The Bedley Bros. have finally reached the pinnacle of education rock stars. This week, we interview our dad, Gene Bedley. Dad was honored as the PTA National Educator of the Year in 1985. He is the Executive Director of the National Character Education Center. Our dad’s innovative work in values-based education has brought him national and international acclaim and recognition by receiving the Rotary, Paul Harris National Outstanding Educator Award and the prestigious Milken Family Foundation National Award for his work in value-based education. The Bureau of Education’s presented Dad with the National Distinguished Teacher Award for his work in character development and school discipline.
He has been described as a Catalyst, Climate Creator, “Value Driven” educator with a compelling message for Americas teachers, parents, and children. Dad Bedley believes that responsibility is the foundational value of all the core values. As a learning behavior strategist, he has trained over 3,000,000 educators from around the world and his Values in Action! Program is in over 25,000 schools worldwide.
Teacher Rebecca Wildman and her principal Fred Sitkins are changing the face of education through their use of iTunes U for elementary students in Michigan and around the world. Watch as they explain the endless possibilities of this eduawesome platform.
iPad PD Rebecca and Fred’s website where they house their iTunes U courses and a whole lot more!
Scott and I interview Dr. Brian O’Connor, expert in Lesson Study, a professional development program that actually changes classroom practice. Scott shares his tip on using Buzz Mob to communicate with parents. I talk about Google Apps (Google Drive) as an easy and free way to do word processing, spreadsheets, presentations, and drawings. Enjoy!
The Bedley Bros. have a sit-down with the guru of classroom management and instructional strategies, Rick Morris. He shares thoughts on the Independent Classroom Culture, “happy productive.” Rick believes that classrooms are not going to be truly happy places unless the students operate independently.
So what book are you reading these days? And what made you decide to grab that book and read it? Most likely, you heard about it from a trusted friend, relative, or colleague. Do kids recommend books to each other? From my experience, the answer is NO. They aren’t naturally talking about the books they love at recess, on their cells, or online. That’s where you and I come in. We need to provide class time and clear guidance for our students to learn how to recommend books to each other. I train my students at the beginning of the year to record, in their binder or on their iPad, a “Books to Read” list. This list should include the title along with how they can find the book. If it’s in the library, then the author’s last name is usually sufficient. If a friend will loan them the book, then write the friend’s name next to the book title. As students finish reading their current book, they look at their “Books to Read” list to choose a new one.
This is where the Book Party comes in. Students learn to roam around the classroom “party-style” and just informally chat with one another about the books they love. All students must be carrying their list. Students are allowed to gather in groups of 2 or more. The only “rules” for the Book Party is that all students must be either talking about a book they love, listening to someone else talking about a book, or writing down a book recommendation on their “Books to Read” list. One key to helping students to stay focused is for the teacher to constantly scan the room checking for students who appear to be off task. Book parties normally last about 5 minutes. Sometimes, at the end of the book party, I will ask students to hold up the number of fingers to correspond to how many books they added to their list. Here is a brief video peek at my students conducting a book party.
In episode 6 of the Bedley Bros, Tim describes how 2/3 of his students and their parents opted out of letter grades this year. He addresses the obstacles and shares the triumphs of de-grading his class.
As students work in groups, designate one or more students to silently observe the workers. Call them the Super Spies. The Super Spies silently take notes on positive behaviors and then report what they saw to the class. The teacher should be the first Super Spy to model the types of behaviors that should be reported. It’s quick, it’s simple, and it works wonders.
Watch as Super Spies report positive behaviors to class.
Many teachers have a D.E.A.R. Day on occasion. Drop Everything And Read. Here are 11 keys to D.E.A.R. Day success in the elementary school classroom.
Schedule the day. Break the day up into 15-20 minute segments. Doing what? Read on.
Rotate types of activities. Yes, it’s an ALL reading day, but that doesn’t mean you want little kids trying to read by themselves all day long. That is a recipe for disaster. Four possible activities include reading to self (silent reading), teacher read aloud, book talks, and read with a friend.
Discipline using an on/off switch. Are the kids allowed to talk or not? Make that perfectly clear and enforce it to a T! If voices are off, not a single student is allowed to say one single word. If it’s time to share, let ’em loose. Don’t tolerate a middle ground, occasional chatting when it’s supposed to be silent.
Maintain your classroom rules. The atmosphere should be relaxed but don’t throw your standards out the window.
Allow soft stuff. Encourage your students to wear their jammies, bring their giant pillows, and cuddle with their favorite stuffed animals. It’s a special day!
Move the furniture. Open up the room so the kids can lounge around on the floor. Join them on the floor (with professional discretion.)
Don’t allow movement. When it’s time to read silently, find a place and stay there until the timer goes off.
Read with the kids. Pull out your favorite book and read it while the kids read silently.
Get the kids talking about their reading. At the end of each silent reading block, ask the students to turn and talk about what they just read. Listen into their conversations.
Take pictures. Pictures send this message to your kids: What you are doing is newsworthy. Reading is a big deal.
Don’t ruin the fun. Stay away from quizzing the kids or giving them “assignments.” Make the day all about the love of reading.
Have you been around teachers who constantly yack at their students? Give them command after command after command? Have you noticed students in these classes tend to misbehave more?
Teachers with effective classroom discipline choose their words carefully and use as few of them as possible. Commands are brief and used only when essential.
Of course, classroom discipline is extremely complex and cannot be narrowed down to one factor, but a teacher who understands this concept will increase her effectiveness.
Train your students in classroom procedures instead of relying on spur-of-the-moment teacher directives. Use gestures to signal your kids. Be careful, or you will become the voice of Charlie Brown’s teacher and your students will tune you out.
Why do you shake with respect when a police officer walks up to your window? “Do you know why I pulled you over? License and registration.” Imagine a police officer standing on the corner incessantly lecturing everyone that went by. The effect would be greatly diminished.
The teacher wants a student from across the room to close the door. She looks at the student and makes a swinging door motion with her hand and then points to the door.
The students come in the room loudly after lunch. Instead of giving the kids a big lecture about how many times they’ve been told, the teacher says, “Our class comes into buildings silently. Go outside and do it correctly.”
Several students turned in math papers without names. Instead of berating the class for their laziness, the teacher says, “Please stand if I say your name.” After reading all the names from the math papers, the teacher says, “These students followed directions by putting their names on their math papers. Go take a ticket.” Then the teacher lays the remaning papers on the floor and points to them while looking at the class.
A student is talking instead of working independently. The teacher calls the student’s name, beckons the student, and then says, “Sit up here and do your work.”