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WHAT YOU SHOULD KNOW ABOUT . . . . How Children Learn to Read

Monday, October 31st, 2011

Learn and understand the different components of reading to help your students become effective and enthusiastic readers.

Being able to read is one of the most valuable things a person should possess in life. Apart from enjoying stories, feeding your mind, and getting through school, you need reading for many other everyday activities such as navigating your way around different places, finding out what is going on around you, and getting information when there is no one to ask. Learning how to read, however, is not as spontaneous as learning how to chew. It is more like learning how to ride a bicycle or learning a sport. Someone needs to teach you how to do it, guide you when things get difficult, and support you when you make mistakes or feel defeated. Some children learn to read without a lot of difficulty. Others need a bit more effort. Parents and teachers have varied approaches in teaching children how to read. To be effective, you need to know what the components of reading are and comprehend how it takes place. It is also very important to know when to start teaching reading. What is reading and when do you start teaching this? Essentially, reading is making sense of written words. According to Reena Ermitano, a reading specialist, Text is speech translated into print using a set of symbols or coded language. And when we read, we do the opposite. We are actually translating print back into speech. The initial groundwork for reading actually starts from infancy. By now it has already been established that babies are not blank slates, but in fact, are already beginning to learn even while they are still in the womb. When babies are constantly talked to, read to, and allowed to listen to nursery songs and rhymes, they begin to learn language. As they grow older, they realize that the words spoken to them actually have meanings and they try to say them. When they start talking,

Star Teacher On The Board they learn new words rapidly and may sing or chant along to nursery rhymes or repeat familiar words learned from a favorite book. When they reach elementary school age, they become able to read words from memory or to join together letter sounds to form a word. Eventually they will progress from reading simple books to chapter books and novels. Teaching someone how to read words is best done by age six or seven when children are developmentally ready. For the longest time, children have been taught to read either by phonics (sounding out the letters of a word based on a series of rules) or the whole language system (whole word recognition and memorization and connecting them together). The use of one method over the other has not really shown great results. However, the use of these two methods together, yields better results. In addition, providing aural exercises to prepare the ears to recognize and differentiate letter sounds is also a big help. Because the written word is a representation, in print, of the spoken word, it makes sense that, before you are able to identify and make sense of it, first you must be able to understand the spoken word. The Three-Pronged Technique to Teaching Reading The good thing about using this three-pronged technique to teach reading is that it can be used for anyone at any age: Technique 1: Aural Training Listen to nursery rhymes, read rhyming books and poems, and play rhyming games. Most childrens books and songs are written as rhymes. These are extremely fun because of their sing-song nature and the repetition of sounds. Older children might appreciate rap music, carefully chosen to reject those with inappropriate lyrics, of course. Some rhyming games that you can play are the following: 1. Body Parts RhymingGame Point to a body part and say a word that rhymes with it (e.g., point to head and say bed). The child then has to name that body part. Other examples are ulo = dulo, kamay = hanay, ilong = gulong . 2. Fill in the blanks Use a familiar or favorite song, chant, or poem. Highlight the words that rhyme and cover the second word. Present children with two words and ask them to choose which one rhymes with the highlighted word to complete the line. An example, Sampung mga daliri, kamay at paa Dalawang tainga, dalwang mata Ilong na maganda = highlighted and covered Words to choose from: matangos/maganda Technique 2: Phonics Component Teach the alphabet and the alphabet letter sounds. One must be able to recognize the letters of the alphabet and differentiate them from numbers, shapes, or other symbols. Once letters can be identified, the corresponding letter sounds can be taught and then combining sounds together to make words will follow. It would be important to remember to teach the correct phonics rules, otherwise, children will not be able to correctly decode new words and gains in reading will never be achieved. Below are some exercises to make sure that children know their letters, letters sound, and how to blend sounds together: 1. Make a chart of the alphabet ; one with pictures and one with just letters. Go through the picture alphabet one by one to review letters and their sounds. When the child is able to do this easily, take out the letter chart only. Ask the child to tell you the sound of each letter. Because there are no pictures, the child has to count on his memory. You can also find out which letters/sounds the child has difficulty remembering. 2. Make an Alphabet Book for each child or one for the whole class. If children are able, they can draw pictures of things that start with each letter. If not, you can look for pictures from magazines together and cut them out to paste in the book. This can be used like the alphabet picture chart for review. 3. Another fun game to use when joining sounds together is connecting three sounds to form a word: you sound out words in three parts and children have to say the whole word, e.g., d-o-g, pa-la-yok, d-e-sk. Technique 3: Whole Language component Help children recognize whole words by constantly exposing them to words in charts, books, and signs (such as STOP, EXIT, PUSH). Always place them in context so that it will be easier to

Star Teacher On The Board comprehend and remember. Knowledge of phonics is still necessary to decode new and difficult words, but, for the most part, this technique helps develop sight-reading. Helpful exercises for this are: 1. Read alouds 2. Quiet reading 3. Frequent guided reading in small groups Identifying delayed or challenged readers It is very easy to label children who have problems with reading as lazy or slow. This, however, does not help them get better. What happens instead is that the parent or teacher becomes less motivated to teach or indifferent to the childrens learning. If learning how to read has not happened by the time a child is in 4th grade, all is not lost. First, the problem must be recognized so that intervention can be specific and helpful. Even older children and adults can still be taught how to read with patience, the proper mindset, and the appropriate methodology. Tips for fun and enjoyable teaching moments Below are some things that Ermitano suggests to make reading pleasurable and fulfilling. 1. Practice makes perfect. Have children read more frequently and extensively to enhance

comprehension, the ultimate goal of reading.

2. Set a regular reading time so children can read aloud daily or alternately with a

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supervising adult . Older children are never too old to appreciate picture books. By the same token, preschoolers are neither too young to listen to chapter books. Older children could engage in sustained silent reading as well. Choose reading material that is of high-interest to the child, such as those that cater to their hobbies and interests. Some parents take issue with having their kids read magazines, comic books or graphic novels, but in my opinion, anything to get them started reading is a big step in getting them hooked on it. Books with a lot of humor are a hit (e.g. Captain Underpants by Dav Pilkey, Diary of a Wimpy Kid series by Jeff Kinney, and Sweet Farts series by Raymond Bean). Have them read literature that consists of words they can mostly read and understand. Children lose motivation to read when they read material that is too difficult for them. For struggling readers, they could even begin with books that are much easier than their instructional level just to build self-confidence and feelings of self-efficacy. As they say, success breeds success. Allow children to simply read for pleasure. While it is important that adults ask questions about what students read or require them to monitor their comprehension, sometimes children just need to read for enjoyment without the pressure of being quizzed or having to come up with a book report or a project about it. Immerse children in award-winning books and high-quality literature and educate them on how to choose books on their own. issues.
Identifying areas of difficulty To determine what level a child should be starting from; it is necessary to identify the students instructional reading level. The idea is for the child to be able to comfortably read the words in a passage, but also have an adequate understanding of what they are reading. Students should recognize at least 90% of the words on a page, and at least understand 75% of what they are reading. Because when a child is reading material that is too easy (independent level) or way too difficult (frustration level), learning is not optimal. A well-experienced reading teacher in school trained in administering informal reading assessments can determine the appropriate starting point for reading instruction. Ideally, however, the evaluation and management of reading delays is best carried out using a multidisciplinary approach, in which a team of professionals from various backgrounds get involved (e.g. developmental pediatrician, psychologist, speech pathologist, occupational therapist, reading specialist, special education teacher) because reading problems are also usually accompanied by other conditions such as speech and language delays, attention difficulties, and socio-emotional issues which also need to be addressed if the child is to achieve his/her full learning potential.

7. Regulate television and video or computer gaming, particularly if the child has attention

Stages of Reading Development According to Jean Chall, a world-renowned reading expert and psychologist, there are 6 Stages of Reading Development. Stages 1 and 2 are stages where children learn to read while Stage 3 is

Star Teacher On The Board when they read to learn. Stage O: Pre-Reading Stage (Up to age 6) Oral language development Develops phonological awareness skills (e.g. rhyming, alliteration, blending, segmenting) Stage 1: Initial Reading or Decoding Stage (Grade 1) Learns letters of the alphabet and that letters represent sounds Recognizes sight words Uses sound-spelling relationships Stage 2: Confirmation and Fluency (Grades 2 to 3) Develops decoding skills Fluency: Reading becomes accurate, automatic, and effortless Stage 3: Reading for Learning New Information (Grades 4 to 8 ) Expands vocabularies Builds background and world knowledge Develops strategic habits to make meaning from texts Stage 4: Multiple Viewpoints (High School) Analyzes texts critically Understands multiple points of view Stage 5: Construction and Reconstruction (Post Secondary) Construct understanding based on analysis and synthesis

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OUR QUESTION: What advice will you give a brand new teacher?
Monday, October 31st, 2011

TEACHERS SAY:

My 10 tips for brand new teachers: 1. Come to school ready with your lesson plan and instructional materials; 2. Organize your classrooms well; 3. Know your pupils; 4. Be friendly yet firm; 5. Be punctual; 6. Seek the advice of seasoned and experienced teachers; 7. Know your subject matter well; 8. Keep communication lines with parents open; 9. Establish classroom rules and routines; 10.

Star Teacher On The Board Be simple and pleasing.

ROSE ANN B. PAMINTUAN PASIG ELEMENTARY SCHOOL

Be brave in facing the new challenges of our educational system. Try to use your time, talent, and treasure to inspire and educate the Filipino youth. Dont be afraid to reinvent the system in order to make a difference.
AMCY M. ESTEBAN LEGARDA ELEMENTARY SCHOOL, MANILA

Treat students as individuals. Never stereotype. Know your needs and strengths. The teacher has to acknowledge that each student has different foundations and cultures, so capitalize on their character, interests, and needs.
ISAH ILUSTRISIMO CERAON MASAMBONG ELEMENTARY SCHOOL,QUEZON CITY

Brand new teachers should already visualize the real scenario of being a teacher in the public school. They must be willing to sacrifice and devote extra time and effort for the pupils in order to achieve the goal of the department.
JACQUELINE C. ARGAME MUNTINLUPA ELEMENTARY SCHOOL,MUNTINLUPA CITY

Always be READY! Result-oriented with your tasks; Enthusiastic in the execution of your daily lessons; Advanced and updated on the newest trends in teaching; Diligent with your work; and can manage to have Youthful looks despite a stressful day. HAPPY TEACHING!
ROMMEL LOVENDINO-KALAWAAN ELEMENTARY SCHOOL,PASIG CITY

Take all corners of the school as a venue for more learning, self-improvement, realization, and inspiration because you are there to deal with peoplethe most interesting creatures on earth.
ADELAIDA P. PALACIO-GUADALUPE VIEJO ELEMENTARY SCHOOL

Be prepared during observationremember that first impressions last. Ask colleagues for advice when there are issues and concerns with the pupils or subject matter that you are not sure how to handle. Dont go to school unprepared. Be confident of the lessons you need to tackle.
LYNEVE DE GUZMAN-KALAWAAN ELEMENTARY SCHOOL,PASIG CITY

My advice to a new teacher is to follow the three Hs of teaching: use your HEAD to impart knowledge to your kids; use your HANDS to guide your kids to excellence; use your HEART to teach your kids affectionately and make learning fun for them.
FERNANDO PAGSIBIGAN,- DR. A. ALBERT ELEMENTARY SCHOOL,MANILA

A new teacher must be confident that she can teach. She must be willing to share her talents, time, values, faith, and resources without counting the cost. She must be humble and unafraid to admit she doesnt know it all. She must also be eager to keep growing and be respectful to all.
JENNY DIVINA GRACIA- EDEL QUINN CHILD DEVELOPEMENT CENTER,PASIG CITY

Attend a lesson study program to help improve her teaching methods by working with other teachers, examining and critiquing one anothers teaching techniques. Our school is a part of this program and I found out that this is very effective. The monthly lesson study is a collaborative lesson planning session held once a month in preparation for a particular lesson the following month. They can also approach the master teachers to be their mentor or guide. Master teachers can provide advice or guidance for new teachers who may have queries.
MARJORIE LOMEDA DELATADO-TANDANG SORA ELEMENTARY SCHOOL

Star Teacher On The Board

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Learn For Less

Monday, October 31st, 2011

Create fun yet affordable instructional materials in just a few easy steps!

Its a sad reality that although there is a wealth of materials available to teachers in the market, many of these are too expensive to be viable in most classrooms. Here are some tips and ideas that cost littleto nothing to create.

Star Teacher On The Board

BE A NATURE LOVER
Stepping out of the classroom and watching the clouds on a breezy but sunny day is an activity most of your students will love. Record their observations and make a chart of the types of clouds they see. Voil! You have a science activity that requires only paper and pens. Walk around your school grounds and look for calamansi to make juice out of. Afterwards, dry the squeezed out peel to use for a stamping activity with a bit of tempera paint mixed with water. Gather up leaves and twigs and use these for a sorting activity. Grow some plants from monggo seeds. Mother nature is the best source for materials to be used in the classroom. The best part? Its free!

FILE FOLDER GAMES

All you need is a little ingenuity to create lasting puzzles and games with folders, paper, and markers. 1. Look through your lesson plan and think of what concept you would like to target. 2. Be creative and think of fun ways to present your game . If you are working with vocabulary words, you could have a guessing game where you have the words inside a balloon and the meaning of the words flowing like strings of the balloons. You could also have flowers with a letter in the middle, surrounded by petals that contain words that begin with that letter. Let your imagination take flight! 3. Think of a catchy title for the game , such as Up in the Air for the balloon vocabulary words game and type the instructions on a computer. If you have no access to a computer, simply write the title and instructions on the cover page. 4. Arrange the game . Decide on what you want to stick, write, or draw inside the folder. For example, you can draw the outline of theballoons with the meaning of the words as the string. 5. Cover the folder with clearcontact paper (available in National Bookstore). 6. Print or draw the piecesyou need for the game. Laminate these for greater durability. STAR TIP: There are free activities you can download from websites that contain complete file folder gamesfrom the title and instructions to the game itself. Check out: 1. File Folder Fun 2. Preschool Printables File Folder 3. Heart of Wisdom.com Fabulous Fun Free File Folder Games

WORKSHEETS WORK
Worksheets abound in the great World Wide Web. Just type in your area of interest, whether by subject (math, science, literacy), topic (letter recognition, opposites, patterns), or even age level. Again, if you do not have access to the computer, these sheets are simple to create and can be reproduced at a minimal rate. 1. Choose the activity based on what the students are studying. If they are entering kindergarten, then they must know how to recognize and write all of the letters. 2. Create a visually appealing worksheet by drawing child-friendly images. You can also play around with colors by using colored markers and crayons. 3. You can either photocopy the sheet for the whole class to work on at the same time or you can laminate the sheet. You can re-use the laminated sheet over and over again, but only one child can work on the sheet at a time. STAR TIP:Current prices for lamination in

Star Teacher On The Board

National Bookstore are as follows: Short page: P30 Long Page: P35 A3: P70 You can also opt to laminate your sheets with thick scotch tape. It is not as durable as real laminate but it is a cheap alternative that works well enough.

PAPER PLATES GALORE

Easy to find, cheap, and versatile. What more could you ask for? These plates are perfect for art activities, such as creating masks and animal puppets. However, these plates can also be used for math activities, such as telling time, fractions, and counting activities. ADDITION WEB Here is a simple math activity you can make with a paper plate, permanent markers, whiteboard markers, scotch tape, and erasers. 1. Draw a small circle in the center of the plate. Write a number inside the circle. Keep it simple for younger students while older students can have larger numbers. 2. Draw lines from the circle you drew until the edge of the plate. Make sure you have at least four empty spaces. 3. Place scotch tape on the empty spaces to allow you to erase the answers and re-use the plate for your other students. 4. Ask your students to think of different number combinations to arrive at the number in the middle. If you have the number 9 in the middle, possible answers could be 0 + 9, 1 + 8, 2+7,3+6,and4+5.

DID YOU KNOW?There is a whole movement dedicated to promoting the use of paper plates as supplements for academic subjects, such as math, science, and literacy. Log on to http:// analyzer.depaul.edu/paperplate for more information and ideas! Posted in On The Board | No Comments

The Power of Verbal Abuse

Star Teacher On The Board

Monday, February 28th, 2011

Verbal abuse among kids can be common, and when it happens in the classroom between teacher and student, it can lead to serious consequences.

Sticks and stones may break my bones, but words will never hurt me. The old childrens rhyme talks about how kids should not give in to name-calling, taunts, and teasing from their peers. What can come off as seemingly harmless jokes, however, can snowball into a bigger, graver problemverbal abuse. What It Is Verbal abuse ranges from name-calling and putting others down through words, to more extreme manifestations like swearing and using expletives, explains Michele Alignay, guidance counselor at Miriam College and consultant at the Love Institute (www.theloveinstitute.com). This type of abusive behavior works primarily with languageusing it to significantly lower a persons self-esteem and emotional wellbeing. The scope of verbal abuse can be extensivefrom purposeful humiliation to making others feel unloved, from criticizing and ignoring your victim to actual harassment and threats. The power of words can condition a child, reinforcing negative behavior, adds Alignay. If a teacher, for example, tells a child he is pasaway, chances are, the student becomes exactly what the teacher says. The student begins to believe what he is called and finds that there is no use in behaving. It affects a childs self-esteemhis self-worth is diminished because of labels placed on him by other people, she says. If a teacher calls a student mahina, then he may lose the determination to understand a particular lesson. He might attempt to overcome it, but may not strive to reach beyond his capacity. Many children become underdeveloped or do not maximize their potential because of these labels, which result in poor self-esteem and negative opinions of themselves. This type of abuse is very dangerous because it does not leave any marks, says Ina de Vera, currently a primary years teacher at the Beacon School. Verbal abuse cannot often be picked up on by the childs family or teachers and has a powerful effect, especially since help is seldom available unless the child learns how to speak up. She continues to explain that victims often have to deal with multiple emotionsconfusion, embarrassment, guilt, inadequacy, anger, and shame. Verbal Abuse vs. Discipline Teachers who have not had enough exposure to more modern, progressive methods of teaching and handling students can easily misconstrue verbal abuse as discipline. Scolding and criticizing a student or even an entire class can considerably put them down. With verbal abuse, the words that are dealt go one way. Discipline, on the other hand, involves communication. Discipline equals talking about the behavior and its effect without judging or labeling, says Alignay. Whereas, Youre so carelesswhy do you keep making mistakes? immediately judges the student himself; I see you werent able to pass the testyou know, youre very good at analyzing problems but maybe youre becoming confused and thats why you didnt follow directions identifies a strength of the child and turns it into a source of motivation. Constructive criticism is what discipline calls for, she explains. You need to bank on whatever strength you can find in the student and then note something that he can improve. Spotting the Signs Children can react to verbal abuse in two extremes. One is to completely withdraw, and the other is to act out and verbally abuse others as well. There are no actual outward signs as in physical abuse, says de Vera. Verbal abusers can be cunning with their jokes and withholding of affection if this happens in the home, then a child may demonstrate an unwillingness to leave school. Opening a dialogue with your student and establishing that you are a person of authority he can trust is a good way to gauge what is going on in the childs home. A referral system can also be implemented, adds Alignay. Teachers can do a firsthand screening

Star Teacher On The Board of the student in questionand if they see that the childs behavior has roots that go beyond nonacademic behavior, they can turn to the guidance department, which can offer counseling. There is a critical line between what counselors can and cannot tell their students parents, she says. As a counselor, if I can see that there is verbal abuse going on at home, I need to offer suggestions and be careful not to provoke parents, who can be defensive about what goes on in the family. Its also important to seek the childs approvalfind out if its all right with him for you to talk to his parents. There is confidentiality in counselingsomething which can only be broken if a childs life is threatened. If students are being verbally abused by co-teachers, then this issue can be pointed out immediately during a private moment, says de Vera. Its important not to accuse right away, but to gather enough evidence from students in class, as well as from anyone whom you think is affected by the situation. Inform your colleague that you may have to report the situation to your principal, and waste no time in doing so since such matters are very serious. Check Yourself Being aware of what verbal abuse encompasses (labeling, name-calling, comparing, teasing, etc.) can help you keep yourself in check with your own students. Teachers must possess a healthy selfesteem in order to be effective. Many times, teachers are burned out, drained, and tiredand this can lead to negative ways of dealing with students, such as verbal abuse, says Alignay. It is important to think of the 5As when you reflect on your own self-worth, she adds, crediting clinical psychologist Dr. Lourdes Carandang for the following: AcceptanceAm I accepted for who I am? Affection Do people care about me? AttentionDo I matter? Affirmation Am I worthwhile? Appreciation Are my efforts noted? Securing these 5As can restore a teachers self worth, making it easy for her to value her students. Remember that discipline means to teachnot punish. Words that hurt your students will not teach them anything except to be hurtful in return, advises de Vera. As role models, at least for one school year, teachers must be respectful, kind, patient, and loving. Teaching is not all about the facts, but the values your students can learn from you. Posted in On The Board | No Comments

Setting the Stage for Positive Discipline

Monday, February 28th, 2011

Research shows that when discipline is positive, it reaps the best results. Heres how you can introduce it in your classroom today.

A lot of teachers equate the word discipline with punishment and dictationhow to correct a mistake, how to get your students to obey rules and turn in their homework on time, and more. Discipline is indeed a form of training or molding of behavior in accordance to rules or standards. Time Lifes Teaching Good Behavior Guide for Parents aptly describes discipline as an art that takes time to learn and practice. Jane Galambos Stone, author of A Guide to Discipline, says that caring and control are both essential ingredients for all good teachers to receive the output they expect from children. Good teachers do not force obedience, but neither do they constantly give in. Theres always the delicate, sometimes confusing balancing act between becoming too strict or too lax. According to

Star Teacher On The Board Stone, it depends on how much our teaching style combines caring with control. The key is in caring enough to provide good, clear rules for your students protection. PREP TIME Prevention is the first and best solution. Its always best to avoid circumstances that will require you to reprimand a student. Heres what you can do: Come to class prepared . Be in class way before your early bird arrives. Give yourself ample time to set up your classroom, prepare yourself, fix your lessons, and relax. This way, youve got your class covered from start to end, leaving no window for your students to question your capabilities or want to do other things. Put personal problems aside. We all have bad dayseven your students do. Make your classroom a respite from outside challenges for both you and your students. Make your classroom student-centered . Set up your learning environment in such a way that your students have the freedom to learn, interact, and express themselves. Fill your class with learning tools . Equip your students with tools that will train them to work with very minimal supervision. As David Isaacs says in his book Character Building, If certain virtues are to be acquired, it seems logical that children should be actually required to do certain things. They should be required to do things and often to think about what they are doing and why they are doing it. Set your mind . No matter how impossible you think your students are, always psych yourself, and believe that each day will be a day of fun and learning. Keep in mind that no matter how hard you try, problems will occur. This is where your knowledge about each of your students will be helpful, and your judgment and quick thinking will be tested. Think about what is causing the problem. Why is your student misbehaving? It could be as simple as not getting enough sleep the night before or not eating breakfast that morning. Assess your approach . Plan how you intend to tackle the problem. Some students can be told using a soft voice and they will understand. There are some that require a more stern voice and manner to make them listen. But make sure you use a manner that will not discourage them or affect their self-esteem. ALTERNATIVES TO PUNISHMENT Do you often ask yourself, when is it time to punish a student? And is there such a thing as appropriate punishment? Even the best teachers reach a breaking point and snap at their students. Maybe you have reached this point once in your teaching career. Surely, you may have regretted losing your cool and thought about how you could have handled the situation better. Stone says, whether a student admits it or not, he needs an adult to guide him through the emotional roller coaster he is inthat is, growing up. Your students need to know that you are not the enemy and snapping at himin any formwill not achieve this goal. If you do, discipline may have broken down, stresses Stone. Here are some ways you can get a student to stop misbehaving and eventually learn to manage his emotions without becoming childish yourself. Non-verbal. When a student hits a fellow student, you can put your arm around the student to let him feel that you are ready to lend a listening ear. You can further say that you dont want anyone getting hurt, and that includes him. You might have to restrain the student further if he tries to hit you while you are holding him. Verbal. Use a firm voice and stand your ground. Your students need to know that you are in control and you mean what you say, without making any of them feel terrorized. Level with them . Literally. When a group of students begin to get rowdy and start to wreak havoc in the classroom, a stern voice may not be enough. You might need to go over to them, sit them down, and kneel down to their level to take control. Once you have the situation under control, this is when you start talking to them. PRAISE AND ENCOURAGEMENT Positive reinforcement is definitely more effective than punishment. Students like the attention given to them by their teachers. Recognizing their good behavior is like hitting two birds with one stoneyou feed their desire to be noticed and encourage repetition of a good deed done. According to Time Life, recognition can come in many formsfrom well-chosen words of praise, to an embrace or a thumbs-up, to more tangible rewards. However, Time Life points out that the form is as important as the timing in which you provide recognition. Praise should be immediate, so your student can make the connection between his deed and the reward that follows. In the book Teacher & Child, Dr. Haim G. Ginott throws in a word of caution. Praise can be both constructive and destructive. He says, praise is like drug, it may make a child feel good for a moment; however, it may create dependence. And that will work against all your efforts in imparting self-discipline.

Star Teacher On The Board You must be very specific about what exactly it is about the behavior that you like versus giving generic praise: You did a good job finishing your art project on time! versus Good job! There is also no need to wait for a task to be done. Give encouragement and praise along the way. And more importantly, give praise to make them realize that what theyve done is something that makes them feel good and proud of themselves and not just something that pleases you. Im sure you enjoyed making that project because it shows in your work! As teachers, most of us are products of a system that used to punish and zero in on the negatives. Practicing positive discipline means changing the way we think and react to our students behavior. Try it out and see how much more effectiveand pleasant!your classroom interactions will be. Posted in On The Board | No Comments

Which Classroom Manager Are You?

Sunday, February 27th, 2011

The way you manage your classroom has a lot to do with you style of disciplining. Find out what style you tend to use and how this affects your students.

1. In my classroom, I a. Let the children do whatever they want because its too difficult to make them do what I ask. b. Do not care what the children do as long as I can deliver the lesson. c. Am the boss and whatever I say should be followed. d. Make sure the rules are followed, but I know there will be days when I need to be more flexible. 2. My classroom rules are a. Established, but seldom followed. b. Made up as we go. c. Rigid and cannot be bent. d. Established, but negotiable. 3. When the children misbehave, I a. Let them get away with it as long as I have enough time to give them their assignments. b. Blame them and make sure they know that they were wrong. c. Take it very personally and make sure I take control of the situation. d. Realize that it may not be my fault and try to find out what may be causing this. 4. My students are mostly a. Directionless. b. Indifferent. c. Defiant. d. Able to control themselves. 5. When playing or working together, my students are a. Timid. b. Prone to emotional outbursts. c. Lacking in social skills. d. Cooperative. 6. In terms of school performance, my students a. Show no interest in success. b. Are poor performers. c. Need lots of stimulation in order to do something. d. Work hard to accomplish tasks. 7. as a teacher, I believe that a. I am responsible for making sure my students get at least the basics they need so we can get through the day. b. My students owe it to me to behave appropriately because I am doing them a great favor by educating them. c. My students should do everything I tell them even without understanding why because I am the boss in the classroom. d. My students will have good days and off days and I must be sensitive to these so I can react appropriately. RESULTS: If you answered

Star Teacher On The Board Mostly As: You are Permissive. You are very accommodating, but you are not in charge of the classroom. You also have few requirements for your students. The Outcome: Children turn out to have no direction, are hesitant and have no self-confidence, and do not feel like they can achieve anything. Mostly Bs: You are Rejecting-Neglecting. You have no middle ground and either reject children or neglect them when they exhibit negative behavior. You do not really care about the child as long as your agenda is met. You can resort to ignoring the children or berating them and refusing them everything. The Outcome: Children become confused and emotional problems arise. They also perform poorly in school because they do not know when they will be ignored, rejected, or if they will even be praised. Mostly Cs: You are authoritarian. You always have to hold the power in the classroom and demand that the children do as you say. Negotiation is not an option and children can never question your authority. Punishment is usually how you manage negative behavior. The Outcome: Children become rebellious, lack in social skills, and will always rely on other people. Mostly Ds: You are authoritative. You are firm and gentle at the same time and realize that children behave in certain ways for different reasons. Your rules are fixed and determined, but can be negotiated to avoid power struggles. When children behave negatively, you apply logical consequences instead of punitive punishment methods and do not go on power trips. The Outcome: Children learn to be responsible for themselves (their things, actions, tasks, etc.), they work well with others, are independent, and can control their emotions, actions, and wants. With disciplining children, balance is key. You have to find the right mix of firmness and flexibility and let go of the belief that you will always have to be right. Give children more credit and believe in their ability to measure up to what is expected of them, provided that the expectations are appropriate, of course. If you show children respect and a positive attitude, you will get the same in return. Posted in On The Board | No Comments

How do you encourage your students to be more creative and imaginative?

Sunday, February 27th, 2011

TEACHERS SAY: I encourage my students to be more creative and imaginative by giving them a lot of choices and opportunities. I advise my students to follow their interests whether in writing, oral communication, dancing, singing, etc. During our class, as much as possible, I avoid negative phrases or negative comments because these will prevent them from using their imagination. MR. JULIUS ARATA TEACHER-IN-CHARGE RICOS ELEMENTARY SCHOOL, UMINGAN, PANGASINAN In my science lessons, I remind my pupils to be environment friendly: Reduce, Reuse, and Recycle. I show them projects made of recycled materials to arouse their creativity and imagination. Then, I encourage them to submit their own projects made out of recyclable materials like used compact discs, bottles, candy wrappers, and a lot more. By doing this, they become creative, imaginative, and an Earth Saver. GRACE G. DE VERA LIBERATO DAMIAN ELEMENTARY SCHOOL KAPITAN ATO ST., BARANGAY STA. CRUZ, PASIG CITY Our aims, aside from developing the love of reading, are to encourage creativity and imagination among our 4th graders. Every time the pupils read stories, they are provided with imaginative and creative impetus. They do creative drama. They also make stick puppets of one of the characters in

Star Teacher On The Board the story they have read. Theywrite paragraphs about how they would want the stories to end. I believe that encouraging pupils to use their imagination will help develop creativity, resulting in better writers and more enthusiastic pupils. ROCHELLE T. TALLUD NEMESIO I. YABUT ELEMENTARY SCHOOL In art classes, I will just show the finished product/art project for a short time so that they will have an idea of what to do, then Ill just leave it up to them to think and create their own designs. In English classes, concepts can be recited or sung by creating their own poems, rap, or songs.They will be asked to create a story by completing the phrase: Imagine you are a butterfl y, princess, monster etc. Write what would your life be like. GINA B. YONQUE LAGRO ELEMENTARY SCHOOL As the saying goes, you cant give what you dont have. Therefore, I myself must be creative and imaginative so that my students will imitate what they see from me. For example, setting up a well-structured classroom and giving my pupils some different activities such as fi lling up various graphic organizers and letting them play some exciting games related to the lessons. I also include creativity as one of the criteria in every group work and presentation. Lastly, I boost the students morale by appreciating their work. ERQUILY B. ESCOBAL EMS SIGNAL VILLAGE ELEMENTARY SCHOOL, TAGUIG CITY I expose them to different stories and have them do something from the story. For example, I ask the students to draw an object from the story or do group role play. In role playing, they became creative and resourceful when they use different costumes. They also feel that they are one of the characters. We also have pantomiming, character sketch, and using graphic organizers in summarizing or retelling the story read. KATHERINE MAPA COMEMBO ELEMENTARY SCHOOL MAKATI CITY During my post-reading activity, I group my pupils and let them pick from my engagement activity box what they are going to do and present as a group. Here are some of the following activities: 1. 2. 3. 4. Illustrationillustrate their favorite scene in the story Song compositioncompose a song, jingle, or rap related to the story Puppet makingmake puppets of the different characters in the story Slogan makingwrite slogans related to the story

5. Acrostic compositionwrite a composition in which the initial letters of each line form a word or a phrase These activities help them discover and enhance their talents and multi-intelligences and they also boost their confi dence and self-discipline. EDEN H. VINCULADO LAGRO ELEMENTARY SCHOOL, MAKATI CITY Posted in On The Board | No Comments

The Importance of Vocabulary

Sunday, February 27th, 2011

Help your students build their vocabulary to improve their communication skills and be better speakers and learners for life.

What are words? A word, according to the MerriamWebster Dictionary, is something that is said. Infants enter a world full of sounds that flow and ebb into a stream of unintelligible chatter. As they grow, they begin to understand that these sounds mean something. Words take shape as they realize that pretty baby refers to them and that no means Mommy is about to get angry. Toddlers add to their arsenal of words slowly, usually starting from mama and papa, then moving on to no

Star Teacher On The Board and want. Language explosion comes soon enough, usually by the age of three. Children at this stage will have about 1,000 words in their word bank. How do children learn words? Children are bombarded with words every moment of their waking hours. The giant billboards on EDSA advertising everything from instant noodles to popular clothing stores. The radio blaring the news for the day. Store signs from the neighborhood sari-sari stores right beside rows of houses with their numbers and street names emblazoned on their gates. Exposure is the key for learning new words. It is important for parents to read the billboards with their children, listen to the radio and talk about the news for the day, look through the childrens section of the Sunday newspaper and look for words that are unfamiliar, and read the street names and find out who or what they were named after. Every sign, every corner, every experience is a learning opportunity for new words to emerge. What is vocabulary? Children use words to convey their thoughts, feelings, and ideas. As language develops, they string words together to make meaningful statements. Words then grow into a vocabulary, which according to the Merriam-Webster Dictionary, is a sum or stock of words employed by a language, group, or individual. Why is vocabulary important? The number one reason why vocabulary is important is for success in later life. In a country such as the Philippines, where call centers are rampant and English is spoken widely, having a large vocabulary is an important requisite for job hunting. Even the mere act of scanning through the advertisements in the classified ads section of a newspaper requires a good vocabulary. Words Have Multiple Meanings. There are quite a few words in the English language that can mean several things. Sound. Noise or good? Bear. The animal or to endure? Boot. A kind of shoe or to fire up your computer? Mouse. The animal or a computer tool? If you are not aware of the different definitions, then the statement, It was a sound investment is going to confuse you. Vocabulary is an important component for comprehension. Vocabulary is a Key Factor in Academic Success. Students who achieve in school basically do so because they understand the material they are given. They read the books, listen to the lectures, and write their essays, quizzes, reports, and examinations to the best of their ability. This would be impossible to accomplish if these students did not have the vocabulary needed to comprehend their lessons. Self-confidence and Social Skills are by-products of a good vocabulary.

How can we best teach vocabulary words? Reading is a good way to introduce new words to children. As you come across new words in the text, ask your students whether or not they are familiar with the meaning. Write the word on top of a piece of paper and list the definitions of the children under it. Another great way to teach vocabulary words is to have a list of words per week. Games are the perfect way to internalize these words. Here are a few games your students will enjoy. 1. Gather together a few reading materials that contain the target words for the week. Scour newspapers, books, magazines, advertisements, journals, and even the Sunday comics. Lay these out in front of your class and have your students hunt for the words. Ask them to read the sentence that contains the word out loud to the class and brainstorm about the possible definitions. 2. Ask your students to use the words in context. Instead of having a written assignment about it, why not make it a fun game to challenge your students? Each sentence that contains a target word earns one point. At the end of the week, tally the points and find out who the Word Leaders are. 3. Start each day with a guessing game . Think of synonyms for each word and use these to make your students guess the target words. You can also think of antonyms and ask your students to guess what the target word is based on your vocabulary list for the week 4. Divide your class into groups of four and give each group a piece of paper and a pen. The group that has the most definitions under one minute wins the game. 5. Artistic children in your class willmost likely benefit from a creative activity, such as drawing or finding visual aids that can help them remember the target words better. A great way to motivate these students is to give them the opportunity to create visual aids, such as coloring a sheet of paper gray for the word dull or drawing Ben 10 for fearless. 6. A great collaborative activity is to create a story with your class using the target words. Divide

Star Teacher On The Board your class into groups and have them sit in a circle (if possible and the size of your class is not too big) and ask each one to use one word in a sentence. To minimize using the same words over and over again, ask each child to choose a word or assign the word. Choose a child to start the story, such as My ancestorscame from the province. The next child must continue the story using his target word, for example, They were very wearywhen they arrived. Continue on with the story and watch the children laugh their hearts out, as the story gets more and more hilarious with each passing sentence.

English as a Second Language Teachers have the responsibility to teach their students the foundations of the English language as well as to expand their vocabulary skills in order to enable them to be competent in other areas, such as mathematics, science, and health. What are some of the challenges of this task and how can teachers overcome these challenges? 1. Different Levels Students, no matter how closely grouped they are by age, will always have varying academic skill levels. The fourth-grade students in your class may have as little as two or as many as 10 skill levels. This discrepancy in levels can be addressed in multiple ways. a. Group the children according to levels. b. Ask the children who are academically advanced to tutor those who need help. 2. Lack of Practice The children do not speak the language outside the classroom. They tend to fall back on their home language, thereby losing out on the invaluable experience of practice. The only way to address this problem is to ask your students to speak English outside the classroom. After all, the old adage, practice makes perfect was coined for a reason. Angela Mapa, an instructor at the Berlitz Language Center, also recognized the fact that although some students know the meaning of words, they do not practice with the help of the teacher. They consequently do not learn how to use these words in context. 3. Significance of the Second Language Another barrier to learning English is the importance children attach to this task. After all, how many times in their lives will they encounter the words esoteric, obtuse, and antiquated? The best way to combat this misconception is to read books, watch the news, and listen to songs. There are so many words out there that never make it to mainstream conversations but are frequently used in print, radio, and movies. Posted in On The Board | No Comments

The Write Stuff

Sunday, February 27th, 2011

Teach your students the proper writing skills through these fun activities.

No matter what your age, good communication skills play a vital role in keeping you connected to the world. Teaching children proper writing skills early on can help establish a good foundation and allow them to hone their abilities as they grow older. Like any other subject, writing can be taught formally and technically. Sentence structure, vocabulary, spelling, and grammatical rules are all necessary components when teaching English. The challenge for teachers is finding activities that dont just instruct their students, but also allow them to practice the rules of proper writing while helping them grow creatively as young writers. Set Your Standards Before you can assess your students performance and growth, its important to establish a set of writing criteria to guide them as they write. Writing is assessed through a set of criteria shared with students prior to writing. These are developed by the teacher according to the genre of

Star Teacher On The Board writing or even the level of writing that a class is able to do, says Ina de Vera, a current primary years teacher with 13 years of experience as a pre-kinder to grade 5 teacher. It is a good idea to allow students to participate in creating their own writing goals because it enables them to assess their own work, as well as that of their peers. Having a defined set of criteria makes it easier for both teachers and students to create a common vision as to what good writing should be. You may have to guide students in creating their own writing goals. Start with an example that can be directly related to your lesson of, for example, subject-verb agreement, Always make sure the subjects and verbs agree. Then you can ask them for other rules that they feel should be present in the work they are about to write such as, Start with an introduction and end with a conclusion, or Make sure each statement has examples. You can be as specific as you want to be so as to reinforce a lesson. Ready, Set, Think! Bobbie Bautista-Ramirez, grade 5 class adviser and MAGIS English teacher at Ateneo Grade School, explains that writing criteria and writing goals are customized according to specific areas of strength and/or weakness of the students, and according to what is being gradedwhether it be sentences, composition, etc.There are no hard and fast rules to coming up with different criteria in your classroom, although following a general framework can provide a basic backbone that can be worked into your syllabus. Ina de Vera offers an example you can use as a guide. Of course you must adjust these according to the level of your students: 1. Ideas How effectively does your student choose a topic, develop an idea, collect information, share insight, and make connections? 2. Voice How clear is the authors purpose? How engaging is the piece? Does the author take the audience into consideration? 3. Organization Are the introduction and conclusion connected? Does the piece follow a logical sequence? Does it follow a good pace? 4. Sentence Fluency Are the sentences written correctly? Is the piece easy to read? 5. Word Choice Are the words properly used? For more advanced writers: Does the author show, and not tell, the story? Is creative, figurative language effectively used? 6. Conventions Are the spelling and grammar accurate? Strategies to Try Creativity plays a large role in coming up with ways to incorporate language lessons into your students activities. Use the essentials as a springboard for fun and interesting gamesthis can help you intersperse technical topics with activities that allow children to absorb and learn new ideas more easily. Poster Gallery Aim: Introduce your students to the idea of coming up with their own writing criteria and goals and allow them to form their own expectations as to what constitutes a good piece of written work. How to: Group students into threes or fours. Discuss in class the different traits you would like to use in assessing their pieces. Ask them to brainstorm what theyd like to see whenever they read a piece. Help them pick out examples of stories or books theyve encountered, which have particular qualities that resonated with them. Have the members of each group collaborate in making a poster that displays all their expectations. Create a poster gallery so that students can examine each others works and discuss the criteria by which the entire classs written works can then be assessed. Leave the posters up so that throughout the school year, students can look back on these criteria, whenever they feel lacking in inspiration or want to double check their own work against the standards they set at the beginning of the activity. Mind Map Graffiti Aim: Train students to spin a major theme into a piece of writing through word associations and mind mapping. Give them a chance to see how one major theme can branch off into many ideas that they can use to enhance their own writing. How to: Cover one classroom wall or bulletin board with a blank sheet of Manila paper that everyone can scrawl on. Give students a rundown of very general topics that they can start withthe class may vote on a particular subject, such as friendship, love, family, etc.

Star Teacher On The Board Write the chosen topic in big, bold letters in the middle of the graffiti wall and encircle it. Anybody can come up and connect the topic word to another word. Get the ball rolling by giving them one or two examples in the beginning. For example, friendship can spin off to going out with friends, or eating lunch together at the canteen. Get students to take turns writing their own ideasmaking their written words as creative as they can so that the mind map becomes just like a wall of graffiti. When the wall is done, explain to students that a major theme can branch out into any of the associations theyve made. A written exercise can help reinforce the activity. QUICK TO DOS These short and simple activities can help reinforce writing skills without taking too much time. Comic book (teaches Logical progression). Have kids lay out a familiar story using thumbnails and jumble them up to create an interesting spin to a tale. Dress Up (teaches Voice). Have kids pick out a popular character from a book and write a short speech in that persons voice. How To (teaches Sequencing). Get kids to write all the rules for how to make a peanut butter sandwich, for example, and have them act it out but miss a stepthis can make for a very funny skit! While fun and games can make any class interesting, the rudiments of teaching proper writing skills, such as reading, spelling, punctuation, grammar rules and listening, must never be forgotten. Posted in On The Board | No Comments

How does the Internet help you in your teaching?

Sunday, February 27th, 2011

TEACHER SAYS: The World Wide Web helps me a lot in my teaching. Its easier, cheaper, and more exciting to teach science, since this subject needs a lot of motion and illustrations. By just clicking the mouse, I can get pictures and important information I want to present to my pupils. My students are very eager to attend my science class because they are excited for the next presentation I will show them. Besides, I can save time, money, and effort in preparing my visual aids. Goodbye to markers and Manila paper! GRACE G. DE VERA LIBERATO DAMIAN ELEMENTARY SCHOOL BARANGAY STA. CRUZ, PASIG CITY The Internet helps me find creative and artistic ways to carry out my lessons effectively. It serves as my open library in finding the easiest, funniest, and most enjoyable ways of teaching the head-cracking and boring lessons on grammar and hekasi. It also helps me get new ideas on how to apply things to actual classroom instructions. Some suggestions found online, especially in education and teaching-related websites, contain multimedia presentations (usually in PDF format) which are downloadable, easy to view, and can be shared with my class and fellow teachers. PEPITO I. DEL VALLE, JR.BOLO ELEMENTARY SCHOOL CAMARINES SUR If I want to learn more about the topics were about to discuss, I just surf the Internet. Only yesterday, we tackled the life of Helen Keller and my research work helped me a lot. I even advise my pupils to try researching online to help them with their homework but I make sure that they read and understand what they search for because I will surely ask them questions. MARIA CECILIA OPAO EMILIO JACINTO ELEMENTARY SCHOOL TONDO, MANILA Most of my students pass computerized assignments and projects, which theyve copied or downloaded from different websites, thats why lecture-based presentations are no longer exciting for them. Because of this, I really took time to explore and learn to download videos from Youtube

Star Teacher On The Board which I use to WINpresent my lessons especially in science. This results in lively discussions, 100% attention, and decreased absences in my class. Lack of science equipment like the microscope is not a problem anymore since my students can see the real parts of the blood, chlorophyll, and others from the downloaded picture. I was able to relate with the class and present the lesson in a realistic way. ESTRELLITA R. LITAO BAMBANG ELEMENTARY SCHOOL BULAKAN, BULACAN The Internet helps me with my teaching in five ways: 1. It gives me the opportunity to learn current innovations in teaching from other countries that may be utilized in my class to strengthen my pupils self-esteem. 2. It adds further information about the topic I am teaching. Im not just depending on what is printed in the textbook. I research more so I can answer my students questions. In fact, I subscribe to some websites, like MathGoodies.com and Maria Millers blog (homeschoolmath.blogspot.com), which give tips to math teachers around the world. 3. It tests my decision-making skills. I can choose what strategies or teaching styles I should and shouldnt apply. 4. I can easily communicate with people far away via e-mail. 5. It is the cheapest way to travel and to be aware of whats happening around the world. IRENE R. CHUA GOODWILL ELEMENTARY SCHOOL BAGBAG, QUEZON CITY Children are different these days. We must know their interests, listen to their music, sing the songs they sing, watch the movies they see, and read their posts on Twitter, Facebook, and other social networking sites. I created an online test in hekasi connected to Facebook. As of now I am one of the many quiz creators on the site! EVELYN R. DEL PRADO RIZAL ELEMENTARY SCHOOL MAKATI CITY Posted in On The Board | No Comments Older Entries

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