Recently, Elvira G. Deyamport, foreign language teacher and author of the blog “Language Journeys,” posted a list of her favorite resources for foreign language teachers. The post, entitled “Engaging Activities & Games for the Elementary Spanish Classroom,” featured three titles from Eye on Education: Activities, Games, and Assessment Strategies for the Foreign Language Classroom by Amy Buttner; 100 Games and Activities for the Introductory Foreign Language Classroom by Thierry Boucquey, et al.; and Foreign Language Teacher’s Guide to Active Learning by Deborah Blaz.

Deyamport describes Activities, Games, and Assessment Strategies for the Foreign Language Classroom as "one of [her] go-to sources." According to Deyamport, "Buttner includes very engaging activities and games to practice vocabulary, listening, and speaking which can be modified for various proficiency levels." She also highlights the book’s games section and the “recommendations and modifications” Buttner provides for all the activities.

The teacher-blogger also says 100 Games and Activities for the Introductory Foreign Language Classroom is "a great resource that provides general games that can be adapted for most foreign languages." She found this text most helpful for middle and high school courses.

Deyamport praises Foreign Language Teacher’s Guide to Active Learning for its clarity, effectiveness, and adaptability—across multiple languages and grade levels. "Although this text is geared towards middle and high school students,” writes Deyamport, “I have found several activities that can be modified for the elementary Spanish classroom. The games and activities can also be easily adapted for other foreign languages too."

Click here to read sample chapters from Activities, Games, and Assessment Strategies for the Foreign Language Classroom by Amy Buttner.

Click here to read sample chapters from 100 Games and Activities for the Introductory Foreign Language Classroom by Thierry Boucquey.

Click here to read sample chapters from Foreign Language Teacher’s Guide to Active Learning by Deborah Blaz.

Related posts:
Strategies and Activities for Foreign Language Instruction

Using “passports” in the foreign language classroom

Mad Libs in Your Foreign Language Classroom

Class Stats: Foreign Language Activity

This post was written by Eye On Education staff member, Lauren Beebe.

 

 

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In the first round of Race to the Top, Tennessee and Delaware were selected to receive grants for education reform. At the end of this round, a few more states have made it across the finish line.

Last Tuesday, August 25, the Department of Education announced the ten winners of the second round of Race to the Top, the Obama administration’s program designed to encourage reforms in K-12 education. The District of Columbia, Florida, Georgia, Hawaii, Maryland, Massachusetts, New York, North Carolina, Ohio, and Rhode Island were all selected to receive part of the 4.35 billion dollar fund for improving our nation’s schools.

Part of the American Recovery and Reinvestment Act of 2009, Race to the Top is a competitive grant program in which states apply for funding from the Department of Education. Evaluation is based on a 500-point system that measures criteria such as quality of educators, demonstrated progress in raising student success, developing and adopting effective standards and assessments, restoring lowest-performing schools, and many others. To win, a state must receive a minimum of 440 points.

In this round of Race to the Top, 46 states chose to compete, many of them initiating rigorous reforms for state laws and school districts. Of course, with only nineteen finalists and ten final winners (up from two winners in the first round), many states did not receive any federal money in return for their efforts

Secretary of Education Arne Duncan is optimistic about the program’s future. “We’re very hopeful there will be a Phase 3 of Race to the Top and have requested $1.34 billion dollars in the next year’s budget,” said Duncan, who observed not only “a breathtaking amount of reform,” but also “phenomenal courage” from our country’s leaders. 

Learn more about Race to the Top:
'Race to the Top' Winners Chosen (Politico)
President Obama's school plan riles lawmakers  (Politico) 
Race to the Top Winners Announced (CNN) 
Official Race to the Top Fund Website

Related articles:
Stimulus Funds Running Out 
Update: Race to the Top Battle Continues  
Race to the Top: Who’s Saying What
Weigh In On K-12 Education Reform: National organization moves to include science in Common Core expectations

This post was written by Eye On Education staff membor, Lauren Beebe.

 

 

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This tip was originally featured in an Eye On Education Insights eNewsletter. To receive tips, poems, and more, sent right to your inbox, please click here.  

Believe in me

I didn’t understand, but my teacher just moved on
She said she had no time to wait for the light on me to dawn
So on she moved and there I stayed; she left me in the dust
The idea that I was capable was one she did not trust
How far would I have gone had she given me her all
Had she just reached out her hand to me and not just let me fall
I guess I’ll never really know, but I know it’s not too late
I have a brand new teacher now who has not sealed my fate
She says that I can do it; we work until I do
She’s patient and determined. She believes in me. Do you?

 

(from 50 Ways to Improve Student Behavior by Annette Breaux and Todd Whitaker)

Believe that your students can, and they will! Students tend to rise to our expectations of them. So what does it look like when a teacher believes in his/her students?

• Lots of smiling on the part of the teacher.
• Lots of encouragement and “You can do it” statements.
• Lots of support on the part of the teacher.
• Lots of patience on the part of the teacher.
• Lots of saying “I believe in you” to students.

Do you want a student to believe in himself? Then actually tell him that you believe in him, that you will not give up on him, that you understand his struggles, and that you are there for him.
We continue to find that far too many teachers forget to do this—to tell and show their students that they actually believe in them. It’s a simple thing to do. So do it!

Watch the video below that we posted on our blog earlier this year. Dalton Sherman, a fifth grader from Dallas, Texas, spoke to over 17,000 teachers, administrators, and staff at the Dallas Independent School District convocation this August (including his mother, a DISD teacher). Do you believe in him?

  

Browse books by Annette Breaux.

 

Frank Buck’s popular book Get Organized! Time Management for School Leaders is reviewed by Justin Baeder on his blog “Eduleadership” which covers topic related to “principal performance and productivity.”

The post, entitled “Get Organized! Great Book on Time Management for School Leaders,” hails Buck’s title as a great read for educators about to begin a new school year. “[Buck’s] advice,” writes Baeder, “is applicable to anyone in school leadership.” Baeder also says that he recommended the book during his presentation at the Washington Association of School Administrators and Association of Washington School Principals Summer Conference.

Even alongside David Allen’s national bestseller Getting Things Done, Baeder still recommends Buck’s book because it is “written to specifically address the needs of school administrators.”

Baeder notes that although guides for classroom organization and “productivity books” have been written before, “[he] found many of Buck’s ideas interesting and original.”

Click here to read sample chapters of Get Organized! Time Management for School Leaders by Frank Buck.

Related blog posts:

Insights from Frank Buck’s Blog

Get Organized! series, How did you make today count?

Get Organized! A time management tip for school leaders

Crystal Clear Task Lists – Time Management Tip

This post was written by Lauren Beebe, an Eye On Education staff member.

 

 

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*Find this quote and others like it in Great Quotes for Great Educators, compiled by Todd Whitaker and Dale Lumpa.

 

 

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Franklin Schargel appeared on KOB-TV New Mexico to talk about his new book, 162 Keys to School Success. "Eye On New Mexico" hosts Nicole Brady and Stuart Dyson spoke with Schargel about what it means to teach to every student, as well what school administrators should look for in new teachers.

"Benchmark the attributes of quality teachers," Schargel said in the August 22 interview. "What are the qualities of the teachers you most admire?" Schargel encourages administrators to keep looking for those qualities in new hires.

A former classroom teacher, school counselor, and school administrator, Schargel once worked to lower the dropout rate from 21% to 2% at a Brooklyn high school. Over the course of his years in education, he has found that students succeed when support and self-esteem are built into a school's culture.

"A small impersonal school is no more effective than a large impersonal school," he said. "A one-size-fits-all education doesn't fit."

Check out the interview below:

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What do you say to your students during the first week of school? Below Hal Holloman and Peggy H. Yates, authors of What Do You Say When? Best Practice Language for Improving Student Behavior, share a tip about setting high expectations for students.

During the first week of school with a classroom full of new students, your words can make all the difference. Some students are excited about what’s in store; others are nervous and anxious; while others were perfectly happy with their summer routine and are now quite disappointed and apathetic about being back in school. Acknowledging and addressing these feelings of excitement, anxiety, fear, uncertainty, disappointment, and apathy is perhaps a teacher’s first challenge—or opportunity—to connect with each student on a personal level. A teacher’s Language of Practice (LoP) sets the tone, provides direction, and conveys expectations of what is to come. These initial words embody the teacher’s beliefs and values and provide an example of what the teacher expects to see and hear from all students.


Great Expectations
Setting high expectations for students begins on the first day of school. The high expectations teachers convey to all their students can propel each of them closer to reaching their potential. What if these high expectations are presented without encouragement and clear direction? Sometimes students hear high expectations but don’t have a personal map or the tools to get there. Telling students “You can do anything you set your mind to” can be confusing for a student who has never experienced success or who has a discipline folder full of past mistakes. This confusion can be addressed with a consistent language that offers real hope with real guidance. What do you expect of your students? Do you have high expectations for every student that walks through your door? What do you want your students to expect of you? What will setting high expectations “sound like” in your classroom? How will you offer encouragement to help students reach their potential?

The following Best Practice Language examples offer words that teachers have used on their first day of school to set high expectations for both students and themselves. Within these language examples you’ll also find words of encouragement, grace, guidance, and hope. Weaving these additional words into your words of high expectation can provide the support your students need to reach their potential.

“This year we are going to be learning some difficult things, but I am excited about helping each of you learn as much as you can. Even if you think you can’t learn in my classroom I am going to work hard to change your mind!” -Words of Encouragement

“The ‘not so good’ things you did in the past don’t have to affect what you do this year. We are all going to get off to a fresh start!” -Words of Grace

“Each of you has strengths and talents. As I get to know you this year, my job will be to help you discover them and use them to achieve your potential.” -Words of Guidance

“I am so excited about this new school year. I have always loved school and I have always loved to learn. It is my greatest hope that you will love it too!” -Words of High Expectations

“I expect a lot from each of you and I want you all to expect a lot from me. Let’s talk about what you expect from me.” -Words of High Expectations

“I am going to do my best to make learning as interesting and enjoyable as possible. Coming to our classroom every day will be like going on an adventure where you will be learning new things and discovering the best you have to offer this world.” -Words of Hope

Learn more about Hal Holloman and Peggy H. Yates!
Click to read sample chapters of What Do You Say When..?

Related Blog Posts:
What do you say to the passively disengaged student?
Ask Our Authors: What do you say when..?
Tales from a Teacher's Heart: Season 3, Episode 5 - "What Do You Say When...?"
 

 

 

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We asked our authors for their expert advice on what teachers can do in the beginning of the school year to start off on the right foot. If you have any questions that you would like to ask our authors, please comment below or e-mail us at insights@eyeoneducation.com.

What can teachers do in the first days of the new school year to set the tone for student success?

Annette Breaux
Author of 101 “Answers” for New Teachers & Their Mentors: Effective Teaching Tips for Daily Classroom Use

Welcome to teaching!  You have chosen the noblest and most rewarding of all professions. Scared? Don’t be. With some careful thought and preparation, you can be successful from DAY ONE!  Below are a few tips for starting your new school year on a positive note:

1. Greet them at the door, every day, every class period, and SMILE! Students need happy adults in their lives. They already have plenty enough negative influences. A smile says, “Welcome. I’m glad you’re here.” And students who feel welcomed by you are much more likely to behave better, try harder, and achieve more. The old adage, “Don’t smile until Christmas,” is simply bad advice. Smile!

2. Be prepared. The key here is to over-plan for your first day of school. Many teachers actually script their first day. They don’t read to the class from a script, but the script is there to remind them of what to say and do with their students from the moment the students enter the classroom.

3. Tell your students exactly how much fun they will have in your class this year, how excited you are to be teaching them, and how successful they will be. This is simply called “Setting the Stage for Success.”

4. Have a classroom management plan ready! This does not mean you will not change or adjust it as time goes, but you have to start with a plan and with some basic rules and procedures. Remember that rules (keep these to a minimum) are reserved for serious offenses only. Procedures (you will have lots of these) are specific ways of doing things. It is VITAL that you establish how you want things done in your classroom, but you can’t set a hundred procedures on the first day of school.  Instead, set those that are most important to you. Examples may be procedures for walking into the room, going to lunch, asking for permission to speak, etc. Remember, just establish the most important ones on the very first day, and then add a few a day after that. The most important procedure you can and must establish, from day one, is a signal for getting your students’ attention. In other words, what you will do every time you need their attention. Practice, practice, practice all of the new procedures with them. And then practice some more. Never appear flustered when a student does not follow a procedure. Instead, pretend that you think he just “forgot,” and then remind him calmly. 
 
5. Have some type of interest inventory or activity that allows students to tell you who they are. 

6. Keep your students actively engaged in any and all activities. Busy students have no time to misbehave.

7. Learn the students' names quickly. In order to do that, it helps to have a nametag (these can be home-made) on each student’s desk. People like to hear their names, and calling a student by name from moment one will help to establish positive rapport with him/her.

8. Dress professionally! Not fancy, just professionally. Students show more respect for teachers who “look the part.”

9. Tell your students that you will never intentionally embarrass them in front of their peers. Then follow through with that. If a student misbehaves in a way that requires your attention, talk to the student privately. 

10. Hide your buttons! One of the biggest mistakes you can make is letting a student know he pushed your buttons. Do you have buttons? Yes. But students can’t know that. You can always reprimand a student, when the need arises, in a quiet and dignified manner.

Click here to learn more about Annette Breaux!

Have a question for our authors? Comment below or e-mail us at insights@eyeoneducation.com

 

Related Blog Posts:
Ask Our Authors: Setting the Tone for Student Success - What can principals do?
Ask Our Authors: Setting the Tone for Student Success - What can teachers do? 

 

 

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We asked our authors for their expert advice on what teachers can do in the beginning of the school year to start off on the right foot. If you have any questions that you would like to ask our authors, please comment below or e-mail us at insights@eyeoneducation.com.

What can teachers do in the first days of the new school year to set the tone for student success?

Barbara R. Blackburn
Author of Classroom Instruction from A to Z and Rigor is NOT a Four-Letter Word

Connect with your students in a new way with vision letters. Ask them to imagine it is the last day of school. Then, tell them to write a letter to a friend, a relative, or even to you describing why it was the best year ever! Why was being in the ______ grade the best? It's a great way to connect with them and also with their goals.  

This activity can also be done with fellow teachers and administrators! The task is to imagine that it is the last day of school. Write a letter or e-mail message to another teacher describing your year: all that your students have accomplished, how they have changed, and what they have learned from you. I find that writing the letter helps define your purpose and set your priorities. During my workshops, we do this activity and then discuss what our visions mean in terms of instruction. This is also a good activity to do with students. When you ask your students to write a letter explaining why this was the best year of their lives, it helps you learn about them.

There are so many ways that you can learn about your students—the key is simply to do it! The more you understand who they are and how they think, the better you will be at responding to their needs through your instruction. And when you connect with them on a personal level, they will be more responsive to you, and their learning will increase. (More information about vision letters can be found in Classroom Instruction from A to Z.)


Elizabeth Breaux
Author of How the Best Teachers Differentiate Instruction and How The Best Teachers Avoid the 20 Most Common Teaching Mistakes

MUST DO Steps for a Year of Success:

1. Be enthusiastic, smile, and let them know that you LOVE your job!

2. Find the “positives” on the first days of school and praise profusely. This will ensure that these good behaviors continue.

3. Present an impeccably organized, bright, cheerful, safe, and inviting teaching environment.

4. Be assertive and in control…but never controlling!

5. Spend as much time as necessary implementing procedures. This is not wasted time; its “money in the bank!” It’s the foundation upon which to build a successful year. Use these three steps: 1) Teach, 2) Practice, and 3) Implement

6. Discuss classroom rules and consequences.

7. Implement #4 and #5 above with utter consistency: Use it or lose it!

8. Conduct several “get to know you” activities, including, Interest Inventories, Learning Styles Inventories, Multiple Intelligences Inventories, etc. (All can be found in How the Best Teachers Differentiate Instruction.)

9. Make promises, discuss, sign, and give to students: I will always treat you with respect. I will never raise my voice to you in anger. I will never intentionally embarrass you. I will give you many opportunities to earn grades. I will return all graded papers on the next school day. I will work as hard as I expect for you to work. I will always be well-prepared for class. Then allow them to write their own “I promise” list. Have them sign and give to you.

10. Implement a teacher report card. Show it to them on one of the first days of school. Tell them that when they get their report cards at the end of each grading period, they will complete one on you. 

Have a question for our authors? Comment below or e-mail us at insights@eyeoneducation.com

Related Blog Post: Ask Our Authors: Setting the Tone for Student Success - What can principals do?  

 

 

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