, and Renewal by Sheila Hamanaka. Scholastic, 1995. (Asian Pacific American)
• Oh, Freedom! Kids Talk About the Civil Rights Movement With the People Who Made It Happen by Casey King and Linda Barrett Osborne. Knopf, 1999 (Multi-ethnic)
• Family Pictures/Cuadros de Familia by Carmen Lomas Garza. Children's Book Press, 2005. (Latino)
• Now Is Your Time! The African-American Struggle for Freedom by Walter Dean Myers. Amistad, 1992. (African American)
• The Tree Is Older Than You Are: A Bilingual Gathering of Poems and Stories from Mexico by Naomi Shihab Nye, with paintings by Mexican artists. Simon & Schuster, 1998. (Latino)
• Esperanza Rising by Pam Munoz Ryan. Scholastic, 2002. (Latino)
• Quilted Landscape: Conversations with Young Immigrants by Yale Strom. Simon & Schuster Children' Publishing, 1996. (Multi-ethnic)
• Roll of Thunder, Hear My Cry by Mildred D. Taylor. Puffin, 1997. (African American)
• The Rainbow People by Lawrence Yep, illustrated by David Wiesner. HarperCollins, 1992. (Asian Pacific American)
• The Friends by Kazumi Yumoto. Farrar, Straus and Giroux, 2005. (Asian Pacific)

When Labels Don't Fit

http://www.pewhispanic.org/2012/04/04/when-labels-dont-fit-hispanics-and-their-views-of-identity/

This is an important article for all Esperanza stakeholders.  Rather than posting the whole article because it is fairly long, I am sharing the link. 

Bilingual education has spillover effect

Sep 10, 2013

 

Bilingual education programs have a large spillover effect on the students they're not designed for, according to a study co-authored by Michigan State University scholar Scott Imberman. Credit: Michigan State University

Read more at: http://phys.org/news/2013-09-bilingual-spillover-effect.html#jCp

THE KING AND THE BEES

I have been reading a book  Fifty Famous People by James Baldwin.  I really liked this story and the message that I highlighted. 

THE KING AND THE BEES


One day King Solomon was sitting on his throne, and his great men were
standing around him.
Suddenly the door was thrown open and the Queen of Sheba came in.
"O King," she said, "in my own country, far, far away, I have heard
much about your power and glory, but much more about your wisdom. Men
have told me that there is no riddle so cunning that you can not solve
it. Is this true?"
[Illustration]
"It is as you say, O Queen," answered Solomon.
"Well, I have here a puzzle which I think will test your wisdom. Shall
I show it to you?"
"Most certainly, O Queen."
Then she held up in each hand a beautiful wreath of flowers. The
wreaths were so nearly alike that none of those who were with the king
could point out any difference.
"One of these wreaths." said the queen, "is made of flowers plucked
from your garden. The other is made of artificial flowers, shaped and
colored by a skillful artist. Now, tell me, O King, which is the true,
and which is the false?"
The king, for once, was puzzled. He stroked his chin. He looked at the
wreaths from every side. He frowned. He bit his lips.
"Which is the true?" the queen again asked.
Still the king did not answer.
"I have heard that you are the wisest man in the world," she said,
"and surely this simple thing ought not to puzzle you."
The king moved uneasily on his golden throne. His officers and great
men shook their heads. Some would have smiled, if they had dared.
"Look at the flowers carefully," said the queen, "and let us have your
answer."
Then the king remembered something. He remembered that close by his
window there was a climbing vine filled with beautiful sweet flowers.
He remembered that he had seen many bees flying among these flowers
and gathering honey from them.
So he said, "Open the window!"
It was opened. The queen was standing quite near to it with the two
wreaths still in her hands. All eyes were turned to see why the king
had said, "Open the window."
The next moment two bees flew eagerly in. Then came another and
another. All flew to the flowers in the queen's right hand. Not one of
the bees so much as looked at those in her left hand.
"O Queen of Sheba, the bees have given you my answer," then said
Solomon.
And the queen said, "You are wise, King Solomon. You gather knowledge
from the little things which common men pass by unnoticed."
King Solomon lived three thousand years ago. He built a great temple
in Jerusalem, and was famous for his wisdom.

Food Cravings

When we are teaching children (and their families) about healthy eating, this would be great to include!

A Matter of Persepective

MACHISMO

 

 

Anglo-American Interpretation                                 Latino Interpretation

 

 

  loud                                                                            fervent

  arrogant                                                                      confident

  swaggering                                                                 energetic

  violent                                                                        physically strong

  aggressive                                                                   assertive

  opinionated                                                                 determined

  physical                                                                       passionate

 

 

 

 

From  Latino Folklore and Culture by Ellyn Sanna

Library Card Sign-Up Month

Get it, Use it, Love it! Library Card Sign-Up Month

Library cards are promoted during the month of September. Show your students how to get one, the great ways to use one, and the joy of having one!

By Bethany Stagliano

Posted September 04, 2013

What is one of the most important school supplies that children of all ages should have? A library card! And once they have one, their learning possibilities are endless!

Get It

As a teacher, you probably already have a library card. Your goal now is to get all of your students (and their parents!) to obtain their very own library card. Most libraries do not allow teachers to get library cards for the children in their class. Therefore, it's imperative give parents this important task for homework. Inform parents about the process, and just how easy it is:

• Fill out an application at your local library (give parents exact addresses of the libraries in your area), or fill out an application online if available.

• Most likely a photo identification or proof of address will be needed to obtain a card.

• Allow each child to have his very own library card. Libraries do allow children to get their own cards with parental permission.

• Set up e-mail notifications so the library can send messages when borrowed materials are overdue, when it's time to renew, and other important library information.

Use It

Libraries have much more than just tons and tons of books! Besides using books for reading and research, share these additional ways that the library can be advantageous:

• Use a computer to browse the Internet, perform research, or write a paper.
• Do you have a device, such as a kindle, nook, or iPad? Download e-books for free!
• No Internet access at home? Bring your own computer and use the free Wi-Fi.
• Let the librarian recommend a good book that suits your tastes.
• Many libraries offer homework help after school.
• Too hot in your house, or too cold? Go to the library, curl up with a good book, and take advantage of their air conditioning or heating.
• No need to pay to rent a movie anymore, libraries have the latest blockbusters ready to borrow—at no charge! 

Love It

When children begin to explore their library, they will find that programs and activities offered will exceed their expectations. Encourage your students to visit their library to participate in events such as:

• Take part in a kid and teen book club.
• Get your game on at Game Night (and play chess, checkers, UNO, and more)
• Watch a movie screening of a latest hit.
• Love animals? Read to a dog!
• Join an active group, such as the Teen Advisory Board.
• Volunteer as a tutor, and teach younger children how to read.
• Get your hands dirty and plant seeds in your library's community garden.
• Check the library's calendar for special events, such as concerts, special guest appearances, and more. 

Activity Ideas

• A library card is a passport to learning. Have students create a specialized library card showcasing the people, places, and things they have learned at the library.
  
• Your local library will be more than happy to take your class on a tour of the library, showing off all the great things they have to offer!

• Be a librarian for a day. Ask your library to participate, and let pupils shadow the librarian. Or, set up a mock library in your classroom.

• If I was Book... Oh the Places I'd Go! Assign your learners  this fun project. Write a paper or create a project from the point of view of a library book. Who borrows them? Where do they go? What happens along the way?

• Does your library need a little sprucing up? Offer up your pupils to come in and hang up artwork, build fun Lego creations to exhibit, and more.

When children have a library card and take advantage of all that their library has to offer, their academic success is often high. It also sets up the opportunity for quality family time. Encourage your pupils to not only get a library card, but to love their library!

Promoting Creativity

30 Things You Can Do To Promote Creativity in Your Classroom

Posted by Miriam Clifford on Monday, November 26, 2012 ·  

The concept of teaching creativity has been around for quite some time.
Academics such as E. Paul Torrance, dedicated an entire lifetime to the advancement of creativity in education. Torrance faced much opposition in his day about the nature of creativity. Creativity was considered to be an immeasurable, natural ability. Torrance called for explicit teaching of creativity. He advocated that it was skill-specific, requiring intentional instruction. His life’s work ultimately led to the development of the Torrance tests and gifted programs throughout the world.
In recent times, there has been a shift towards the increased acceptance of valuing creativity for all learners. A 2003 TED talk by Sir Ken Robinson discussing this subject reached over 5 million viewers. It discusses how our current school systems suppress creativity. He proposes that our current model leaves little room for divergent thinking.

Much of the blame for a lack of creativity, and therefore innovation, can be traced to our traditional educational systems.

It relies on teaching to the correct answer. An innovative thinking model is needed. Robinson recently tweeted an article about a new study that suggested 80% of educators surveyed preferred creativity to be included as part of learning standards.
In the same way, David Hughes, founder of Decision Labs and professor at UNC Chapel Hill, argues that innovation is an essential skill for our global economy. In talking about creativity in schools he says, much of the blame for a lack of creativity, and therefore innovation, can be traced to our traditional educational systems.

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Most of the practice of creative methods is being done outside the traditional educational institutions by consulting firms and by persons in companies who have been trained in creative problem solving methods. In universities not much has changed since 1950, when the distinguished psychologist J. P. Guilford in his inaugural address as president of the American Psychological Association stated that education’s neglect of the subject of creativity was appalling.
Adding to this sequence of events is the fact that textbooks are at least three years out of date when they are published and . . . educational systems were the slowest adopters of innovation. Thus, we see that educational institutions need a strong dose of creative problem solving.
What are some ways then as educators that we foster creativity in our classrooms?

1. Embrace creativity as part of learning. Create a classroom that recognizes creativity. You may want to design awards or bulletin boards to showcase different ways of solving a problem, or creative solutions to a real world scenario.
2. Use the most effective strategies. Torrance performed an extensive meta-analysis that considered the most effective ways to teach creativity. He found that the most successful approaches used creative arts, media-oriented programs, or relied on the Osborn-Parnes training program. Programs that incorporated cognitive and emotional functioning were the most successful.
3. Think of creativity as a skill. Much like resourcefulness and inventiveness it is less a trait and more a proficiency that can be taught. If we see it this way, our job as educators becomes to find ways to encourage its use and break it down into smaller skill sets. Psychologists tend to think of creativity as Big-C and Little C. Big C drives big societal ideas, like the Civil Rights movement or a new literary style. Little C is more of a working model of creativity that solves everyday problems. Both concepts can be included in our classrooms.
4. Participate in or create a program to develop creative skills. Programs like Odyssey of the Mind and Thinkquest bring together students from around the world to design creative solutions and bring them to competition.
5. Use emotional connections. Research suggests that the best creativity instruction ties in the emotions of the learner. In the “Odyssey angels” program students can devise a solution to help their local community, such as helping homeless youth. This topic is worthy of more discussion by itself. A blog postby fellow blogger Julie DeNeen gives some valuable information about this type of teaching.
   

   Research suggests that the best creativity instruction ties in the emotions of the learner.

6. Use a creativity model. The Osborne-Parnes model is oldest, widely accepted model. It is often used in education and business improvement. Each step involves a divergent thinking pattern to challenge ideas, and then convergent thinking to narrow down exploration. It has six steps:
   • Mess-finding. Identify a goal or objective.
   • Fact-finding. Gathering data.
   • Problem-finding. Clarifying the problem
   • Idea-finding. Generating ideas
   • Solution-finding. Strengthening & evaluating ideas
   • Acceptance-finding. Plan of action for Implementing ideas
7. Consider how classroom assignments use divergent and convergent thinking. Standardized tests do a great job of measuring convergent thinking that includes analytical thinking or logical answers with one correct response. Divergent thinking considers how a learner can use different ways to approach a problem. It requires using association and multiplicity of thought. We should design assingments that consider both types of thinking models.
8. Creativity flourishes in a “congenial environment”. Creative thinking needs to be shared and validated by others in a socially supportive atmosphere. Researcher Csikszentmihalyi (1996) coined this term, to explain the importance of reception from others. Others consider how to create communities that foster social creativity to solve problems.
9. Be aware during discussions. You know that student who often asks the question that goes a bit outside the lecture? Well, engage him. Once a week, intentionally address those questions. Write them down on an assigned space in the board to go back to later. Validate their creativity.
10. See creativity in a positive light. In his blog in Psychology Today, Eric Jaffe talks about research that suggests see creativity in a negative light. If we are teaching to creativity, we need to embrace it too. Reward students for thinking of problems in varied ways by recognizing their efforts.
11. Try the Incubation Model. E. Paul Torrance designed this model. It involves 3 stages:
    1. Heightening Anticipation: Make connections between the classroom and student’s real lives. “Create the desire to know”.
    2. Deepen Expectations: Engage the curriculum in new ways. Brainstorm and create opportunities to solve a novel problem.
    3. Keep it going: Continue the thinking beyond the lesson or classroom. Find ways to extend learning opportunities at home or even the community.
12. Use a cultural artifact. Research from experimental social psychology finds that artifacts can enhance insight problem solving. Consider using an ordinary object, such as a light bulb used in the study or a historical artifact to have students think about living in a particular time period.
13. Establish expressive freedom. The classroom environment must be a place where students feel safe to share novel ideas. Allow for flexibility and create norms that foster creative approaches.
14. Be familiar with standards. Knowing the standards inside and out helps find creative solutions in approaching a lesson. Teachers can adapt them and work within the current framework. Some topics allow for flexibility and use of creative approaches.
15. Gather outside resources. There are some great resources to read related to creativity. The University of Georgia, provides an array of amazing resources related to how to foster creativity in practical ways. It also gives a list of programs and organizations that can help with the process.
16. Allow room for mistakes. Sir Ken Robinson said it best when he said, “If you’re not prepared to be wrong, you’ll never come up with anything original.”
17. Allow space for creativity. Design some classroom space for exploration, such as a thinking table, a drama stage, a drawing table, or a space for groups to discuss ideas.
18. Give students time to ask questions. Organizations such as CCE (Creativity, Culture, Education) suggest teachers incorporate opportunities for students to ask questions. Intentionally design lessons that allow for wondering and exploration.
19. Creativity builds confidence. Students take ownership of their own learning. Think of ways where students might design a project. For instance, for the history requirement, I suggested students of both fifth grade classes create an exhibition of their final projects. The students were so proud of their final work and learned from others presentations. Parents and community members were happy to see students take ownership of their learning.
20. Encourage curiosity.Consider what is important to students. Student interest are a great place to start on what drives their own thinking tank. Find inspiration from their world. Creativity is intrinsic in nature. Try to step into their viewpoint to find what motivates them.
    

    Student interest are a great place to start on what drives their own thinking tank. Find inspiration from their world.

21. Structure is essential. Studies, such as a meta-analysis by Torrance suggest that creativity instruction is best with clear structure. For instance, consider the guidelines of the standard curriculum objectives and add these to the design. For example, reading considers communication, comprehension, listening, writing and reading.
22. Observe a working model of creativity. Visit a creative classroom or watch a video about how a creative classroom works. The “Case for Creativity in School” is an excellent video that educators can watch to see how creativity might play out in a classroom. This school adopted a school-wide approach to recognize students.
23. Consider the work of current experts in the field. Sir Ken Robinson is an internationally renowed creativity and innovation expert. His work is used to meet global challenges, renovating education, business, and government organizations to implement his strategies. His books and TED talks are great places to generate teaching ideas.
24. Explore different cultures. Culture is an excellent vehicle for inspiring creative thinking. In Thinking Hats & Coloured Turbans Dr. Kirpal Singh discusses how cultural contexts are central to creative endeavors. You can discuss how collaboration between cultures, such as in the space program, produces unique, novel ideas.
25. Find ways to incorporate and integrate art, music and culture. A recent report prepared for the European commission considered that creativity is a central force that shapes our culture. With the changing times we live in, the report suggested that society is enriched by cultural-based creativity.
26. Use a collaborative creative thinking model to solve classroom problems. For instance, read a paragraph and then have groups discuss a list of questions. Collaborative problem solving is catching on quickly. In fact, many business schools have implemented creative thinking models into their curriculum.
27. Design multidisciplinary lessons when possible. When teaching geometry, I designed a lesson called, “Geometry through Art”. It included works of Art to show fifth graders their application to everyday geometric concepts. The result was astounding. I never thought that the subject matter would be so successful. I designed an entire unit that focused on how different concepts rely on geometry. I even asked the Art teacher to help reinforce those concepts in class.
28. Tapping into multiple intelligences is key. Creativity requires us to use different parts of our brain. We often bridge connections between seemingly unrelated areas to make new concepts emerge. Allow students to use their strengths to find new ways of approaching a topic or solving a problem. You might be surprised with what they come up with.
29. Understand that creativity is important to students’ future in the job market. Paul Collard for Creative Partnerships, discusses how 60% of English students will work in jobs that are not yet created. In today’s market, students must largely be innovative and create their own jobs. Collard suggests teachers focus on teaching particular skills or set of behaviors, rather than preparing students for specific careers.
30. Teach creative skills explicitly. According to Collard, “Creative skills aren’t just about good ideas, they are about having the skills to make good ideas happen.” He suggests creative skills should include 5 major areas:
    • Imagination
    • Being disciplined or self-motivated.
    • Resiliency
    • Collaboration
    • Giving responsibility to students. Have them develop their own projects.

In a recent article, What Would Dr. E. Paul Torrance Do?: A Legacy for Creative Education, the author considers what lies in the future of creativity in our schools?
Retired professor Berenice Bleedorn says we should continue his legacy of sharing information and practice “the art of creative thinking”. We must continue to advocate for its use and move against the current or as Torrance himself called them, “the powers that be”. After all, teachers are the real driving force behind the creative thinking in our schools.
If our schools are lagging behind, we must be the creative minds that urge our students to be curious and seek new answers.

About Miriam Clifford

Miriam Clifford holds a Masters in Teaching from City University and a Bachelor in Science from Cornell. She loves research and is passionate about education. She is a foodie and on her time off enjoys cooking and gardening. You can find her

Alternatives to Traditional Homework

Thanks to Claudia Redd for sharing this on FB:

Best Ways to Study

From Scientific American

Rating the Best Ways to Study

• Some study methods work in many different situations and across topics, boosting test performance and long-term retention. Learning how to learn can have lifelong benefits.
• Self-testing and spreading out study sessions—so-called distributed practice—are excellent ways to improve learning. They are efficient, easy to use and effective.
• Underlining and rereading, two methods that many students use, are ineffective and can be time-consuming.
• Other learning techniques need further testing and evaluation. In the meantime, students and teachers can put proved study methods to use in classrooms and at home.

The Science of Success

How we can all achieve our goals

by Heidi Grant Halvorson, Ph.D.

The Trouble With Bright Girls

For women, ability doesn’t always lead to confidence. Here’s why.

Published on January 27, 2011 by Heidi Grant Halvorson, Ph.D. in The Science of Success

Successful women know only too well that in any male-dominated profession, we often find ourselves at a distinct disadvantage.   We are routinely underestimated, underutilized, and even underpaid.  Studies show that women need to perform at extraordinarily high levels, just to appear moderately competent compared to our male coworkers.

But in my experience, smart and talented women rarely realize that one of the toughest hurdles they'll have to overcome to be successful lies within.  We judge our own abilities not only more harshly, but fundamentally differently, than men do.   Understanding why we do it is the first step to righting a terrible wrong.  And to do that, we need to take a step back in time.

Chances are good that if you are a successful professional today, you were a pretty bright fifth grade girl.  My graduate advisor, psychologist Carol Dweck (author of Mindset) conducted a series of studies in the 1980s, looking at how bright girls and boys in the fifth grade handled new, difficult and confusing material.

She found that bright girls, when given something to learn that was particularly foreign or complex, were quick to give up - and the higher the girls' IQ, the more likely they were to throw in the towel.  In fact, the straight-A girls showed the most helpless responses.  Bright boys, on the other hand, saw the difficult material as a challenge, and found it energizing.  They were more likely to redouble their efforts, rather than giving up.
 

Why does this happen?  What makes smart girls more vulnerable, and less confident, when they should be the most confident kids in the room?  At the 5^th grade level, girls routinely outperform boys in every subject, including math and science.  So there were no differences between these boys and girls in ability, nor in past history of success.   The only difference was how bright boys and girls interpreted difficulty - what it meant to them when material seemed hard to learn.  Bright girls were much quicker to doubt their ability, to lose confidence, and to become less effective learners as a result.
Researchers have uncovered the reason for this difference in how difficulty is interpreted, and it is simply this:  more often than not, bright girls believe that their abilities are innate and unchangeable, while bright boys believe that they can develop ability through effort and practice.

How do girls and boys develop these different views?  Most likely, it has to do with the kinds of feedback we get from parents and teachers as young children.  Girls, who develop self-control earlier and are better able to follow instructions, are often praised for their "goodness."  When we do well in school, we are told that we are "so smart," "so clever, " or " such a good student."  This kind of praise implies that traits like smartness, cleverness, and goodness are qualities you either have or you don't.
Boys, on the other hand, are a handful.  Just trying to get boys to sit still and pay attention is a real challenge for any parent or teacher.  As a result, boys are given a lot more feedback that emphasizes effort (e.g., "If you would just pay attention you could learn this," "If you would just try a little harder you could get it right.")  The net result: when learning something new is truly difficult, girls take it as sign that they aren't "good" and "smart", and boys take it as a sign to pay attention and try harder.

We continue to carry these beliefs, often unconsciously, around with us throughout our lives.  And because bright girls are particularly likely to see their abilities as innate and unchangeable, they grow up to be women who are far too hard on themselves - women who will prematurely conclude that they don't have what it takes to succeed in a particular arena, and give up way too soon.

Even if every external disadvantage to a woman's rising to the top of an organization is removed - every inequality of opportunity, every chauvinistic stereotype, all the challenges we face balancing work and family - we would still have to deal with the fact that through our mistaken beliefs about our abilities, we may be our own worst enemy.

How often have you found yourself avoiding challenges and playing it safe, sticking to goals you knew would be easy for you to reach?  Are there things you decided long ago that you could never be good at?  Skills you believed you would never possess?  If the list is a long one, you were probably one of the Bright Girls  - and your belief that you are "stuck" being exactly as you are has done more to determine the course of your life than you probably ever imagined.  Which would be fine, if your abilities were innate and unchangeable.  Only they're not.

No matter the ability - whether it's intelligence, creativity, self-control, charm, or athleticism - studies show them to be profoundly malleable.  When it comes to mastering any skill, your experience, effort, and persistence matter a lot.    So if you were a Bright Girl, it's time to toss out your (mistaken) belief about how ability works, embrace the fact that you can always improve, and reclaim the confidence to tackle any challenge that you lost so long ago.

Succeed: How We Can Reach Our Goals is available wherever books are sold.  Please follow me on Twitter @hghalvorson