Last June I got a tip on a good summer read, Help for Billy, which is about understanding and working with the most challenging of students- those who respond unpredictably with a fight or flight response. In short, this book has changed my entire outlook on what is going on with these kids, how to respond, and I am only half-way through the book! I can even credit this book with enabling me to have a better relationship with my 22-year-old daughter. I am so happy to be able to share what I have learned with you. Read on for my notes.
Thursday, July 14, 2016
Friday, June 24, 2016
LOVE, LOVE, Help for Billy (Chapter 3, part 1)
Enough already of my LAZY behavior this morning! It is just soooooo addicting.
On to Helping Billy. Chapter 3 was sooo juicy that I have to break my notes for you up into 2 sections. I know how ADHD some teachers can be so little pieces at a time works best, right? (Speaking for myself here- and this will hardly be little!)
The human brain fascinates me. I love to read as much as I can about brain function and learning. Chapter 3 is about the 3 general parts of the brain. In short (as short as I can make it, anyway) the first part of the brain is the brain stem which runs what keeps us alive: heartbeat, breathing, etc. There is no shaping this part of the brain. It does what it does.
Next, and most important to understand as it relates to challenging students, is the limbic system which handles mood, memory, attention, emotions, pleasure, fear, relationships, fight or flight responses...The limbic system also records memories of good and bad experiences and behaviors. It is important to know that this area of the brain handles only the next 15 seconds of life and moment-to-moment survival. I'll get back to this.
Finally, the third area is what separates us from animals- the neocortex or the rational brain. This is where learning takes place, imagination, planning...Morals and ethics reside here. Hindsight, foresight, and insight. Right vs. wrong. And MUCH more.
Most and "good" students go about their day with the neocortex in charge. They can choose to delay responses after thinking them through. This part of the brain allows us to let an unimportant argument go, or to talk things out. It tells us that hard work pays off in the long run. It helps us work toward a goal. Or holds anticipated fears in check (You will be in trouble with Dad when he gets home!). Consequences are registered in the neocortex. Making decisions for the good of all happens here.
What comes next in the chapter, made so much sense! Read on for how all of this relates to challenging students.
On to Helping Billy. Chapter 3 was sooo juicy that I have to break my notes for you up into 2 sections. I know how ADHD some teachers can be so little pieces at a time works best, right? (Speaking for myself here- and this will hardly be little!)
The human brain fascinates me. I love to read as much as I can about brain function and learning. Chapter 3 is about the 3 general parts of the brain. In short (as short as I can make it, anyway) the first part of the brain is the brain stem which runs what keeps us alive: heartbeat, breathing, etc. There is no shaping this part of the brain. It does what it does.
Next, and most important to understand as it relates to challenging students, is the limbic system which handles mood, memory, attention, emotions, pleasure, fear, relationships, fight or flight responses...The limbic system also records memories of good and bad experiences and behaviors. It is important to know that this area of the brain handles only the next 15 seconds of life and moment-to-moment survival. I'll get back to this.
Finally, the third area is what separates us from animals- the neocortex or the rational brain. This is where learning takes place, imagination, planning...Morals and ethics reside here. Hindsight, foresight, and insight. Right vs. wrong. And MUCH more.
Most and "good" students go about their day with the neocortex in charge. They can choose to delay responses after thinking them through. This part of the brain allows us to let an unimportant argument go, or to talk things out. It tells us that hard work pays off in the long run. It helps us work toward a goal. Or holds anticipated fears in check (You will be in trouble with Dad when he gets home!). Consequences are registered in the neocortex. Making decisions for the good of all happens here.
What comes next in the chapter, made so much sense! Read on for how all of this relates to challenging students.
Wednesday, June 22, 2016
Breakfast over Billy
Ahhhhh, summertime- when you can push the snooze three times just for fun. You are probably wondering why a teacher would even set an alarm in the summer, but I would literally sleep the morning away if I didn't.Stumbling through my empty nest, careful not to trip over old Louie (15 in August!) who is comatose smack in the middle of the foyer, I pour my morning coffee and dislodge a small rock stuck to the bottom of my foot. Private Selection moca blend is my personal heaven. After shutting up my fat cat with a slice of turkey, and letting out my Cavalier King Charles Spaniel, I head to my recliner and wrap in a fuzzy blanket. I adore Michigan summer mornings when it is actually cold.
Welcome to my book study series: Helping Billy.
Read on for my notes about chapters 1 and 2.
Sunday, April 24, 2016
Counting and Skip Counting to 1,000
Happy April! I find springtime to be filled with happiness and anticipation (especially for Michiganders!) but also with stress as this is the last good chunk of days we have for teaching.
In the second grade classroom where I team teach, we have a pretty good number of high needs students with various issues. Two ESL brand new to America this year, two boys who are challenged to follow directions and need a great deal of support, one special ed., and she is the hardest worker I have ever seen (such a joy!), and two that are heading in that direction for the extremely slow growth they are showing, bless their hearts. Almost a Noah's Ark of a classroom, LOL. So, I have been procrastinating over taking these kiddos into the world of 3-digit numbers when they can barely handle 2-digit. Yet, it is just a repeating pattern so why not present it as no big deal.
As I worked on gathering supports for these students, I saw the need to provide hundred charts for every hundred and I also wanted an "any hundred" chart where students see the pattern is the same as counting to 100 and can fill in the hundred they need (or just make the point and use this as a visual).
I didn't need to use them long. And I also used them as answer keys for some of our activities- make your prediction and check your answer on the hundred chart that fits. But the most fun part of all was how big their eyes got over seeing just how many numbers there are to 1,000.
Click here to grab these on TPT and read on to hear about an extension activity I gave to my advanced students.
In the second grade classroom where I team teach, we have a pretty good number of high needs students with various issues. Two ESL brand new to America this year, two boys who are challenged to follow directions and need a great deal of support, one special ed., and she is the hardest worker I have ever seen (such a joy!), and two that are heading in that direction for the extremely slow growth they are showing, bless their hearts. Almost a Noah's Ark of a classroom, LOL. So, I have been procrastinating over taking these kiddos into the world of 3-digit numbers when they can barely handle 2-digit. Yet, it is just a repeating pattern so why not present it as no big deal.
As I worked on gathering supports for these students, I saw the need to provide hundred charts for every hundred and I also wanted an "any hundred" chart where students see the pattern is the same as counting to 100 and can fill in the hundred they need (or just make the point and use this as a visual).
I didn't need to use them long. And I also used them as answer keys for some of our activities- make your prediction and check your answer on the hundred chart that fits. But the most fun part of all was how big their eyes got over seeing just how many numbers there are to 1,000.
Click here to grab these on TPT and read on to hear about an extension activity I gave to my advanced students.
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