Embracing Positive Learning Environments

Part of the learning process is making mistakes.  However, inadvertently teachers and parents often correct young learners with negative remarks.  Kids continually hear the words "no," "incorrect" and "wrong."  What’s more, in moments of frustration, many children must withstand cutting, belittling names such as careless, lazy and unmotivated.  I think we have all been called these names at some time in our life, and I can promise you, these negative labels never help the situation.  It only breeds frustration and disempowerment.  In fact, if teachers or parents get too critical, students can feel dejected and even develop a sense of learned helplessness.

Stop the Negative Labels:

Have you seen Dan Siegal speak about the psychological impact of the word, “no?”  Here is a link to a YouTube Video where he shows an audience the difference between “no” and “yes” responses (Click Here).  I hope you have a moment to view it.  

Replace Negativity with Words of Encouragement:

How can teachers communicate student errors without sending a punitive message? Always point out what is right before using positive terms to guide any mishaps to the correct answer.  Here is a list of browbeating, contentious words that can be replaced with suggested words of encouragement.

Evaluating Errors:

Getting students comfortable evaluating their mishaps can be useful for the teacher as well as the student.  I tell my students that there are two types of errors.

1. An oops or oopsy doodle: This is when a student knew the content but overlooked a detail.  If my students get discouraged with these types of mistakes, I always give them a high five and remind them that we are human.  I then say, "If people didn't make mishaps, there would be nothing to learn." 
2. What?:  I always say this as if I am asking a question.  A "What?" is when a student never learned the concept.  This lets me know that I have to reteach the concept in a different way. 

Many of us grew up with negative labels, and I know, first hand, how difficult it can be to temper discouraging comments.  However, with practice, you will find that embracing words of encouragement will change the atmosphere of the learning environment and your students will embrace the learning process with confidence and enthusiasm.  In addition, providing a safe place where students feel comfortable evaluating their mishaps with cutesy terms such as oopsy doodle and What? will guide classroom strategies that nurture individual success. 

Dr. Erica Warren is the author, illustrator and publisher of multisensory educational materials at Good Sensory Learning and Dyslexia Materials.  She is also the director of Learning to Learn, in Ossining, NY.  To learn more about her products and services, you can go to www.goodsensorylearning.com, www.dyslexiamaterials.com, & www.learningtolearn.biz  

Mathemagic: Multisensory and Mindful Math Strategies Tailored for the Individual

Many students struggle with the steps required to complete mathematical problems.  They may forget the concept, miss a step, mis-sequence the steps, misread a sign, or struggle with writing out or lining up the numbers.  In fact, even if a student has understood and executed a problem with precision, it doesn’t mean that they will retain that information at a later time.  So what can we do to help these students to encode, into long-term memory, the steps required to complete math computations? 

The 3 Key Components for Effective Math Instruction

1.     Go multisensory: Integrate as many of the 12 Ways of processing as you can into your instructional plan: Visual, Auditory, Tactile, Kinesthetic, Sequential, Simultaneous, Reflective, Verbal, Interactive, Indirect Experience, Direct Experience, and Rythmic Melodic.  To learn more about this click here 

2.    Teach metacognitive and mindful strategies: Metacognition refers to the act of thinking about thinking, or the cognition of cognition. It is the ability to control your own thoughts.  Mindfulness refers to being completely aware of the present moment, as well as maintaining a non-judgmental approach. It helps to develop emotional intelligence and it instructs students to pay attention on purpose.  What’s more, mindfulness can help improve memory, test scores, classroom behaviors and stress management.  To learn more about this click here

3.    Integrate creativity:  Integrating creative lessons and assignments into the curriculum allows students to incorporate their imagination and encourages active participation.  Creative assignments also increases motivation for many students. 

Creating a Math Manual:

One of the most effective strategies I have ever employed with students is creating a “math manual.”  This assignment or project unites the three components of effective math instruction and also brings the fun factor into the classroom.  This can be completed throughout the academic year and checked for accuracy, so that students can use this resource for tests, midterms, finals, and even state exams.

What Format Should be Used?

Students can create the manual by hand or on a computer.  It can be presented in a photo album, a blank book, a binder, or a notebook.

Creating the Cover:

I encourage all of my students to come up with their own unique, creative name and cover for their math manual.  In my illustration at the top of this blog, I called it Mathemagic: A Magical Math Manual. 

Create a Sequence of Color Coded Steps:

Each student should write out the required steps to complete the problem.  This can be done in a linear fashion, a numbered list, a web or flow chart.  I also encourage students to color code the steps as this can also enhance memory.

Use Mnemonics:

Memory strategies are tools that help students organize information before they file it away in their memory banks.  I encourage my students to create their own memory strategies and to use both visual and auditory mnemonics.

Complete a Sample Problem:

Ask the students to provide a color coded sample problem that illustrates the needed steps to complete a problem.

Other Options:
Ask your students to create a song, poem, or rhyme with or without a dance routine to define the steps.  Integrating songs, rhymes and kinesthetics offers further modalities that will help to encode computation skills. 

Sample Math Manual Page:

I hope you you found this helpful!  If you would like a free copy of this division strategy, click here or on the image above.

Cheers, Erica

Dr. Erica Warren is the author, illustrator and publisher of multisensory educational materials at Good Sensory Learning and Dyslexia Materials.  She is also the director of Learning to Learn, in Ossining, NY.  To learn more about her products and services, you can go to www.goodsensorylearning.com, www.dyslexiamaterials.com & www.learningtolearn.biz  

Mindful Education and Teaching Emotional Intelligence Begins with the Learning Environment

 A big part of mindful education and teaching emotional intelligence begins with the learning environment.  Setting up a space where students can find peace and unwind is key.  In my private practice, this spot is my “zen table” and the surrounding cushions, bean bags and tactile toys.  Here students can dip their fingers into one side that is filled with lentils and colorful rocks and let the stress of the day dribble from the tips of their fingers, or they can venture to the other creative side that is filled with mung beans and magnets.  I got this beautiful table on Overstock a number of years ago.  They call it a TV table, but it makes the perfect centerpiece for a relaxation station.  If you want to make your own "zen space" you can also use big tupperware bins, an old chest, or even a wooden box.  If you have any questions, feel free to ask!!

Cheers,

Five Specific Ways to Integrate Mindfulness into the Classroom

Mindfulness in education is a rising topic of discussion.  Mindfulness refers to being completely in touch with and aware of the present moment, as well as maintaining a non-judgmental approach to ones inner experience. It helps to develop emotional intelligence and it teaches students to pay attention on purpose.  What’s more, mindfulness can help improve test scores, classroom behaviors and stress management.

So how can teachers integrate mindfulness into the classroom?

 1) Teachers must practice mindfulness in their own lives.  If a teacher does not have the time to meditate and listen to his or her breath and thoughts, they can be mindful or present even while doing household chores.  For example, instead of quickly watering the plants while chatting on the phone.  One can pull themselves into the present and find the joy of offering plants sustenance.  Notice each plant and appreciate the beauty and contribution it makes to your home.

2)  Define and discuss mindfulness with your students.  Review the following vocabulary:

     ·      Imagination:  Imagination is the act or power of forming a mental image of something not present to the senses or never before wholly perceived in reality.

     ·      Visualization: Visualization is the ability to create imaginary images within ones own head.  The mental pictures allow an individual to “see” past experiences, ideas or even future projections. 

     ·      Metacognition - Metacognition refers to the act of thinking about thinking, or the cognition of cognition. It is the ability to control your own thoughts.

     ·      Mindfulness: Mindfulness refers to being completely in touch with and aware of the present moment, as well as taking a non-evaluative and non-judgmental approach to your inner experience.

3) After recess guide your students through a mindfulness activity to calm their  senses.  Ask the students to sit for 3 minutes with their eyes closed.  They should notice their breath, release any thoughts and relax into their bodies.  You can start at their feet and work up to their head, asking them to be aware of their body and allow it to fully relax. 

4) Before a test, offer a mindful activity to help your students release any stress in their bodies.  Have the students take deep breaths and ask them to visualize a peaceful place of their choosing.  As they breathe in, have them imagine peace and knowledge filling their lungs.  As the breathe out, have them imagine that all negative thoughts such as doubt or concern will leave their bodies. 

5) After a classroom or social conflict, have the students sit in a circle facing one another holding hands.  Ask them to close their eyes and imagine that they are all one entity.  As they breathe in, have them imagine that they are pulling positive energy, forgiveness and loving kindness into the group.  As they breathe out, have them release any negative energy that they may feel.  You can make it specific to the situation.  After the activity, ask for volunteers to share any complements or appreciation they would like to offer to the group or an individual.  Have all the other students listen mindfully. 

Mindfulness works best if time is allocated daily.  Remember these activities will only take a few minutes and it can help your students to develop emotional intelligence, metacognitive skills, compassion, and confidence.  Finally, it will also help to nurture a sense of community in the classroom.

 www.goodsensorylearning.com