Cohort - March

Chapter 3 – Summarizing and Note Taking
What –
Note taking is vital to reinforcing comprehension and having materials to study before a test; however, simply jotting down everything a teacher says, isn’t the most effective way to use the skill. Most information can be and should be deleted. I had my students practice the exercising technique Marzano suggested to help my students practice becoming aware of extraneous information, which is helping in the research process.

So what-
I found that my students’ writing actually improved on their research papers after having taken notes that were free of repetition and information that vital and not unimportant, frivolous details.

Now what-
Next year I will begin the school year with skills in note taking. I think that my students could have benefited in other writing assignments earlier in the year had I thought to take the time to show them how to tell the difference between different types of information.

Chapter 4 – Reinforcing Effort and Providing Recognition

What –
I agreed with Covington’s research that the four causes of success are ability, effort, other people and luck. Knowing this, I acknowledge that I can affect two of these areas. I can help change a students’ view on effort so that they put forth their best efforts. I loved the idea of sharing examples of successful people with my classes on a regular basis. Their worlds are often so small, that not only was I able to open their worlds a bit, but make them see that average people can do great things, i.e. cure diseases, change social standards, and change people’s ideas about the world through their hard work and determination. Hopefully, seeing these examples can motivate them to try a little harder in their own worlds and turn in assignments, revise an essay and take compositional risks, and come to class on time, showing that their education is a priority.

So what –
After reading a biographical essay on the success of author Alice Walker, one student, Mia, wanted to know more about her. Alice Walker overcame being a social outcast and partial blindness to become a prolific author. Mia, although a decent student, never tried her hardest on any paper that was assigned. Mia came to see me before she left my classroom to share something with me: After hearing Walker’s story, has decided that there’s nothing stopping her from achieving greatness, and that she should try harder to show what she’s really capable.

Now what –
I know that not all students will be as touched as Mia by stories of others’ success stories, but if I can reach even a few, what a worthwhile use of 5 minutes of class time. I will continue to incorporate these examples to encourage students to increase student effort and performance. Much like the note taking strategy, I will begin at the very beginning of the year and make it a consistent part of my routine.

Chapter 5 – Homework and Practice

What –
Homework is crucial to practicing and “getting” what they’ve learned in class. I think the idea that stuck with me the most is that the homework given should be at a level in which they can perform – that homework is not a time to push and challenge them – that should be done under my supervision. Giving homework for homework’s sake is pointless. The homework I gave my students were focused practices, taking one lesson and focusing in on one particular skill to master.

So what –
I tried to give the homework on a more consistent basis, which my students hated. I have to confess that a lot of what I saw was students pulling empty papers out of backpacks and trying to rush to get it done during the class period for a late grade (which I hate) or students getting help from others to complete their homework. My feedback on their homework was harsh, and I haven’t seen much of a change in their homework efforts, unfortunately.

Now what –
Research shows that consistent homework is the way to go, so I have not reason not to continue. I guess the problem must be me, so I will continue to tweak how I’m managing their homework practice.