February 2010: “I Don’t Like Writing” Has Met its Match: Stephen Merritt

Background

YOU KNOW THE SITUATION.  One of the most common challenges faced by tutors, mentors, and others in the youth development space revolves around engagement.  How do I engage my student in a learning opportunity when it seems like the student doesn’t want to learn? NOW, APPLY THAT ISSUE TO TEACHING WRITING. Let’s assume that you’ve already taken steps to begin building a safe, trusting relationship with your student.  What are some of the things you can you do when it seems like your student doesn’t want to improve his writing skills? (By the way, if you need guidance in building a safe, trusting relationship with your student, click the Getting to Know Your Student/Mentee link on the right side of this page.  If your organization is an America Learns Network member, you can also access a ton of other strategies on the Network.) IF WE WERE FACED WITH THIS CHALLENGE, ONE OF THE PEOPLE WE’D CALL IS STEPHEN MERRITT. Stephen, a City Year Chicago AmeriCorps Member, recently shared a strategy that he created to motivate his second and third graders to practice their writing skills when they didn’t want to write.  The strategy is beautifully simple and can be adapted in a number of ways.  When you read it below, you’ll instantly see how certain students would take to it. MORE ABOUT STEPHEN: Stephen is a Service Leader on the Alter Group Team at Harvard School of Excellence.  He’s also an alum of City Year Detroit, where, he told us, “I discovered that I could work with kids as a career.”  Watch the following YouTube video to listen to Stephen discuss his experiences with City Year and how giving two years to serve has impacted his life.

The Strategy

From Play-Doh to Writing (Easy, Creative Writing Prompt for Students Who Don't Want to Write) Created by: Stephen Merritt, City Year Chicago Service Leader  (City Year Chicago  has been an America Learns Network member since 2005.) Topic: Writing & Revising Text Grade Levels Used With: Second & Third Arrangements: One-on-One; Small Group; Large Group Materials: - 1 can of Play-Doh (See Step 1 below for alternatives) - Paper and pencil for your student - An imagination - - - - - - - - - - - - Situation: Some of my students would struggle in the writing section. They would say they have nothing to write about and nothing interests them. I needed to come up with a strategy to get my students writing about anything.     Step 1: I give the students some Play-Doh and ask them to make anything they want to make in a given amount of time (e.g., five minutes). Can’t get your hands on a can of Play-Doh? Give your students a piece of paper and ask them to turn it into a sculpture of anything.  Or try giving your students a writing utensil and paper, and then ask them to draw anything.     Step 2: After my students finish sculpting their Play-Doh, I ask them to write a story describing their creation. The story can be out anything.  We just want to get the student writing so that he can continue to practice and improve his skills.  Some sample topics are: A story about how the student decided to create that object A piece on what the student thinks about making things of Play-Doh A story about what would happen if one student’s object was hanging out one day and then suddenly ran into a Play-Doh object that another student created. A story about this object being found by people (or other life forms) one million years from now.  Will they know what it is?  What do you think they would do with it? What if your object was placed in a fish tank. What would the fish think? (Note, Play-Doh should not be placed in fish tanks :-). Imagine that this object would be given to somebody as a prize or as an award.  What would the prize or award be for? If any of your students have a tough time coming up with a topic, prompt them with questions such as: What made you want to create that? Does it have a name?  Should it have a name?  How come? If it should have a name (but doesn’t have one yet), what would you name it? Where does it come from? What does it do?  (If the student says that it doesn’t do anything, you can ask questions like, “How come?” or “What can one do with it?”) Use other questions to encourage your students to think deeply about what they are going to write. All of a sudden, you’ll have a piece of writing that you can work with to help your students continue learning about how to improve their writing skills.     Step 3: If your organization uses the America Learns Performance Measurement & Learning Network, the following strategies may help you bring additional value to this activity for your students: What to do When Writing Overwhelms Your Student The Three Most Helpful Prompts While Spelling & Writing Using Descriptive Words to Enhance Writing Story Building with Story Boarding  Giving Feedback on Your Student’s Writing

Give Stephen a Shout Out.

Can you use or adapt Stephen’s strategy for your students?  Has Stephen ignited your own creativity in a way that lead you think of a completely new strategy that will accomplish similar same goals? Please click the “Comments” link below and let Stephen know what you’re thinking!

Technorati Tags: City Year,AmeriCorps,America Learns,America Learns Network,America Learns Network Superstars,Tutoring,Mentoring,Youth Development,National Service

January 2010: Stephanie Avalos, Nicole Eugenio & Letty Cejo Found an Innovative Way to Motivate Students to Behave and Become Engaged in After School Activities

Background

IMAGINE THIS SCENARIO: You’re tutoring a bunch of 6th, 7th and 8th graders afterschool One of the students misbehaves all of the time You and your fellow tutors all have walkie talkies - - - - - - - - - - - - - - - - - - - - - - - - - - YOUR CHALLENGE Lead the misbehaving student to behave and to become far more engaged in the scheduled after-school activities (academic enrichment, sports, homework help, and more).  Your solution must have short- and long-term impacts on the student’s behavior. MEET OUR SUPERSTARS. As you think of your solution, check out the video and strategy below from three PUC Schools extended day tutors who hurdled the challenge with flying colors.  You’ll learn how Stephanie Avalos, Nicole Eugenio, and Letty Cejo used walkie talkies to motivate one of their students to behave better over the long run while engaging that student deeper in extended day activities.

The Strategy

Walkie Talkie Cooperation Created by: Stephanie Avalos, Nicole Eugenio, Letty Cejo, PUC Schools (America Learns Network member since 2009) Topics: Behavior Engagement & Motivation Grade Levels Used With: Sixth - Eighth Arrangements: Small Group; Large Group Materials: - Walkie talkies for each tutor - Cards or certificates to award students (sample certificate; sample card 1; sample card 2) - - - - - - - - - - - - Situation: One of our students was disruptive and mischievous every single day. Our normal disciplinary actions (e.g., verbal warnings, office referrals, one-on-one intervention) were ineffective.     Step 1: Offering Specific, Positive Feedback Watch for and offer specific praise for any signs of good behavior, and praise your student for that good behavior as soon as you see it happen. Offer specific praise for good behavior, such as "Thanks for sitting quietly!" or “You did a great job of listening to me while I explained the instructions to the game. Your good listening helped everything run really well. Thank you.” It’s so important to be specific so that students really learn the reasons they’re being recognized. By being specific, you’re also letting them know exactly what’s expected of them and exactly how to receive more feel-good praise. They don’t just hear “good job” and then wonder exactly what the good job was for. Use Awards and Certificates For especially great accomplishments, acknowledge the student with “Caught Being Good" or "Great Job!" certificates that recognize their good behavior (again, be specific). Download some sample certificates and cards here (sample certificate; sample card 1;sample card 2). (A note from America Learns on the importance of offering specific, positive feedback: After being consistently reprimanded, some children become increasingly discouraged. They begin to believe that they are the “bad kid” who can’t do anything right. Why try when everything you do seems to be wrong?)     Step 2: Using the Walkie Talkies The steps above weren’t perfectly effective with the student at issue, though they served as an important foundation for the next step: praise over the walkie talkies. If your staff uses walkie talkies, at the end of the day when the student is next to another tutor with a walkie, have another staff member talk about how well that student behaved today (again, use specifics so that the student knows the exact reason he’s being talked about and celebrated). Be sure the student can hear your conversation. Our student became so excited because everybody heard over the walkies how awesome he was. Since we began this practice with the student at issue, his behavior has changed dramatically. He’ll sometimes ask us, “Am I being good today? Are you going to talk about it over the walkie?” He loves seeing the impact that his behavior makes on all of the tutors. This process is all about building the relationship with the student and building his self esteem by allowing him to see you acknowledging his good behavior, and to observe how that good behavior is making an impact on other people around him. The student feels important. He feels affirmed and seen. He learns that his presence makes a difference, and that when he participates and behaves appropriately, his presence is worth talking about.     Step 3: Connecting with Parents If possible, share the student’s good behavior with a parent or guardian while the student is around so that the parent becomes aware of their child’s good behavior and so that the student can again hear how his good behavior made a difference today.     Additional Resources: If you’re an America Learns Network member, here are some additional, relevant strategies for you: Responding to Misbehavior Starts with Setting Clear Expectations Helping Students Set Action Plans for Overcoming Behavioral Challenges Getting Students to Stop Doing Something they Shouldn't be Doing Calming & Focusing Activities Beginning & Ending Each Session on a Positive Note

Where Do These Strategies Come From?

All of the strategies we celebrate here have been contributed by tutors, mentors, coaches or new teachers who are using the America Learns Performance Measurement & Learning Network.   The educators and mentors we serve use the Network to report their progress, reflect on their recent sessions, plan for their upcoming sessions, participate in an incredible learning community of individuals from within their organizations and around the world, and receive weekly, personalized coaching and support to ensure that they are accomplishing their goals and the goals of the students or mentees they’re serving. All of that happens while making sure that supervisors are getting the information they need to support their educators or mentors in the field and to minimize the time spent on tracking, monitoring, reporting and grant writing.

Technorati Tags: PUC Schools,Tutoring,Mentoring,After School,Extended Day,America Learns,America Learns Network Superstars,America Learns Network

December 2009: Annette Hilger, Making Breakfast Cereal a Part of a Healthy Tutoring Session

Background

Breakfast cereal.  It can be a part of a healthy breakfast.  Thanks to Annette Hilger, it can now be a part of a healthy tutoring session. Annette Hilger is a coach with IUPUI’s America Reads*America Counts program (a Federal Work-Study tutoring program for children in grades K-9).  Annette, a freshman Pre-Physical Therapy/Exercise Science student at IUPUI, was recently looking for a better way to engage one of her students in the stories they read together.  She also wanted her student to think more deeply about stories’ events and characters. So, she turned to breakfast cereal.  Seriously.  And what she did is seriously outstanding.  Her supervisor told us that at the end of each tutoring session, Annette’s students give her a huge hug and tell her that they can’t wait until she comes again.  After you read her strategy, you’ll want to give her a hug, too.

The Strategy

Breakfast Cereal, Reading Comprehension Style Created by: Annette Hilger, America Reads*America Counts Programs at IUPUI (America Learns Network Federal Work/Study Member since 2007) Topics: Reading Comprehension Grade Levels: Second – Fifth Adult Intermediate Arrangements: One-on-One; Small Group; Large Group Materials: - Empty cereal box or cracker box - Construction paper OR this cut-out printed on construction paper - Markers, pens and/or pencils - Scissors - Glue or tape - - - - - - - - - - - - Situation: I wanted to create an educational activity that didn’t seem too school-like, but would still engage my tutee in thinking meaningfully about a book he just read (from the story’s events, to its characters and setting).     Step 1: After reading a book together, tell your tutee that rather than simply talking about the book or writing up a report, he’s going to be creating a brand new kind of cereal based on the book he just read.     Step 2: Ask your tutee to think of a name for a new kind of cereal that relates to the book. The cereal can relate to the entire book, or just to a particular character, group of characters, setting, or even to a particular event or to an emotion that your student felt while reading the book. Your creativity and your student's creativity are the limit.     Step 3: Ask your tutee to make a list of "ingredients." Include that list on a side panel, just as a regular box of cereal does. If the cereal is about the entire book, your ingredients will be each character and a short description of each one. If the cereal is about a particular character, your ingredients will be that character's traits (e.g., bravery, cowardice, thoughtfulness). If the cereal is about a particular scene, the ingredients may be particular objects from that scene, as well as adjectives that describe it (e.g., fear, excitement). If your student thinks of actual food-based ingredients that go well with the cereal, definitely include those as well.     Step 4: Ask your tutee to decorate the rest of the box by drawing pictures of specific scenes or descriptions in the book.  The back of the box or the second side panel should also include a summary of the book, scene or characters that the cereal is about.     Keep Going! Extension activities for this project from America Learns: At the beginning of the activity, tell your student that he’ll be marketing his cereal to a specific group of characters in the story.  As he creates his cereal and designs his box, he’ll have to think about what would lead those characters to purchase his cereal. Create a toy (or series of toys) that people who purchase the cereal will find inside. Create multiple back covers with different games and activities related to the story (e.g., mazes, word hunts, riddles, suggestions for outdoor activities based on the story). Take a picture of each side of the box and mail it to the book’s publisher and author, asking for feedback on your tutee’s creation. If your cereal involved real ingredients, create the cereal to see if it “tastes like the story”.  (Before doing this, be sure to talk with a supervisor about any food allergies your student may have, and if you’re allowed to bring food items to your session.)  If the cereal doesn’t taste like the story, how can it be modified?  Does it need an extra dash of bravery?  A huge dose of steadfastness?  Much less sugar? Make a duplicate box and send it to CEOs of various cereal companies.  Your tutee can write a letter asking the CEO to consider adding it to their product line.  You’ll also include a cover letter summarizing the purpose of this project and a request that they review the cereal and send a note back to your tutee on their suggestions.

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Technorati Tags: America Learns,America Reads,America Counts,Annette Hilger,IUPUI,Federal Work/Study,FWS

Special Edition: The Year's Most Meaningful "Cyber Monday" Special!

In honor of Cyber Monday, we're not just highlighting one strategy today.  We're highlighting 52! You'll find each of these strategies in our award-winning book for families, family literacy programs, and pre-schools, Bonding While Learning. While the book retails for $16.95, it's totally free to download and print through December 11th. "I believe that your book's philosophy is inspiring and great for schools as well as for individual families.  Thank you for making such an outstanding book for our teachers and families." - Carol Bovil Director, Mann Family Early Childhood Center "The reading preparation activities and games help parents stimulate their children’s mental development, giving them a distinct advantage when they begin school." - Carol Henault Executive Director, Reading is Fundamental of Southern California "That book was actually the 1st one I read to get ideas about activities to do with the kids and I found it VERY helpful as I've never had any early childhood development training or anything like that.  Honestly, I plan to save it to use with my kids someday as I found the book very informative." - AmeriCorps member with the Southern Minnesota Initiative Foundation Download and start using Bonding While Learning at http://americalearns.net/families.htm! We'll be back with our regular Network Superstar/Strategy of the Month e-mail next month.  Get ready for an amazing strategy from a freshman at IUPUI who is engaging students in books they read by leading her students to create their own breakfast cereals.  You won't want to miss it!

    

Technorati Tags: Bonding While Learning,literacy,family literacy,preschool,reading activities,parenting,early childhood education

October 2009: Megan Conners, THE Superlatives Superstar

Background

For the first time, we’re not only introducing our latest America Learns Network Superstar in writing, but also via video. Below, you’ll have an opportunity to meet Megan Conners.  The 23 year old AmeriCorps NCCC alumnus just began serving as an adult literacy and ESL tutor through Literacy AmeriCorps Palm Beach County in Florida. Audrey McDonough, the director of Megan’s AmeriCorps program, told us that Megan “drives one hour to [her service site] and back home each day to teach adults who are at the very basic levels of English speaking and reading ability.  Her students are primarily seasonal farm workers who come to school every day to improve their English and better their lives.” Megan’s Strategy: Sentence Sequencing Cards Megan became a Network Superstar by developing an engaging strategy to help her learners understand and practice the use of superlatives (words like biggest, smallest, taller).  She created the strategy as an alternative to the extremely confusing lesson offered in her learners’ text book.  Though Megan has only been an adult literacy tutor for a month and a half, she’s already having a national impact.  A number of tutors and instructors we serve across the country have replicated her strategy over the past week! Written text of the strategy is below. Check it out!

The Strategy

Sentence Sequencing Cards to Practice Superlatives & Other Skills Created by: Megan Conners, Literacy AmeriCorps Palm Beach County (Literacy Coalition of Palm Beach County) (America Learns Network member since August 2009) Topics: Grammar English Language Learners Grade Levels: Beginning Adult English Language Learners Arrangements: One-on-One; Small Group; Large Group Materials: - One pen, pencil or thin marker - Index cards - Optional: Examples of sentence sequencing cards I used (PDF | Word) - - - - - - - - - - - - Situation: My class had just finished a chapter about shopping that also included superlatives. I was having trouble explaining the inconsistent rules that would tell a learner when to say "the most" and when to put "-est" on the end of an adjective. Even after working on these things for a full week, I did not feel like the superlatives were sticking in their minds. This activity helped my learners remember many superlatives. It also provided them with an opportunity to practice their listening and reading comprehension skills while having fun learning together!     Step 1: Make sure you have the same number of index cards as you have students.     Step 2: Create the cards. On the lined side of the first index card, write a question containing a superlative that deals with the topic your students are working on (in this case, shopping). For example, “Is this the biggest television you have here?" Take the second index card, and on the un-lined side write the answer to the question. For example, "I'm sorry, this is the biggest one we have here." Now, flip the second index card over to the lined side and write a new question. You will write the answer to this question on the un-lined side of the third index card. Continue this pattern until every index card has a question on one side and an answer to a different question on the other. Download the questions and answers I used (PDF | Word). Important Notes: 1) The last index card's question should be answered on the un-lined side of the first index card you used. 2) To keep things simple for your learners, be sure that each answer card corresponds to one and on only one question card (and vice versa).     Step 3: Double-check your work. Review you index cards to make sure the ordering of the cards will work when given to your class. Make sure there are no questions that have multiple answers!     Step 4: Lead the activity. Give each of your students one index card and explain: “I’m going to give each of you one card [show a card]. The lined side of the card [point to the lined side] contains a question. The side of the card without lines [point to this side] has an answer to a question. I’m going to ask one of you to read your question. Then, all of you will turn over your card to see if your card contains the answer to that question. If you believe that you have the answer, please read your card out loud.” Listen to your students and encourage them as they try to figure out when they should say their answers out loud. Continue until everyone has asked and answered a question. Repeat the activity several times, each time giving the students different index cards. Prepare to be amazed as they remember those questions and answers better than anything they saw in the text book! Use this strategy for superlatives or any other topic!

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September 2009: Four September Superstars. Four Awesome Strategies.

Background

A core component of our work involves tracking and responding to the specific goals and challenges being tackled by the tutors, mentors, coaches and new teachers we serve. This month, we want to share three of the top ten challenges that tend to top the list every September, along with some of the strategies that individuals we serve created to address those issues. Here’s a rundown of what you’ll find below: CHALLENGE #1: How can I get my students to not only set goals at the beginning of the school year, but to hold themselves accountable for accomplishing them? Check out Quilt of Goals by Girls For A Change coach and Network Superstar Angela Krumm.     CHALLENGE #2: Help! My students won't focus during our sessions. Check out It Feels Good to Write (A Daily Activity to Achieve Focus) by America Reads - Mississippi AmeriCorps member and Network Superstar Taneisha Carter. Also, check out Two Simple Strategies to Help Students Stay Focused by City of Lakes AmeriCorps member and Network Superstar, Sarah Ihrcke.     CHALLENGE #3: When I'm working with a group of students, what’s something I can try to make sure everybody participates during discussions? Check out Making Sure Everybody Has a Chance to Respond to Questions by ShoreCorps/PALS AmeriCorps member and Network Superstar, Jessica Christensen.

Challenge #1: How can I get my students to not only set goals at the beginning of the school year, but to hold themselves accountable for accomplishing them?

Quilt of Goals Created by: Angela Krumm – Coach, Girls For A Change (America Learns Network member since Summer 2008) Topic: Setting Goals Grade Levels: 8th grade – Adult learners Arrangements: Any Materials: - Large butcher paper - Markers - Small squares of colorful paper, and glue/tape - Optional: this goal setting template - - - - - - - - - - - - Situation: I strongly felt the girls were struggling to hold themselves and each other accountable for making changes in their lives. I heard them hint at goals without clearly articulating them or using action language to move forward on their goals. This activity allows them to state their goals and check in about them as a group.     Step 1: Invited the girls to spend some time thinking about and writing down their personal goals for the current school year. I asked the girls to make sure that their goals were both "realistic" (e.g., Is that something you believe you can achieve? How committed are you to making those changes?) and "specific" (e.g., How many times per week will you practice that new skill? How many new words will you learn per day?"). America Learns Note: Here's a goal-setting template that you can pass out to each girl (they'll use one sheet per goal). Let the girls know that they won't fill out the last section until the end ("Name and contact info of the person on my team who I’ll be checking in with and getting ideas and support from"). If you think it will be helpful, pair up the girls to give them time to share, discuss and refine their top one or two goals.     Step 2: Asked the girls to use images and words to illustrate one of their most important goals on a small piece of colorful paper.     Step 3: Each girl shared their goal with the group and asked the group to help them be accountable. As they shared their goals, we asked each girl questions about how their goal is "realistic" and "specific", using questions such as the ones noted in Step 1, and drawing on information they should have included on the goal-setting template. These questions will likely help each girl form a more concrete idea of her goal as well.     Step 4: After each girl responded to the questions, she attached her goal goal to the butcher paper (making a "quilt of goals" for the team). America Learns Note: After each girl presents her goal, or after the entire quilt is made, consider giving the girls an opportunity return to the goal setting template so that they can refine their goals and their plans to accomplish them. If possible, give the girls time to work one-on-one or in small groups to brainstorm with one another on how they can accomplish their goals. During that time, you may have your own one-on-one or small group meetings to make sure that the steps the girls are planning to work on are specific and realistic. Also consider pairing up the girls, and requiring each pair to check in with one another via phone or e-mail on their progress towards reaching their goals every week or every other week. The girls can schedule their check-in times during your session.     Step 5: Every other meeting, we engage in a "goal-check-in", where each girl reminds the team of her goals and checks in about progress. If they are not making progress, the team asks the girl questions about what changes she might make in the coming week to work toward accomplishing the goal or revising the goal to be more realistic. America Learns Note: Consider giving the girls a few minutes following these check-ins to either journal or update their goal setting templates. If you paired up the girls for outside-session check-ins, give them a minute to schedule their next check-in time.

Challenge #2 (Part 1 of 2): Help! My students won’t focus during our sessions :-(.

It Feels Good to Write! (Daily Creative Writing to Achieve Focus) Created by: Taneisha Carter – AmeriCorps member, America Reads - Mississippi (America Learns Network member since Summer 2004) Topics: Behavior Engagement & Motivation Grade Levels: Third - Sixth Arrangements: Any Materials: - Construction paper and typing or printer paper - Crayons or markers - Pencils - - - - - - - - - - - - Situation: When I first started tutoring my students (most of whom have failed classes at least once), the students couldn't concentrate on the readings and lessons being taught because they were angry with someone or had a lot on their minds. I decided to create a daily practice for them in which they write out whatever is on their minds in the form of a short story before we begin our tutoring sessions. This practice gave my students an opportunity to vent and process their feelings. After they participate in the practice, they have a much easier time focusing on the skills and content we need to cover during our tutoring sessions.     Step 1: First, the student chose two sheets of colored construction paper, tucked some typing paper in the middle, and stapled it to make a scrap book.     Step 2: I let the students design the covers of their books to get their creative thought processes rolling.     Step 3: After the students designed their covers, they wrote their first short story about what was going on in their lives at the time. The short story helps them express feelings and clear their minds of issues that may be bothering them. If students prefer to draw how they're feeling on some days, I give them the opportunity to do so. Let your students know that while you will be reading the stories to get a better understanding of how they're feeling and what's going on in their lives, you won't be grading or correcting their work. This is space for them to be creative and to turn what's going on in their own lives into stories. It's important that you read the stories in case something is going on in a student's life that needs to be addressed as soon as possible.     Step 4: Everyday, the students come in the room, draw their feelings, and write a short story about what they are feeling. We have such an easier time focusing during our tutoring time now! If this strategy works for you, and if you’re an America Learns Network member, also check out The "Thought Lot" (Helping Students Deal with Daydreaming and Wandering Minds).

Challenge #2 (Part 2 of 2): Help! My students won’t focus during our sessions :-(.

Two Simple Strategies For Helping Students Stay Focused Created by: Sarah Ihrcke -- AmeriCorps member, City of Lakes AmeriCorps (America Learns Network member since 2004) Topics: Behavior Engagement & Motivation Grade Levels: Third - Sixth Arrangements: Any Materials: - A squishy ball - - - - - - - - - - - - Situation: I tutor a couple students who struggle with staying seated and engaged during tutoring sessions. They need to be constantly reminded to sit down, stop making noises, stay focused, etc.     Strategy #1: When students have a problem sitting still, I let them work on the floor or work standing up.     Strategy #2: Also, I have a small squishy ball that students can play with while they work. For some reason, doing something with their hands helps some students stay engaged and focused.

Challenge #3: When I’m working with a group of students, what’s something I can try to make sure everybody participates during discussions?

Taking Steps to Make Sure Everybody Has a Chance to Respond to Questions (Preventing Shouting Out) Created by: Jessica Christensen – AmeriCorps member, ShoreCorps/PALS  (America Learns Network member since 2007) Topics: Group Participation Grade Levels: Preschool - Adult Arrangements: Two or more students - - - - - - - - - - - - Situation: I found that if I asked a group of students a question without letting them know how I wanted them to respond, it created a problem.  Some students would just shout out their answers while others would raise their hands to be called on to answer.  This type of situation created poor group participation, lots of distractions and caused many students to be overlooked.  Asking the group a question in this manner also made it hard to regain the group's attention and continue on with the discussion.     What to do: If you ask a question when talking to group, first tell your students how you would like them to respond. Example 1: - First tell the group: "Please raise your hand if you can tell me......." - Then ask your question: "the difference between a reptile and an amphibian." Example 2: - First tell the group: "Now go ahead and just shout out the answers......." - Then ask your question: "Can anyone tell me what animals we talked about last month?"

Where these Strategies Come From

All of the strategies we celebrate here have been contributed by tutors, mentors, coaches or new teachers who are using the America Learns Performance Measurement & Learning Network.   The educators and mentors we serve use the Network to to report their progress, reflect on their recent sessions, plan for their upcoming sessions, participate in an incredible learning community of individuals within their organizations and around the world, and receive weekly, personalized coaching and support to ensure that they are accomplishing their goals and the goals of the students or mentees they’re serving.

Technorati Tags: America Learns,Network Superstars,AmeriCorps,National Service,Tutoring,Mentoring,Leadership Development,Setting Goals,Group Participation

Major Upgrades & New Team Members this Summer!

Dear Network Superstars visitors,

This summer, we’re taking a brief hiatus from publicly celebrating the amazing teachers, tutors, mentors and coaches we serve. Here’s why:

• We’re adding a substantial number of first-of-its-kind features to our flagship service, the America Learns Performance Measurement & Learning Network.
  
  
• We’re recruiting and training a number of new team members to better serve the growing number of organizations we have an opportunity to work with around the world.

In other words, we’re just really busy, and we’ve decided to focus on making sure that we continue to receive comments like the one below from our Network members.

“If you could not hear my squeals of joy a minute ago, then you must have had your windows shut and been wearing ear plugs! WOW!”

We just received that note from the Literacy Volunteers of Greater Syracuse. It was sent in response to a new feature on the Network that further reduces the amount of time spent tracking volunteers, AmeriCorps members, students and mentees.

We’ll be back in mid-September with amazing strategies from a number of the tutors, mentors and coaches we serve.

Best,

Gary Kosman
Founder & CEO