Turning Inspirational Quotes into Reality in your Classroom


I am not always convinced that a beautiful graphic or clever font and a few quick words can really impact me in a real way. That being said, there are a few quotes, comics, and sayings that catch my eye. I've accumulated my favorites and posted them below. What's more (There's more?!?! What a treat!), I've included how to take these lovely words and incorporate them into your teaching and classroom. Now these quotes are way more than just inspirational... they have a purpose!


First off let's thank Michael J. Fox for the words of wisdom! I agree wholeheartedly, Mr. Fox!
 
How can I use this in my classroom?

How can I use this in my classroom?
  • Agree on a day and time each week to meet face to face... and stick to it!
  • Lesson plan together (templates here, here, and here)
  • Share your lesson plans and modifications via email, Dropbox, or Google Drive
  • Ask your colleagues for their help or their opinion
  • Talk to others about the work they are doing in class
  • Plan for when you're not in the classroom
 
How can I use this in my classroom? 
 
How can I use this in my classroom?






 
How can I use this in my classroom?


How can I use this in my classroom?

 

Comments

Post a Comment

Popular posts from this blog

Accommodation and Modification Checklist

Image
Question:  As an Inclusion Facilitator, I am often asked about modifying and accommodating work to meet individual student needs. Whenever this happens, I immediately ask for samples of student work. Modifying and accommodating for students is so individualized in nature that the A/M section on the student's IEP isn't enough information to tell me what the student needs. The reality is that what works for one student in one class with one set of co-teachers (or one teacher) might not work for another student in the same grade in a different classroom. The IEP is the most individualized document in town and we need to remember the specific student every step of the way.  I look at the following: Student IEP goals Student IEP modifications and accommodations Student strengths General education teacher and learning specialist personalities and teaching style Lesson and unit plans Specific activities Student work Resource: Jenn Kurth's unit based approach to
Read more

Support #5: Modified Rubrics

Image
Happy Monday! Here in the Chicago Public Schools, we have ten days left with students. That means ten more supports that can be used in the inclusive classroom. Let's kick it! A great way to grade modified projects, presentations, essays, or any multiple step activity is to use a rubric. I am a big fan of the modified rubric. You are able to incorporate IEP goals (including Independent Functioning goals) into the classroom lesson and unit plans. The picture on the left is an unmodified rubric provided for a seventh grade essay. The one on the right is modified and incorporates modifications and goals that are in the student's IEP. I set up modified rubrics so that a 70% corresponds with the IEP goal or the student's individual unit objectives. If a student meets expectations, they will earn a C. Students that go above and beyond the expectation can earn a B or an A. Students who do not meet the expectations can earn a D or F. Here is an example of a stud
Read more

Co-Teaching Spotlight: Parallel Instruction

Image
I'm continuing with Julia's Rocking Co-Teaching Series . Click here to read more about team teaching. Okay, onto the next model! Model: Parallel Instruction Definition: "Teachers break the class into two heterogeneous groups and each instructs half of the class" ( Collaborative Teaching in Elementary Schools by Wendy W. Murawski ). What does it look like? Groups facing away from one another and teachers facing one another to limit distractions and noise Two teachers teach the same content in the same way OR  Two teachers teach the same content in a different way ( Collaborative Teaching in Elementary Schools by Wendy W. Murawski )  Notice how the two teachers are facing each other and the groups of students are facing away from one another. Both teachers are teaching the same content in the same way. Notice in this video the quick transition from full class to parallel instruction. The teachers are teaching the same content in a different
Read more