Category: Resources

In Support of the Word Wall

Denise Krebs

I moved to second grade this year to a room chock-full of English language learners.

I’ve had a word wall for many years–in grades Kindergarten through 8. This is the first year, however, that I’ve received such positive feedback about the word wall.  For instance, here are two things that happened within a week.

I received this valentine from one thankful student who takes pride in spelling high frequency words correctly.

Then this morning before school, I had to rearrange a few words because of maintenance work done over the weekend.

Word Wall: Friend of English Language Learners
Word Wall: Friend of English Language Learners                Photo by Fatima Hu.

A different boy came in and saw me with words in my hand and proclaimed, “What? Are you taking the words down? I need them to spell ‘because’ when I write it.”

I was happy to be able to tell him that, indeed, I was not taking the words down.

His enthusiastic question has motivated me to find even more ways to use it effectively.

I have always known that children learn with confidence if they are given as much scaffolding as needed. The word wall is perfect for writing with children of all abilities.

Many children still need to look at the word wall to spell are instead of ar. Eventually these children will learn or at least tire of me pointing to are and reminding them to spell it correctly. They will become independent spellers.

Other children need the word wall very rarely. They have already put many words to memory, or the words are decodable and they have the key to unlock many English words.

Eventually my friend from this morning will know how to spell because independently–not because it was a word on his spelling list once upon a time. He’ll learn it because the expectations are high and the environment supports his learning. The best part, though, he’ll learn because he wants to!

Here’s a great resource for primary classes from Harcourt’s Storytown to make fun and effective use of the words on the word wall. (Intermediate grade activities here.)

A couple favorite activities we do to learn the words are chanting the spelling and the mind reader game.  My favorite use of the word wall, though, is for authentic writing, as my two boys and their testimonials show.

How do you use a word wall?

Photo by our photographer of the day, Eman.
Photo by our photographer of the day, Eman.

Rubbish Re-Creations

Denise Krebs

It’s that time during the summer when I can take a couple weeks to organize, clean, and create. I get neglected jobs finished, and I love this time just before school starts.

Today I was looking for another document on my computer and ran across this old booklet, Rubbish Re-Creations, I wrote in 1993. I just wanted to share it, not just because it has a few ideas with life left in them, but because I was delighted to see the #maker in me back in those years. I never called it that, of course, but some #maker values continue to guide me.

I want to save the earth, encourage and grow problem-solving, creativity and imagination in children and adults, and save money. Every year, I give students and families a list of things to save for our classroom, and this year I am excited to be leading an Imagination Chapter through the Imagination Foundation.

Here’s to making, creating, reducing and reusing (the two better Rs than recycyling!)

Rubbish Re-creations Grandville MI 1993

Mindset for Learning and Growing

Denise Krebs

In one world, effort is a bad thing. It, like failure, means you’re not smart or talented. If you were, you wouldn’t need effort. In the other world, effort is what makes you smart or talented. You have a choice. Mindsets are just beliefs. They’re powerful beliefs, but they’re just something in your mind, and you can change your mind.

Carol Dweck, Mindset, Loc 317 in Kindle.

I want to change my mindset in every area of my life! As I read Carol Dweck’s book, Mindset: A New Psychology of Success, I thought of the times and areas in life that I have had a growth mindset (computers, reading and writing), and I also think of many when I have had a fixed mindset (sports, music, and learning languages).

My belief in all children’s ability to grow and learn has developed over the years. Thank God. I am saddened by some memories I have of my first years of teaching. I know I reinforced fixed mindsets in children. Even today, I still make mistakes. Carol’s book will help me, especially connecting and believing in those children who don’t believe in themselves.

I look forward to discussing Mindset with other #geniushour teachers on Thursday, 6 August, at 6 pm Pacific Time/9 pm Eastern. (Or for those in Arabia Standard Time, 4:00 a.m. on Friday.) Join us if you want to learn more about fixed and growth mindsets.

I’ve gathered below some quotes from the book on each of the two mindsets. I could have gone on and on–so many good thoughts–but I wanted to put these here as a reminder of the ideas, descriptions and vocabulary that I will need to practice, learn and teach. My goal for the coming school year is to practice and teach the growth mindset. (That’s my one sentence for this summer, Joy.)  (The Kindle location number is given for each.)

Fixed Mindset

  Growth Mindset

Fixed mindset—creates an urgency to prove yourself over and over. If you have only a certain amount of intelligence, a certain personality, and a certain moral character—well, then you’d better prove that you have a healthy dose of them. It simply wouldn’t do to look or feel deficient in these most basic characteristics. Loc 158

…one consuming goal—look smart, don’t look dumb. Who cared about or enjoyed learning when our whole being was at stake every time she gave us a test or called on us in class? Loc 164

…labeling themselves and throwing up their hands Loc 219

…risk and effort are two things that might reveal your inadequacies and show that you were not up to the task. Loc 227

…your qualities are carved in stone Loc 238

…a fixed ability that needs to be proven Loc 310

…fixed traits—success is about proving you’re smart or talented. Loc 313

Validating yourself. Loc 313

…children with the fixed mindset want to make sure they succeed. Smart people should always succeed. Loc 335

…fixed mindset didn’t want to expose their deficiencies…to feel smart in the short run, they were willing to put their college careers at risk. Loc 352

…fixed mindset makes people into nonlearners. Loc 353

It’s about being perfect right now. Loc 459

The fixed mindset does not allow people the luxury of becoming. They have to already be. Loc 481

…failure has been transformed from an action (I failed) to an identity (I am a failure). Loc 599

But those with the fixed mindset said they would study less for the next test. If you don’t have the ability, why waste your time? And, they said, they would seriously consider cheating! Loc 648

…instead of trying to learn from and repair their failures, people with the fixed mindset may simply try to repair their self-esteem. Loc 650

But students in the fixed mindset chose to look at the tests of people who had done really poorly. That was their way of feeling better about themselves. Loc 652

People with the fixed mindset tell us, “If you have to work at something, you must not be good at it.” They add, “Things come easily to people who are true geniuses.” Loc 725

The idea of trying and still failing—of leaving yourself without excuses—is the worst fear within the fixed mindset, and it haunted and paralyzed her. Loc 764

…that success is about being more gifted than others, that failure does measure you, and that effort is for those who can’t make it on talent. Loc 799

In the fixed mindset, everything is about the outcome. If you fail—or if you’re not the best—it’s all been wasted. Loc 865

…the natural does not analyze his deficiencies and coach or practice them away. The very idea of deficiencies is terrifying. Loc 1402

…key weapons of the fixed mindset—blame, excuses, and the stifling of critics and rivals. Loc 1948

You have permanent traits and I’m judging them. Loc 2928

We don’t care about who you are, what you’re interested in, and what you can become. We don’t care about learning. We will love and respect you only if you go to Harvard. Loc 3210

When teachers are judging them, students will sabotage the teacher by not trying. Loc 3417

Fixed-minded teachers often think of themselves as finished products. Their role is simply to impart their knowledge. Loc 3424

You have permanent traits and I’m judging them Loc 3596

Remember that praising children’s intelligence or talent, tempting as it is, sends a fixed-mindset message. Loc 3598

The passion for stretching yourself and sticking to it, even (or especially) when it’s not going well, is the hallmark of the growth mindset. This is the mindset that allows people to thrive during some of the most challenging times in their lives. Loc 181

…your qualities can be cultivated Loc 239

…exceptional individuals have “a special talent for identifying their own strengths and weaknesses.” Loc 259

…a special talent for converting life’s setbacks into future successes. Loc 262

…creative achievement…perseverance and resilience. Loc 263

…a changeable ability that can be developed through learning Loc 310

…changing qualities—it’s about stretching yourself to learn something new. Loc 314

Developing yourself. Loc 314

They walk, they fall, they get up. They just barge forward. Loc 326

But for children with the growth mindset, success is about stretching themselves. It’s about becoming smarter. Loc 335

…growth mindset seized the chance. Loc 352

“I never stopped trying to be qualified for the job.” Loc 392

“This is hard. This is fun.” Loc 451

“[When] I work on something a long time and I start to figure it out.” Loc 461

“Becoming is better than being.” Loc 481

People with the growth mindset know that it takes time for potential to flower. Loc 523

A single point in time does not show trends, improvement, lack of effort, or mathematical ability.… Loc 532

Those in the growth mindset looked at the tests of people who had done far better than they had. As usual, they wanted to correct their deficiency. Loc 652

John Wooden, the legendary basketball coach, says you aren’t a failure until you start to blame. What he means is that you can still be in the process of learning from your mistakes until you deny them. Loc 666

When people believe their basic qualities can be developed, failures may still hurt, but failures don’t define them. And if abilities can be expanded—if change and growth are possible—then there are still many paths to success. Loc 710

The growth mindset allows people to value what they’re doing regardless of the outcome. Loc 866

…even when you think you’re not good at something, you can still plunge into it wholeheartedly and stick to it. Actually, sometimes you plunge into something because you’re not good at it. Loc 936

“Come on, peach,” [Marva Collins] said to him, cupping his face in her hands, “we have work to do. You can’t just sit in a seat and grow smart.… I promise, you are going to do, and you are going to produce. I am not going to let you fail.” Loc 1151

Create an organization that prizes the development of ability—and watch the leaders emerge. Loc 2420

“I liked the effort you put in, but let’s work together some more and figure out what it is you don’t understand.” “We all have different learning curves. It may take more time for you to catch on to this and be comfortable with this material, but if you keep at it like this you will.” “Everyone learns in a different way. Let’s keep trying to find the way that works for you.” Loc 3012

Don’t judge. Teach. It’s a learning process. Loc 3160

But when students understand that school is for them—a way for them to grow their minds—they do not insist on sabotaging themselves. Loc 3417

Above all, a good teacher is one who continues to learn along with the students. Loc 3431

You’re a developing person and I’m interested in your development Loc 3597

…try to focus on the processes they used—their strategies, effort, or choices. Loc 3599

…try to figure out what they don’t understand and what learning strategies they don’t have. Remember that great teachers believe in the growth of talent and intellect, and are fascinated by the process of learning. Loc 3608

…our mission is developing people’s potential. Loc 3614

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

When Do You Feel Smart:
When You’re Flawless or When You’re Learning?

~Carol Dweck, Loc 452

Two Articles to Read to Help Avoid a Common Mindset Pitfall

Trying my hand at an art sketchbook. #edsketch

The Genius Hour Guidebook – Coming Soon

Denise Krebs

(Originally posted at geniushour.ca)

Genius Hour Guidebook
Click book cover for link to Amazon!

By Denise Krebs and Gallit Zvi

A few years ago the two of us took a risk in our practice–we asked our students what they wanted to learn about and let them take the reins and direct their own learning. Shortly after, we began the collaborative Genius Hour website geniushour.wikispaces.com, and then the monthly Twitter chat using the hashtag #geniushour.  Along with our friends and fellow Genius Hour teachers, Hugh McDonald and Joy Kirr, we began to share Genius Hour with all the teachers that would listen.  We are both so passionate about Genius Hour and found that it not only benefited our students but also changed everything for us!

The two of us wanted to spread the Genius Hour love with even more educators, so we decided that the next step was to write a book about Genius Hour.

We have been working on this book for a couple of years now and are really honored that it has now gone to production by Routledge and MiddleWeb.  We truly hope that it will help educators implement Genius Hour with their students. Our hope is that one day all students will have the chance to work on their own Genius Hour projects.

We are so excited to announce that The Genius Hour Guidebook: Fostering Passion, Wonder and Inquiry in the Classroom is now available for presale and will be available this Fall.

Denise Krebs and Gallit Zvi

Going Out With Flair

Denise Krebs

I read a blog post yesterday by Sean Farnum, “I Like My Year End to Be Too Busy.” He jam-packs the last month of school with engaging and connecting activities and projects to keep his students learning and wanting to come to school. He even jokes about postponing the end of the year because there is so much going on. I complained of spring fever this week, so this struck me as something I might do with my kindergarten students.

Later in the day, just by chance, I found some ideas for us on this Tweeted Times paper by Katie Ann.

Here are Three Ways to Conquer Spring Fever With Fun and Connections. We’ll be trying all of these.

  • Before May 1 introduce ourselves to some New Zealand 5-6 year-olds at Mr. Kemp’s school.

  • Pernille Ripp’s seventh graders are making plays that we can watch and review. 

  • Make Earth Day every day in May and June. We will be sharing our Earth Day experiences with our Iowa pen pals. Plus, we’ll be continuing our campaign of “Our School, Our Earth,” so we’ll have lots to do.

If you are a teacher of young ones, you can do these things too. Or, if not these, how are you going to conquer spring fever with fun and connections?

The Skill of Listening, Happy Earth Day, and Day 22 #AprilBlogADay

Denise Krebs1 Comment

Listening, speaking, reading and writing = language and literacy.

I have been teaching English language learners for a little over a year now. It was a big change from teaching older native speakers English and social studies.

I teach lots of speaking, reading and writing, but I have been neglecting to teach listening as a skill. Usually, students practice listening to each other during show and tell, and to me when I’m talking or reading stories. They listen to and sing along with songs, but really I have not helped them to practice and have success in listening.

Thanks to the British Council and the U.S. State Department, we have excellent resources for learning to teach English! Face-to-face classes and workshops, webinars, online classes. I’m learning so much. (See at the end of this post just a few of the resources I got today.)

Today, however, I attended one of the best webinars. It was on teaching listening. I will be a better teacher tomorrow because of it. I just wanted to share the resources for other ELL teachers and anyone who wants to teach listening skills.  The webinar is led by Kevin McCaughey, a Regional English Language Officer in Kyiv, Ukraine. It was a great presentation with a wealth of practical activities, and beautifully designed for the Earth Day audience enjoying it today.

Here is the PDF article, “Practical Tips for Increasing Listening Practice Time,” if you’d rather read the content (but don’t miss Kevin’s warm delivery, and with singing too.)

Do you teach listening? How? To whom?

More Resources

etseverywhere.com – Free ELT audio from Kevin McCaughey
elllo.org – Free, fun, natural and meaningful listening lessons from Todd Beuckens. Elllo on Twitter.
American English – “A Website for Teachers and Learners of English as a Foreign Language Abroad” by the US State Department