Fall 2015 School Age Training Recap, Part II
Following the lively and informative workshops led by our regional supervisors, staff breaked for lunch and then reconvened to either learn USDA policy from USDA & Project Manager, Carlena Marg, or 'hose games' from longtime VHFLC teacher, Jill Taylor.
Brenda helped occupy staff with some quirky song ideas while Jill set up her presentation, and then everyone took their seats curious to see what this 'hose game' business was all about.
Hose Games, with Jill
As funny as it may sound, not only are nylon hose cheap as a classroom material, but they're a versatile medium that can be used to make a wide variety of game props.
All you have to do, Jill explained, is roll the hose over your arm into a simple donut shape (this is what the teachers are doing in the above image). It's a process that kids often enjoy, and if arms turn out to be too small for the task, (a small) one can typically get the same result by rolling the hose over his/her leg instead.
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| VHFLC Teacher Brittany tests out one of Jill's hose flying contraptions... |
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| ...and it lands neatly at another table of teachers. |
Once you have several of these donut forms, they can be tied together with more nylon hose strips in order to craft a flying disc (held by Brittany in the above image). You can also make a spherical mesh out of the donuts and fill it with an inflated balloon (below).
Another fun and easy possibility, Jill demonstrated, is using several cut pieces of hose that are tied or fastened together to create a frayed ball (held by Vanessa below). Jill showed some more of her designs to the group before splitting them up to try their own hand (arms!) at them, and to see how the balls/discs could be used in games. Everyone seemed to have no trouble channeling their inner child to do so.
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| The group is split up into stations. Here's Vanessa with the frayed hose ball. |
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| Hot potat-hose... |
Modules for Pay Increase
After all the hose excitement had died down, it was time for a quick refresher on modules. Modules, Brenda explained, are paid lessons that can be found in the right-hand column of VHFLC's staff Shutterfly site. Subjects cover everything from indoor/outdoor safety, to ideas for boosting creativity, to understanding the various stages of a child's cognitive development. Each one completed is worth either a 1% pay increase or an extra three hours of pay – depending on which option teachers choose. There will be two downloadable documents contained within each module file: one that is meant to be read, and then a series of questions to be answered and returned to your RS.
Each school year, teachers are able to increase their pay by up to 3%, and as Brenda highlighted, the teachers who have been doing this consistently over the years are now making a pretty sum. Of course, they have also done themselves a service by increasing their knowledge on a host of useful topics!
Kidz Lit, Readers Theater, and School Library
The next portion of the training, led by Brenda and RS's Jana and Steve, highlighted the many benefits of emphasizing literacy training in one's after school program, and some simple ways that teachers to do this.
One measure teachers can take is to ensure that their program offers children a regularly changing selection of books. For this purpose, VHFLC offers Kidz Lit, where by filling out a short order form, teachers can choose (from a sizable list) a variety of books to be sent to their site. These are categorized by chapter vs picture book and poetry. For more information on this, please contact your RS.
Another effective way to aid literacy in the classroom is to do "Readers Theater" with your students. With Readers Theater, teachers can use the following resources (below) to help kids perform scripts from grade-level books or stories. According to its makers "Readers Theater is a strategy that combines reading practice and performing. Its goal is to enhance students' reading skills and confidence by having them practice reading with a purpose." In other words, "Readers Theater gives students a real reason to read aloud." These scripts can be used for students to read to each other, or perhaps present in a performance for families.
The last tactic that was discussed for increasing literacy was to set aside time during your program to take your children to the school's library. Communicate well with your librarian about this, keep him/her in the loop about what you envision for your plans with your class, and establish clear rules with your students about how to handle your library books.
Steve said that with his region's programs, he and his staff made an effort to explain the difference between classroom and library books, and that helping the children to understand the process of renting and returning books (emphasizing that these don't belong to us) proved to be valuable. As well, diversify interests and literacy skills by encouraging children to choose a variety of books, possibly even a book that they think "someone else would like to read".
Brenda and Jana then went over the importance of reading aloud, and how regularly practicing this skill helps in a multitude of arenas, including vocabulary, verbal expression, and learning the sounds and rhythms of written language, among other benefits:
How to read aloud while maximizing engagement - through tone of voice, pace, eye contact, etc - was also emphasized. Refer to the document below, 'Tips for Reading Aloud' for the complete series of pointers.
Leading & Engaging Groups, with Steve
The last portion of our Fall Training focused on the correct (and incorrect) ways to lead and transition into group activities.
As teachers, group activities are often a part of daily life. Much more than just a way to build camaraderie and stretch legs, group games are a great opportunity to forge mutual respect with your children and to establish a code of conduct that your kids can come to expect.
"So what makes a superstar teacher really good?", Steve asked the group. A large part of whether or not an activity is run smoothly, he said, is how clearly the teacher outlines the activity's parameters. Effective teachers take time beforehand to talk with children about appropriate behavior - ideally in a setting that is away from where the activity will take place. (This helps the children see that different types of behaviors are appropriate for different kinds of settings.)
Steve said to start your explanation by asking students for examples of good choices to make, and to follow that by asking them for examples of choices that would not be good to make. Continue to keep them an active part of the briefing process by using more questions than statements, and help them feel that their cooperation/opinions are valued by praising them for a level 2 life skill that they displayed.
Where Level 1 skills involve things like motor skills and coordination, Level 2 skills are more cerebral and encompass abilities like knowing how to take explicit direction, learning by observation, and staying calm when making mistakes, among other things.
How to present an activity:
- Make sure all staff involved in the activity are prepared.
- Begin presenting to children with an attention-getting statement.
- Vary voice volume to help maintain interest while instructing.
- Set clear boundaries & demonstrate skills and instructions rather than just explaining (you can bring children up to help you demonstrate as well).
- Change the way regular activities and routines are presented to keep them fresh
Keep in mind that while talking to children, you have to give them the respect that you want from them. As Sophie said in her Student Voice presentation, maintain good eye contact, listen thoroughly/let the child finish speaking, and if possible, stoop down to get on their level and demonstrate that you are there to listen to them (imagine how intimidating it could be to have a huge person looming over you!). Be enthusiastic, confident, and never take things personally or get mad. Remember - you can often prevent discipline by being clear.
Here Steve demonstrates the wrong way to lead a group of children (or in this case, teachers pretending to be children!) into an activity.
What did you notice about the video? In this scenario, the teacher clearly hasn't established parameters ahead of time for how he wants the game to go, or how he wants the children to walk down the hall. Instead, he tries to explain his expectations during the game, and at this point the children aren't listening to him. He then lets the group head to the gym while walking behind them at the back of the line. This allows the children to get loud and rowdy, and in response, the teacher gets frustrated and shouts at them. When they finally do get to the gym, further chaos ensues and the teacher eventually tells them that the game is cancelled (without explaining to them why he is doing so).
Anything else you saw? Rather than having his clipboard and phone at the ready, the teacher is scattered, losing the engagement of the children by himself becoming unengaged with them in order to pause and look for the clipboard and phone. How could the scenario have been handled better?
Click to see Steve using creative tactics in order to successfully transition a group (ninja style).
In this video, the teacher keeps his volume down and speaks low and confidently in order to create an image of control. When it comes time to venture down the hall, he gives the group instructions for walking through the hallways in a way that makes being quiet into a fun and challenging game. "Your trip down the hallway is often the only lens that the school staff see you through, so if you're noisy and uncontrolled, the staff might think that this is a reflection of your program," asserted Steve.
Once you begin your activity, try to lead from the center of it (providing the situation permits). Be sure to participate rather than just observe, and to be "With, Over Watch" (the acronym some use for this is 'WOW').
The presentation wrapped up with the group mulling over some thought-provoking questions that Steve posed: "Which teachers did you find inspirational as a child?", and "which people do you believe are effective leaders on a local and global scale?", among others. It was also suggested that we try and think about the specific qualities that make these people who they are - as a tactic for identifying and implementing their beneficial practices into our own lives/modes of teaching.
VHFLC team - thanks for reading our Fall Training recap! And teachers, thank you for always trying to be the best you can be. Feel free to let us know if there are any qualities that you have observed in others (teachers, leaders) that you are currently taking steps to replicate in your life or program. We'd love to hear about the process! Coming up: Parent Nights, Harvest Fests, and Halloween Parties. VHFLC kids and staff have some spooky fun in store :).
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