miércoles, 19 de noviembre de 2014

Techniques to Quiet a Noisy Class

One day, in front 36 riotous sophomores, I clutched my chest and dropped to my knees like Sergeant Elias at the end of Platoon. Instantly, dead silence and open mouths replaced classroom Armageddon. Standing up like nothing had happened, I said, "Thanks for your attention -- let's talk about love poems."
I never used that stunt again. After all, should a real emergency occur, it would be better if students call 911 rather than post my motionless body on YouTube. I've thought this through.
Most teachers use silencing methods, such as flicking the lights, ringing a call bell (see Teacher Tipster's charming video on the subject), raising two fingers, saying "Attention, class," or using Harry Wong's Give Me 5 -- a command for students to:
  1. Focus their eyes on the speaker
  2. Be quiet
  3. Be still
  4. Empty their hands
  5. Listen.
There is also the "three fingers" version, which stands for stop, look, and listen. Fortunately, none of these involve medical hoaxes.
Lesser known techniques are described below and categorized by grade bands:

How to Quiet Kindergarten and Early Elementary School Children

Novelty successfully captures young students' attention, such as the sound of a wind chime or rain stick. Beth O., in Cornerstone for Teachers, tells her students, "Pop a marshmallow in." Next she puffs up her cheeks, and the kids follow suit. It's hard to speak with an imaginary marshmallow filling your mouth.
An equally imaginative approach involves filling an empty Windex bottle with lavender mineral oil, then relabeling the bottle "Quiet Spray." Or you can blow magic "hush-bubbles" for a similar impact.
Teaching Chick places quiet critters on every desk. If a child becomes noisy, she moves the critter to the edge of his or her desk. "If I see them talking again, I will take their quiet critter." Kids still possessing their critters at the end of an activity get their name added to a reward chart.
If you want to go electronic, check out Traffic Light by ICT Magic, which is simply a stoplight for talkers. Other digital methods include the Super Sound Box, Class Dojo, or the Too Noisy App -- an Apple and Android tool that determines noise level and produces an auditory signal when voices become too loud.

Late Elementary and Middle Grade Attention Getters

Back when I taught middle school students, I would announce, "Silent 20," as a way to conclude an activity. If students returned to their seats and were completely quiet in 20 seconds, I advanced them one space on a giant facsimile of Game of Life. When they reached the last square (which took approximately one month), we held a popcorn party.
One of the best ways to maintain a quiet classroom is to catch students at the door before they enter. During these encounters, behavior management expert Rob Plevin recommends using "non-confrontational statements" and "informal chit-chat" to socialize kids into productive behaviors, as modeled in Plevin's video.
Two approaches for securing "100 percent attention" are modeled in a short video narrated by Teach Like a Champion author Doug Lemov -- a minimally invasive hand gesture and countdown technique ("I need two people. You know who you are. I need one person . . . ").
Another idea is to use a content "word of the week" to signal that it's time for silence. Examples: integer, renaissance, or circuit.

Quieting High School Students

Sometimes, rambunctious high school classrooms need a little longer to comply. In An ELT Notebook article, Rob Johnson recommends that teachers write the following instructions in bold letters on the chalkboard:
If you wish to continue talking during my lesson, I will have to take time off you at break. By the time I've written the title on the board you need to be sitting in silence. Anyone who is still talking after that will be kept behind for five minutes.
The strategy always, always works, says Johnson, because it gives students adequate warning.
Another technique, playing classical music (Bach, not Mahler) on low volume when learners enter the room, sets a professional tone. I played music with positive subliminal messages to ninth graders until they complained that it gave them headaches.

Call and Response

Below is a collection of catchy sayings that work as cues to be quiet, the first ones appropriate for early and middle grade students, and the later ones field tested to work with high school kids.

Teacher says . . .   Students Respond with . . .
Holy . . .   . . . macaroni.
1, 2, 3, eyes on me . . .   . . . 1, 2, eyes on you.
I’m incredible . . .   . . . like the Hulk. Grrrrrr. (Kids flex during the last sound)
Ayyyyyyyyyyyyyyyy . . .   . . . macarena.
I get knocked down . . .   . . . but I get up again, you're never going to keep me down.
Oh Mickey, you're so fine . . .   . . . you're so fine, you blow my mind -- hey Mickey.
The only easy day . . .   . . . was yesterday. (A Navy Seals slogan)

Implementation Suggestions

For maximum effect, teach your quiet signal and procedure, as demonstrated in these elementary and high school classroom videos. Next, have kids rehearse being noisy until you give the signal for silence. Don't accept anything less than 100 percent compliance. Then describe appropriate levels of noise for different contexts, such as when you're talking (zero noise) or during a writing workshop (quiet voices), etc.
If a rough class intimidates you (we've all been there), privately practice stating the following in an authoritative voice: "My words are important. Students will listen to me." Say it until you believe it. Finally, take comfort in the knowledge that, out of three million U.S. educators who taught today, two or three might have struggled to silence a rowdy class.
How do you get your students' attention?

TAKEN FROM http://www.edutopia.org/blog/30-techniques-quiet-noisy-class-todd-finley

jueves, 13 de noviembre de 2014


Conferencia: Aprendamos a enseñar:
• El educando, perfil y características
• Motivación o incentivos
• La metodología vs la espontaneidad
• Los detonantes del fracaso o éxito escolar

Taller: Crianza de los niños preescolares:
• Etapas del desarrollo infantil
• Cuando el sí es sí y el no es no
• El juego como canal del desarrollo
• Actividades para desarrollar en casa y en la escuela

Taller: El matrimonio que anhelamos tener:

• La responsabilidad de cada miembro de la pareja
• El rol del esposo y de la esposa: el amor y la sujeción
• Los suegros
• Los hijos, los bienes y el dinero
• Dinero y sexo
• Comunicación y fidelidad

Taller: Cómo aprender constructivamente en la Internet:
• Qué es Google y para qué me sirve
• Sitios educativos
• La utilidad de las redes sociales

Si deseas alguno de estos talleres o conferencias en tu región, comunicate a través de mi página Web

Cel: 54-341-153 526 294
USA PHONE: 1-786-429-4083
E-mail: srleoni@gmail.com


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martes, 11 de noviembre de 2014

Editor and Publishing Strategist

SANDRA LEONI is a professional Editor and Publishing Strategist with over twenty years’ experience. Remarkably motivated and effective-bilingual communicator with proven ability to build partnership among clients.
She has a great experience, and a strong foundation in Christian Education publishing, as a freelancer.
Sandra is also very detail-oriented, innovative leader, who quickly adapts to new concepts and processes.

Her services will provide you with,

  1. Exemplary communication, writing, and grammar skills
  2. Management of multiple, parallel tasks and simultaneous projects
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  4. Trainings, conferences, and small groups workshops’

 Visit her at www.sandraleoni.com

sábado, 8 de noviembre de 2014


El establecimiento de estándares en modo alguno garantiza su logro. Es la evaluación la que tiene que determinar qué resultados y en qué grado se han alcanzado en un determinado momento, tanto si nos referimos al sistema educativo en su conjunto como si lo hacemos pensando en un profesor en su propia clase.

Será preciso determinar los modos más adecuados para medir cada uno de los estándares, elaborando los instrumentos y procedimientos correspondientes, con la amplitud y diversidad que parezca oportuna. No hay modos únicos de medir el rendimiento alcanzado por los alumnos.

El establecer estándares precisos nos permitirá lleva a cabo un planteamiento de la evaluación que tendrá una referencia criterial (los propios estándares) más que normativa, lo que tiene indudables ventajas educativas y de re-alimentación de los procesos de enseñanza-aprendizaje. No quiero con esto señalar que la evaluación normativa sea inútil pero su función es, educativamente hablando, menos relevante, si bien juega un papel social importante y permite comparaciones entre unidades del sistema educativo que no deben descartarse.

Es indudable que no todos los profesores tienen el mismo nivel de competencia o capacitación profesional, ni todos tienen la misma capacidad didáctica. Siendo así, el establecimiento de estándares facilita el desarrollo de estrategias didácticas para los profesores y el establecimiento de acciones formativas específicas para los que tengan menos cualificación profesional.

Elevar los estándares de un sistema educativo implica, necesariamente, elevar el nivel científico y técnico de los profesores.
 ¿A qué nos referimos cuando hablamos de las habilidades del siglo XXI? (2/3) | The Flipped Classroom | E-Learning-Inclusivo (Mashup) | Scoop.it
VER http://www.scoop.it/t/e-learning-inclusivo

El “aprendizaje” hoy, no es el mismo que el de ayer! (Educación Disruptiva)

https://juandomingofarnos.files.wordpress.com/2014/09/learning.gifACCIÓN - REFLEXIÓN APRENDIZAJE - PLANIFICACÍONL’open-data : entre illusion démocratique et réalité territoriale. | E-Learning-Inclusivo (Mashup) | Scoop.it

¿A qué nos referimos cuando hablamos de las habilidades del siglo XXI? (1/3)

Cuando hablamos de las habilidades del siglo XXI nos referimos al  conjunto de habilidades que los estudiantes necesitan desarrollar para tener éxito en la era de la información . La Asociación para Habilidades del Siglo XXI enumera tres tipos :
Habilidades de aprendizaje: las llamadas 4Cs y que presuponen un buen aprendizaje:
  • Pensamiento crítico:  se centra en  un análisis cuidadoso de algo para entenderlo mejor. Cuando la gente habla de  actividad del cerebro izquierdo  por lo general se refieren al pensamiento crítico. Algunas de las principales habilidades del pensamiento crítico  son analizar, discutir, clasificar, comparar y contrastar , definir , describir , evaluar , explicar, resolución de problemas , relacionar causa-efecto.
  • El pensamiento creativo es pura invención, de composición abierta, y el descubrimiento de posibilidades. Cuando hablamos de actividad del cerebro derecho, a menudo nos referimos al pensamiento creativo. Estas son algunas de las habilidades de pensamiento creativo más comunes: tormenta de ideas, crear, diseñar,  innovar, entretener, improvisar, resolución de problemas, encontrar nuevas soluciones a viejos problemas, cuestionarse.
  • La colaboración es el trabajo conjunto con otros para lograr un objetivo común. En esta era de los medios sociales y multitud de recursos, la colaboración es más importante que nunca. Las habilidades que podemos incluir son: distribución de recursos, tormenta de ideas, toma de decisiones, capacidad para delegar, evaluar, fijar objetivos, liderar, gestionar el tiempo, resolución de conflictos, formar equipo.
  • La comunicación permite a las mentes para sintonizar el uno al otro , pensar juntos.  La comunicación es el proceso de transferencia de un pensamiento de una mente a los demás y recibir los pensamientos de los demás. Habilidades interesantes en este grupo: análisis de situaciones, elegir el medio de comunicación adecuado, evaluar mensajes, conocimiento del código, escuchar de forma activa, escribir y hablar con eficacia, saber recibir la información, utilizar la tecnología de forma adecuada.


¿A qué nos referimos cuando hablamos de las habilidades del siglo XXI? (2/3)

Herramientas de alfabetización: Estas habilidades ayudan a los estudiantes a aprender a través de la lectura tradicional, así como de la utilización de los medios de comunicación y la tecnología.
Alfabetización informacional: Los estudiantes necesitan ser capaces de trabajar eficazmente con información, usarla en todos los niveles de la Taxonomía de Bloom ( recordar , comprender , aplicar , analizar , evaluar y crear ). La alfabetización informacional implica habilidades tradicionales tales como la lectura, la investigación y la escritura, pero además nuevas formas de leer y escribir.
  • Como consumidores de información, los estudiantes de hoy tienen que aprender a seleccionar lo que es válido, tratarlo cuando es necesario; hay mucha información online que no siempre es fiable. Además, deben conocer todo el proceso comunicativo que envuelve el sistema, incluyendo a quién va dirigido, a qué velocidad, con qué propósito, en que contexto.
  • Como productores de información: Los estudiantes tienen que entender que lo que escriben puede tener mucha repercusión en el mundo real. Los estudiantes tienen que asumir el papel de escritores profesionales, aprender a ser productores eficaces y éticos de la información.
Alfabetización mediática implica la comprensión de las muchas maneras en que la información es producida y distribuida. Los estudiantes de hoy se forman con medios que van mucho más allá de los tradicionales, por lo que deben desarrollar habilidades en cuanto a su correcta utilización, los beneficios y pegas en la ultimación de cada medio.
Tecnología de la alfabetización : Estamos rodeados de tecnología , y la mayor parte realiza múltiples funciones. Mediante la comprensión de cómo evaluar esta nueva información y cómo utilizar estas nuevas herramientas para crear una comunicación efectiva, bien fundamentada, los estudiantes pueden aprovechar el poder de las nuevas tecnologías para aprender. Además, es importante que aprendan a hacer un uso responsable, cooperativo y honesto de estos medios de información.

lunes, 3 de noviembre de 2014


Taken from: http://www.metanoia.org/suicide/

If you are feeling suicidal now, please stop long enough to read this. It will only take about five minutes. I do not want to talk you out of your bad feelings. I am not a therapist or other mental health professional - only someone who knows what it is like to be in pain.
I don't know who you are, or why you are reading this page. I only know that for the moment, you're reading it, and that is good. I can assume that you are here because you are troubled and considering ending your life. If it were possible, I would prefer to be there with you at this moment, to sit with you and talk, face to face and heart to heart. But since that is not possible, we will have to make do with this.
I have known a lot of people who have wanted to kill themselves, so I have some small idea of what you might be feeling. I know that you might not be up to reading a long book, so I am going to keep this short. While we are together here for the next five minutes, I have five simple, practical things I would like to share with you. I won't argue with you about whether you should kill yourself. But I assume that if you are thinking about it, you feel pretty bad.
Well, you're still reading, and that's very good. I'd like to ask you to stay with me for the rest of this page. I hope it means that you're at least a tiny bit unsure, somewhere deep inside, about whether or not you really will end your life. Often people feel that, even in the deepest darkness of despair. Being unsure about dying is okay and normal. The fact that you are still alive at this minute means you are still a little bit unsure. It means that even while you want to die, at the same time some part of you still wants to live. So let's hang on to that, and keep going for a few more minutes.

Start by considering this statement:
Suicide is not chosen; it happens
when pain exceeds
resources for coping with pain.
That's all it's about. You are not a bad person, or crazy, or weak, or flawed, because you feel suicidal. It doesn't even mean that you really want to die - it only means that you have more pain than you can cope with right now. If I start piling weights on your shoulders, you will eventually collapse if I add enough weights... no matter how much you want to remain standing. Willpower has nothing to do with it. Of course you would cheer yourself up, if you could.
Don't accept it if someone tells you, "That's not enough to be suicidal about." There are many kinds of pain that may lead to suicide. Whether or not the pain is bearable may differ from person to person. What might be bearable to someone else, may not be bearable to you. The point at which the pain becomes unbearable depends on what kinds of coping resources you have. Individuals vary greatly in their capacity to withstand pain.
When pain exceeds pain-coping resources, suicidal feelings are the result. Suicide is neither wrong nor right; it is not a defect of character; it is morally neutral. It is simply an imbalance of pain versus coping resources.
You can survive suicidal feelings if you do either of two things: (1) find a way to reduce your pain, or (2) find a way to increase your coping resources. Both are possible.

Now I want to tell you five things to think about.
1 You need to hear that people do get through this -- even people who feel as badly as you are feeling now. Statistically, there is a very good chance that you are going to live. I hope that this information gives you some sense of hope.
2 Give yourself some distance. Say to yourself, "I will wait 24 hours before I do anything." Or a week. Remember that feelings and actions are two different things - just because you feel like killing yourself, doesn't mean that you have to actually do it right this minute. Put some distance between your suicidal feelings and suicidal action. Even if it's just 24 hours. You have already done it for 5 minutes, just by reading this page. You can do it for another 5 minutes by continuing to read this page. Keep going, and realize that while you still feel suicidal, you are not, at this moment, acting on it. That is very encouraging to me, and I hope it is to you.
3 People often turn to suicide because they are seeking relief from pain. Remember that relief is a feeling. And you have to be alive to feel it. You will not feel the relief you so desperately seek, if you are dead.
4 Some people will react badly to your suicidal feelings, either because they are frightened, or angry; they may actually increase your pain instead of helping you, despite their intentions, by saying or doing thoughtless things. You have to understand that their bad reactions are about their fears, not about you.
But there are people out there who can be with you in this horrible time, and will not judge you, or argue with you, or send you to a hospital, or try to talk you out of how badly you feel. They will simply care for you. Find one of them. Now. Use your 24 hours, or your week, and tell someone what's going on with you. It is okay to ask for help. Try:
  • Send an anonymous e-mail to The Samaritans
  • Call the National Suicide Prevention Lifeline at 1-800-273-8255 (TTY:1-800-799-4TTY)
  • (In Australia, call Lifeline Australia at telephone: 13 11 14
  • Teenagers, call Covenant House NineLine, 1-800-999-9999
  • Look in the front of your phone book for a crisis line
  • Call a psychotherapist
  • Carefully choose a friend or a minister or rabbi, someone who is likely to listen
But don't give yourself the additional burden of trying to deal with this alone. Just talking about how you got to where you are, releases an awful lot of the pressure, and it might be just the additional coping resource you need to regain your balance.
Suicidal feelings are, in and of themselves, traumatic. After they subside, you need to continue caring for yourself. Therapy is a really good idea. So are the various self-help groups available both in your community and on the Internet.

Well, it's been a few minutes and you're still with me. I'm really glad.
Since you have made it this far, you deserve a reward. I think you should reward yourself by giving yourself a gift. The gift you will give yourself is a coping resource. Remember, back up near the top of the page, I said that the idea is to make sure you have more coping resources than you have pain. So let's give you another coping resource, or two, or ten...! until they outnumber your sources of pain.
Now, while this page may have given you some small relief, the best coping resource we can give you is another human being to talk with. If you find someone who wants to listen, and tell them how you are feeling and how you got to this point, you will have increased your coping resources by one. Hopefully the first person you choose won't be the last. There are a lot of people out there who really want to hear from you. It's time to start looking around for one of them.
Now: I'd like you to call someone.

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