Creating a Positive
Ten Ways to Make a Newcomer Feel Comfortable in Your Classroom or Program
By Tobi Kibel Piatek | Monday, September 1st, 2008
A new school year is beginning. Every year, children and families come to Oregon from around the country and around the world. For some kids, this means not only a new classroom, but a new school, and for some, a new state, even a new country and a new language. It can’t be easy to be in a new place surrounded by unfamiliar faces, rules and expectations. The climate is different, the rules have changed, and even the way people speak is new.
To start year off right, for newcomers (whether from around the block or around the globe) are ten things that teachers and mentors can do to help newcomers feel at home:
1. Help orient newcomers to their new school (or program) with a complete tour.
2. Make sure they have a buddy for recess, lunch, bus, etc. If possible, extend the buddy system to include an older native speaker (6th grader, HSer, adult) to chat, read, help with homework.
3. Invite newcomers to tell their story - either to you or the class.
4. Draw and present a picture or share photographs of their former home. Invite the newcomer to include pictures of family, pets and favorite places.
5. As the class learns about the place the newcomer is from, compare details such as climate, language, school clothes, etc.
6. Invite non-English speakers to help label classroom items in room in their native language(s). You might provide 3×5 or sticky notes to hang around the room. For example, the door will have labels saying puerto, and whatever other language is found in the room.
7. Hang flags from native countries that represent the school population.
8. Have multi - lingual welcome signs to welcome families and students.
9. Schedule culture days – opportunities for students to explore different cultures, read books, view movies, hear music, taste food, share pictures from their original homes.
10. Provide multi-lingual books and books that take place in other states and countries to read during quiet reading. Encourage student to maintain 1st language reading skills.
One more thing, teachers - allow newcomer to “checkout” for a bit, especially if they are immersed in a new language. A card with green on one side and red on the other let’s the student flip it to red when they need a break. Experience shows that this prevents students from hiding in the bathroom for a brain break.
Thanks to Ms. Sooper, English Language Development teacher from the North Clackamas School District for these ideas.
Topics: BACK TO SCHOOL, Creating a Positive, Culturally Competent | No Comments »
Introducing Laurie Thurston – and Ideas for Starting the School Year Right
By Tobi Kibel Piatek | Friday, August 29th, 2008
I met Laurie Thurston at the Annual Conference of the Oregon Chapter of the National Association of Multicultural Education this spring. (Note: There is another conference coming up in November.) Laurie was presenting, and I was in the audience - dazzled by her energy, her passion and her incredible ideas about how teachers can work effectively with kids at risk.
We’ve gotten to know each other this summer, and I’ve asked her if I may include some of the ideas that she is currently developing into a book, in this blog. I know that you will find her thoughts about working with kids (and families) in poverty and in crisis as useful and compelling as I do. I think her ideas are the perfect way to start off the new school year – for teachers, and for mentors.
First, a little about Laurie, in her own words.
“For 20 years I’ve worked with kids identified as “at risk”, the last 17 of those in a large (1700 students, grades 9-12), comprehensive public high school just outside of Rochester, New York. It was here that I ran the Alternative Education Program, which later came to be called Crossroads. And it was here that I learned how to teach because my students taught me so well. They taught me how to listen and suspend judgment, how to respect their families and be a mentor, how to model what I taught and how to create classroom community. Most importantly, however, they taught me that I’d never be able to teach them until – first – I was able to reach them.
Today, I live in Portland and work with the Oregon Small Schools Initiative. As a school coach, I assist teachers and principals in developing the school and classroom communities conducive to connecting with kids. Our goal? To close the achievement gap by ensuring equitable practices in order to make a difference in kids’ education and lives. It’s because of these experiences that I’m sharing what I’ve learned (and am still learning) about reaching kids in crisis: those who’ve grown up in the context of poverty, who don’t ‘fit’ within the complex social hierarchy that thrives within the traditional public school system, and who don’t understand why they should even consider graduation when “no one in my family finished school.” It’s for these kids that I want to help you work smarter - because each one of them matters.”
Over the next few weeks, and throughout the school year, this blog will focus on several issues that my learning leads me to believe are the keys to helping build the relationships that keep kids at risk in school. These are the ideas included in this course, and they parallel Laurie’s ideas as well.
So watch this blog for ideas, information and strategies that YOU can use – in your classroom, your program and your organization to make a difference in the lives of kids. Laurie believes that if all teachers started by connecting to their kids – all of their kids – discovering what makes them tick, uncovering what fears are holding them back while sharing their own passions and goals in order to reveal how alike we all are – everyone would benefit. So that ‘s where we will begin - by talking about the things that you can do get to know who your kids really are … and their families and community too. And, we will consider lots of ways to create a classroom/program community where EVERYONE feels welcome, comfortable and able to learn.
Come to the blog often – and please share your comments, your ideas and your experiences. That’s how we can all work together to create the best school year yet.
Topics: BACK TO SCHOOL, Creating a Positive | No Comments »
At the Minority Affairs Conference
By Tobi Kibel Piatek | Tuesday, August 26th, 2008
The Minority Affairs Conference was held this year on Aug 12 and 13 at KahNeeta. This conference is an annual event for educators (mostly teachers attended this year) who work with minority students. This summer, people came from all around the state to learn from one another and be inspired by experts in the field of equity, teaching and learning and social justice. Click here to learn more, and see a video about the conference
I attended the conference, and presented there too, with Patricia Martinez, former principal and Executive Director for the Oregon Council of Hispanic Advancement (OCHA). We offered two presentations of our talk, The Third R: Strong Relationships Help Keep Kids in School and Achieving. These were a great opportunity for both Patricia and I to share stories about how building relationships can make a difference with kids at risk of dropping out of school, and ALSO with coworkers, parents and members of the community. The stories we told, and the stories shared in the workshops illustrated the power of connecting with the people in our community, and the positive difference that even something as simple as a smile can make.
If you have stories about relationships – both good and bad – and how they affected your willingness to stay in school, your desire to teach or work with kids, or your sense of yourself, please share them on this blog. Experience and research shows that, for many of us, it’s the stories that we hear and read that inspire us to work harder to help kids (and they help us to understand ourselves better too.)
During our talks, Patricia listed several resources that teachers in the classroom, and mentors who work with culturally diverse kids can use to extend their learning about how to work with kids and families from diverse cultures. These are some of the suggestions.
If you attended the conference, and/or, if you have ideas for resources (books, speakers, websites, etc.) that teachers and mentors can use to learn more about subjects such as Cultural Competence, Social Justice and How to Bring Family and Community into the Schools and learning community, please add your ideas to the list by clicking the COMMENT button below.
Building Culturally Responsive Classrooms: A Guide for K-6 Teachers
By Concha Delgado-Gaitan
Published by Corwin Press, 2006
ISBN 141292619X, 9781412926195
166 pages
http://books.google.com/books?id=_aCWtZmBFSUC
Con Respeto: Bridging the Distances Between Culturally Diverse Families and Schools: An Ethnographic Portrait (Paperback) by Guadalupe Valdes
http://www.amazon.com/Con-Respeto-Distances-Culturally-Ethnographic/dp/0807735264
Alma Flor Ada (San Francisco State Univ)
http://www.almaflorada.com/
This website shows the collection of work by the extremely talented and prolific writer. There are books, resources and learning opportunities on the site.
Topics: Recommended Resources, Creating a Positive, Recommended reading | No Comments »
How to Make A Difference for Kids
By Tobi Kibel Piatek | Wednesday, May 21st, 2008
“To improve the golden moment of opportunity, and catch the good that is within our reach, is the great art of life.”
- Samuel Johnson
Because I believe wholeheartledly in the idea that kids will flourish in an atmosphere where we “catch them doing something right,” I am going to start adding information to this blog that I think will provide ideas and inspiration that anyone can use to improve relationships with kids.
The point is, of course, that kids who feel comfortable and accepted in school will not only want to stay there, but are likely to do better and learn more.
So, here are some simple ways to convey to your kids, that your classroom, mentor program, home or … is a place where they are safe, seen, valued and appreciated.
- Ask lots of questions, encourage thinking, and the expression of ideas and opinions. Accept all answers.
- Encourage kids (encourage everybody) to fall in love with something (develop a passionate interest.)
- Show your kids that you love to learn.
- Help kids feel confident and safe. Consider ways to ban humiliating and idea crushing statements from classroom and school vocabulary. (More about this in a separate blog to come.)
- Focus on individual kids so that you know what each one is doing and interested in.
- Convey, through speech and behavior that it is important to you that this kid succeeds.
- Remind kids that it most important that they like themselves.
- Never allow a kids to “lose face.”
- Smile.
Topics: Creating a Positive | No Comments »
15 Ways to Help Kids Build a Positive Self Image (and Increase Student Achievement as a Side Benefit)
By Tobi Kibel Piatek | Friday, May 16th, 2008
Whether in a classroom, an afterschool program, summer camp, or at home, creating an atmosphere in which everyone feels good about themselves will very likely result in a place where learning and good relationships can flourish.
These great ideas for building positive self image (adapted from Building Self Concept in the Classroom, an article by Pat Huggins, Northwest Clearinghouse for Gifted Education) will work as well with parents and community members, as they do with all of the kids in your classroom or program. Try them, and then, please share your thoughts and the responses you see from your kids and their families.
- Teach well. There is nothing more important for anyone, than believing and experiencing that he is able to learn.
- Help kids find an area that has challenge for them; one in which they can find success. Self-confidence is very much the result of having met and handled a series of challenging situations.
- Relate kids’ successes to a more central belief; i.e., academic ability. If a kid can see herself as capable of learning, or creating, or thinking well, you reinforce this central belief.
- Demonstrate caring and acceptance for all kids. The most important way we can show our interest is by truly listening.
- Use special notes, awards, certificates, etc., to make kids feel special. There are few self-concept building strategies more potent than taking the time to write a note to tell someone that you noticed a particularly good behavior, a sincere effort, a job well done, or that you simply just plain like him. Tape the note to his desk, or her notebook, and watch the expression when it is discovered.
- Give kids some responsibility. This can be a very effective way to demonstrate trust in the kid’s ability to handle the job.
- Remind kids to stop engaging in self-deprecation and start engaging in self-appreciation. Teaching kids to speak positively of themselves and others will go a long way toward improving self-concept.
- Teach kids to use inner speech to build their own self-esteem. Help them reverse the habit of negatively evaluating themselves and encourage them to believe in their inner worth.
- Make sure that kids understand that is acceptable to make mistakes, and to fail. The important thing is to try again.
- Teach kids not to allow put-downs and criticism to erode their self-esteem.
- Teach kids to nurture and support one another by increasing positive interactions. Encourage the development of a supportive community – a place where people are kind, work hard, and cooperate.
- Help kids learn to visualize themselves as self-confident and successful in the things that are important to them, and to affirm to themselves that images represent plausible goals.
- Create an environment where kids learn to accept and express their feelings openly, without fear of criticism or rejection. Allowing people to own personal feelings and reactions can have a powerful impact on self-esteem.
- Help parents and family members understand the tremendous impact they have on their child’s self-concept. Take all opportunities (at conferences, through your communications, etc.) to make parents aware of the direct relationship between self-concept and achievement.
- MODEL: The best way to teach kids to feel good about themselves is to provide a positive role model. Keep in mind that building self esteem is a tough job. Accept the times when you feel like you’ve failed, and forgive yourself – again and again.
Topics: Creating a Positive, How to Help | No Comments »
Things to Do: Three Activities to Build Self-Esteem
By Tobi Kibel Piatek | Friday, May 16th, 2008
Here are three ideas for things to do that will make it easier to create an atmosphere where kids feel comfortable, cared about, noticed and free to be themselves. These ideas will not only foster self-esteem and strengthen relationships with peers; they will also encourage creativity, cooperation, and fun.
Note: These ideas are especially relevant to Lesson 8 in the course, which focuses on Peer relationships.
Create a Mural: Tape a long sheet of butcher (or other) paper to a wall. Provide a variety of art materials (crayons, pens, tempera, pens, pastels, magazines to cut apart, old photos, old cards, scissors, glue, fabrics etc.) Have kids create a mural that depicts things they have in common, and things they do which are uniquely their own. This can include hobbies, pets, sports, family activities, travel, adventures, work, etc.) This mural offers opportunities for kids to use their talents learn about each other’s interests, cultures and families, and encourage cooperation and conversation.
All the News that Fits, We Print: Creating a class or project wide newspaper or eNews is a great way to provide an opportunity for kids to see their names and accomplishments in print. It also provides kids with ways to use a spectrum of abilities and tools. The newspaper can include articles and stories. It can feature kids’ achievements, histories, adventures, lists of favorites, etc. It can also include recognition for services and helping, accomplishments, and activities. One of the best aspects of this project is that newspaper production involves so many jobs. Each one is an opportunity to use a talent, learn a skill, or discover a new interest.
As kids work together to choose a name for their paper, decide on article ideas, conduct interviews, write and edit stories, take photos, create illustrations (or ads, or comics), put the news together (whether on paper or a computer screen), and share their product, everyone has lots of chances to work cooperatively, make new friends, and see a real life application for skills they learn in school. TIP: This is also a great opportunity to invite community members who work in media, or photography, to visit your kids and share what they know and do.
Teaching: Ask each kid to list a skill that he or she feels confident enough to teach another person. This may be a sport, a hobby, a song, a dish to cook, a joke, a dance, etc. Also, create a student list of things they would like to learn if someone in their group or class had the skill to teach them.
Topics: Creating a Positive, Resources for Teacher, Things to do, Resources for Mentor | No Comments »
“I feel happy in school when…”
By Lisa Pfister | Wednesday, April 9th, 2008
“I feel happy in school when…”
Responses given by 58 2nd graders to the above question:
Children’s Response Amount of students who chose this answer
| Because they teach me new things. | 1 |
| When I am at P.E. | 1,1,1,1,1,1,1 |
| When it is time to go home | 1,1 |
| When my teacher reads stories | 1 |
| When it is show-n-tell time | 1 |
| When I feel okay | 1 |
| When my counselor visits our class. | 1,1,1,1 |
| I go to recess | 1,1,1,1,1,1,1,1,1 |
| I feel safe | 1,1 |
| When I see my brother at school | 1 |
| When something special happens | 1 |
| When someone plays with me | 1 |
| When I see new people | 1 |
| When I play with my friends | 1,1,1,1,1,1,1,1 |
| When I do math | 1,1,1 |
| When it is fun | 1 |
| When I do art work | 1,1,1,1 |
| When I make new friends | 1,1 |
| When I play and learn | 1 |
| We play games | 1,1,1 |
| When I go to the school nurse | 1 |
| When it is reading | 1 |
| When people are nice | 1,1 |
Topics: Creating a Positive | No Comments »