I use active leadership with my students be expecting them to make arrangements for testing accommodations, especially for my students who do not have support staff in their classes. They are expected to let me know they have a test upcoming so I can arrange for an adult to be there to read to them. They also have to ask their teacher to let them leave. If they choose to attend post high school education, they will have to use similar skills to arrange their testing accommodations. With their peers, my students are often apprehensive to share ideas because they are afraid of being wrong in front of their peers. I give them an opportunity during study skills class to research and discuss group topics so they can go back to class the next day with ideas they are confident in. On the flip side, some of my students have lots of ideas during group projects and get very frustrated when their group rejects their ideas in favor of something different. We sit down individually, or sometimes with the group, and talk about the need to accept others ideas and that when the majority of a group makes a decision, sometimes we have to accept it and move on, doing our best to be good contributors even if it was not our idea.
I love that the responsibility of getting their needed accommodations is on the students. I have many students that need to advocate for themselves and this would be a great way to start. You are so right in this getting them ready college.
I also think it is great to have them be responsible for letting you know if they are testing and need an adult. This makes them be more responsible and if they forget it is on them.
I love that your students are already in the habit of lining up their accommodations. When we explain this situation to our kiddos going off to college, they nod their head, say they understand, etc., but I think when they actually get there and need to do it, it will be an entirely different situation. I bet it's been SUPER beneficial for your students to have already had practice with this.
I expect my students to use active leadership skills in my room daily. The beginning of my class period is very much run by my students. They are expected to enter the classroom, begin bell work, go into reading time, then prepare for planners. During planner time I do write the information in my wall size planner, but they discuss each class, due dates, assignments, and requirements. They run this on their own. During this time we might talk about things they need to discuss with their teachers and maybe even discuss the language they might use and the scenario. This time can be disturbed easily by an off task student. My older kids think it is fun to try and get kids off task and distracted. We continually work on cooperation and working together to accomplish these tasks.
I have four second graders and a first grader for mah and occasionally a kindergarten student also. I see one or two students trying to get the others off task from time to time too. I use class dojo now and that has all but been eliminated!
It sounds like you have a pretty good system. It's always good to let the students to discuss homework and hold each other accountable for getting it done. I use a similar system with my students, but it is usually teacher-led. This is an easy area to let my students have more control.
My students use active leadership skills daily as well. In math they must come in and get started on their math facts right away. They then listen for the transition music and follow their schedules. Each child has his own color and they take their shape off the chart and find the matching bag/box number and do the activity themselves while I teach one or two students at another table. When it is time to transition again the music plays and they pick up and move to the next shape on their chart. It has worked wonderfully and allows me 1-1 time with each student throughout the week. They enjoy it because they get to be in charge of their own learning but they also get to help each other out. I use class dojo to award and take points based on their behavior and they usually do very well
I use Class Dojo but not for rewards. I use it when we read aloud and it randomly selects the next student to read. I also use music in classroom. I have an Apple TV and will play the radio stations on it when my kids are working independently on an assignment or on a project. It keeps them focused and calm.
I like your transition stuff. I'm always saying, "Ok clean up time for (what ever comes next)! I would like a big clock that actually works so my students can see it too.. then they can help me out with this.
Active/Passive Leadership Skills: It would depend on the student and their capabilities. First, I would probably discuss the situation that needed advocating with the student. Then, we might role-play. I might go along to lend support by just being there. This would be an active leadership role for the student.
Passive: I might just sit back and see how the student will handle the situation. If they start talking about it, I would ask what they think needs to be done.
I agree that it would depend on the student but I also think that it depends on the situation. Having a conversation prior to the situation is a good idea. It allows the teacher to give their expectations and the student to know what to expect and do. I have think the teacher would be able to predict how the situation might go based on the conversation prior to.
I like to prep my students ahead of time in my room too. It works really well for both academic and social situations. There are certain issues that are universally a problem for my students in middle school. One of the biggest is they think group work means they can sit back and have everyone else do the work and they get a free ride. In the 6th grade the teachers always pick the students partners, while in the 7th and 8th grade they sometimes get to pick their own. I talk to my students about the fact that no one will pick them as a partner if they are not being a contributing group member. This begins in 6th grade because if they have a bad experience with a partner in 6th grade, that kid won't pick them in 7th or 8th grade. We then prepare for their group work during their study time so they have something to contribute to their group when they meet the next day. If my kids have a chance to really think through their work they come up with good ideas. Unfortunately when they work with a reg ed peer, they rarely have ample wait time to think things through before their other group members have shared their ideas and moved on.
Most of my students would use the active leadership to advocate for themselves, but a few would be passive. Sometimes the silent leaders are more impressive than the vocal ones. I think students have to learn both and use the appropriate type at the correct time. That is a learned skill, but necessary in the world today
I agree with you in teaching student the appropriate time and place to be a leader. I also think that we need to show the difference between being a leader and being bossy.
I think self-advocacy can be difficult for students to learn. It's tough to get some to realize how to advocate for themselves while still being respectful of the person they're talking to.
My students are very good at advocating for themselves. This being said, it sometimes lulls me so that I miss signs that they are struggling in unexpected areas. I feel that my students are definitely better at exerting active leadership rather than passive leadership. Like you said, leadership is a learned skill that teachers must be mindful to teach.
I agree with you that students need to learn both types, but then to use the correct type at the appropriate time??? That's something I hadn't even thought about... I'm thinking that 2nd part could be a little more tricky to accomplish, haha!
When one of my students has a problem with a teacher I encourage them to go and talk to the teacher and try to work out the issue without my interference. There have been times that I emailed the teacher ot talked to them ahead of time and warned them about it prior to the student going to the teacher. Of course depending on the situation and the teacher I may have to work out the issue myself, especially if the teacher not following the law regarding sped. At the middle school level having the student advocate for themselves with teachers is an important skill going into high school. I also invite all of my students to their IEP meeting each year. I want them to listen to the good as well as the concerns that teachers and parents have. I also give them a chance to talk and voice any concerns they have too. I usually talk to my students before the meeting because some of their concerns do not need to be shared at the meeting. But it gives me an idea of why there are certain issues in some classes and between some teachers. Unfortunately there are always those teachers who are unapproachable to either me or the student and that is when I have to ask the administration for help. I would not put a student in that situation but try to work it out for them. The answer to this question definately depends on the student, the teacher, and the situation!
I think it is great that you are not interfering with every little problem with a teacher that your students have! It will help them out greatly when at the high school. It is also teaching them that we all have to work and "get along" with people we may not care for.
It’s hard because I talk to teachers about my students. Teachers and administration see the gifted students as the leaders. They expect them to step up and be leaders with both active and passive leadership qualities. However, I don’t think the students really understand how to effectively lead (especially at the middle school level). So, one of the things I’ve been working on this year is teaching leadership. I found a book that includes activities, handouts, and discussion points to help foster those leadership traits the students are lacking.
I found one called "Teaching Leadership & 21st Century Skills." I have a few others, but this is a workbook with specific activities to teach students to be more active leaders.
One of the things I do is I use the IEP meetings to practice being advocates of your education. I will tell the student the day before what questions I am going to ask them and help them formualte a reasonable answer. I also tell them that if there is anything they would think I would say that would be a surprise to their parents, they better talk with them about it before I do. You would be surprised as to how many parents come in and tell me how the student "prepped" them for the meeting!
I also will mix up my para's every once in a while. I will have my freshman para attend sophomore classes and my sophomore para attend freshman classes. I do this so my student don't get too comfortable with always having the same person to "have their back" if they missed something in class. The students are forced to ask questions to the teacher since they know the para doesn't know the answer.
Wow thats a really cool idea for the IEP meetings. I like that a lot. Same with the paras!! There are so many kids who have no idea what goes on at their own IEP meeting. I bet some of my kids don't even know some of the goals I have for them! Geeze, I need to step it up! I am going to do this too!
After reading this I started backing off from some small issues that arise in class at times. For example, I have an exercise ball that the kids like to sit on, I wish I had one for everyone but unfortunately I only have one. On occasion a student would be sitting on it then get up to go do something else so another student would snag the opportunity to sit on it. "I had it first!" would always happen and I would be brought into the situation. I now ask them to resolve it and every time one of the students has said, "its ok you can sit on it now." So cool! no fighting, it is now in their power to let it happen rather than it being something they lost. I also asked my kids, after reading all this in the book, what they thought some good strategies were to solve problems like this. Rock paper scissors was one of the first ways! I thought that was really cool. My goal is to back of more to give my students more control of problem solving like this. I definitely have both active and passive leaders that pretty much maintain that position, but I've noticed more helping hands from all students during their group work. :)
I remember the PE teachers talking after a workshop they went to that solving problems during group play used to be the primary way kids learned how to resolve conflicts. However, since so many of kid's play opportunities are structured play now, conflict resolution and problem solving have become bigger issues in schools. Rarely do they resolve their own problems because there is almost always an adult nearby to "help" them figure it out. They even talked about how rock, paper, scissors used to be standard ways kids worked things out. It was interesting to see it brought up in this book as a strategy.
I try and encourage my little ones to be active participants in their daily needs. Some of my kids are very willing to let others speak for them. That doesn’t work for me as I am trying to grow our little ones up to be independent kids because sometimes here at school is the only place that is worked on. When they need something and they are just looking at me I say to them “use your words.” If they don’t know what words to use then we practice how to ask what they need. When there are conflicts during recess or center time and other kids are quick to come up and tell there is a problem but the problem doesn’t even involved them I send them to get the kids that are having the issue and then I tell them they have to go off and play while I work with that student to advocate for themselves what the problem is. I feel we have to start teaching them young how to be strong at advocating for themselves or they get a learned helplessness and it snowballs from here on out as they get older.
Again, I feel like this blog has given me an opportunity to confess. My mentality toward classroom leadership has been less than ideal. I often associate active leadership with answering questions correctly and passive leadership with being quiet. While these are aspects of leadership, they definitely don't incorporate much of what it means to be a leader.
The good part about leadership is that it is a mindset that can be employed in every situation. Since active leadership deals with the traditional concepts of leadership, such as speaking out, asking people to change or do something, and being in the center of attention, teachers can encourage students to be responsible, active leaders during activities, agenda check times, and during class discussions. Passive leadership must be taught because it includes so much more than simply being silent. It means active listening, giving verbal and non-verbal feedback and challenging other students to do the same. So often, teachers expect students to be passive leaders, but often settle for just being passive. If this concept is taught well, students can be passive leaders during class time, during activities or discussions, while in assemblies, during sports or PE, or any other time there is an active leader.
Leadership and group work is one thing I have wanted to work on in my class but is so hard due to the fact that I have 1 or 2 students in my room at a time. The only group i have is kindergarten and they come to my room to work on reading skills for a short time. We have begun visual phonics with them and they have been very successful with it. After teaching them the skills they need they come in and know where the materials are and begin going over the letters on their own with one as a leader. I have been very impressed with their leadership skills during this time, after reading this book I would like to put more on them like transitioning into another activity they can lead after reviewing the letters and doing their song. It is sometimes hard for me to want to give class time over to them but i am learning that kindergartners can be very good leaders if given the chance.
This probably looks a little different for me (Again, no classroom, haha!), but one thing that came to mind regarding self-advocating that I always try to do when working with students is to ask them (in one way or another, depending on their age) how they learn best. Or if there’s anything else they can think of that their teachers or the school could be doing or providing in helping to make them more successful. A lot of the time, the kids tell me they’re fine with how things are (and I think a lot of the time it’s because they haven’t really given the issue much thought), but sometimes, kids will offer really insightful, helpful information that then assists us in implementing accommodations/modifications that are even more beneficial for them. Another thing that 1 of my teachers in particular is SUPER good about doing is that when kids hit 6th grade, they’re expected to be at their IEP staffings, participating, and providing input. To me, this is an excellent opportunity for the student to really take some ownership for their educational experience. Additionally, in a few cases, being at those staffings has motivated the student to work as hard as they could to be exited from special education. Not because they hated SpEd in general, or felt a stigma, or anything negative, but they just viewed it as being such an accomplishment to be able to do everything independently, when in the beginning, they really struggled.
I use active leadership with my students be expecting them to make arrangements for testing accommodations, especially for my students who do not have support staff in their classes. They are expected to let me know they have a test upcoming so I can arrange for an adult to be there to read to them. They also have to ask their teacher to let them leave. If they choose to attend post high school education, they will have to use similar skills to arrange their testing accommodations. With their peers, my students are often apprehensive to share ideas because they are afraid of being wrong in front of their peers. I give them an opportunity during study skills class to research and discuss group topics so they can go back to class the next day with ideas they are confident in.
ReplyDeleteOn the flip side, some of my students have lots of ideas during group projects and get very frustrated when their group rejects their ideas in favor of something different. We sit down individually, or sometimes with the group, and talk about the need to accept others ideas and that when the majority of a group makes a decision, sometimes we have to accept it and move on, doing our best to be good contributors even if it was not our idea.
I love that the responsibility of getting their needed accommodations is on the students. I have many students that need to advocate for themselves and this would be a great way to start. You are so right in this getting them ready college.
DeleteI also think it is great to have them be responsible for letting you know if they are testing and need an adult. This makes them be more responsible and if they forget it is on them.
DeleteHeather-
DeleteI love that your students are already in the habit of lining up their accommodations. When we explain this situation to our kiddos going off to college, they nod their head, say they understand, etc., but I think when they actually get there and need to do it, it will be an entirely different situation. I bet it's been SUPER beneficial for your students to have already had practice with this.
I expect my students to use active leadership skills in my room daily. The beginning of my class period is very much run by my students. They are expected to enter the classroom, begin bell work, go into reading time, then prepare for planners. During planner time I do write the information in my wall size planner, but they discuss each class, due dates, assignments, and requirements. They run this on their own. During this time we might talk about things they need to discuss with their teachers and maybe even discuss the language they might use and the scenario.
ReplyDeleteThis time can be disturbed easily by an off task student. My older kids think it is fun to try and get kids off task and distracted. We continually work on cooperation and working together to accomplish these tasks.
I have four second graders and a first grader for mah and occasionally a kindergarten student also. I see one or two students trying to get the others off task from time to time too. I use class dojo now and that has all but been eliminated!
DeleteIt sounds like you have a pretty good system. It's always good to let the students to discuss homework and hold each other accountable for getting it done. I use a similar system with my students, but it is usually teacher-led. This is an easy area to let my students have more control.
DeleteMy students use active leadership skills daily as well. In math they must come in and get started on their math facts right away. They then listen for the transition music and follow their schedules. Each child has his own color and they take their shape off the chart and find the matching bag/box number and do the activity themselves while I teach one or two students at another table. When it is time to transition again the music plays and they pick up and move to the next shape on their chart. It has worked wonderfully and allows me 1-1 time with each student throughout the week. They enjoy it because they get to be in charge of their own learning but they also get to help each other out. I use class dojo to award and take points based on their behavior and they usually do very well
ReplyDeleteI use Class Dojo but not for rewards. I use it when we read aloud and it randomly selects the next student to read. I also use music in classroom. I have an Apple TV and will play the radio stations on it when my kids are working independently on an assignment or on a project. It keeps them focused and calm.
DeleteI like your transition stuff. I'm always saying, "Ok clean up time for (what ever comes next)! I would like a big clock that actually works so my students can see it too.. then they can help me out with this.
DeleteActive/Passive Leadership Skills: It would depend on the student and their capabilities. First, I would probably discuss the situation that needed advocating with the student. Then, we might role-play. I might go along to lend support by just being there. This would be an active leadership role for the student.
ReplyDeletePassive: I might just sit back and see how the student will handle the situation. If they start talking about it, I would ask what they think needs to be done.
I agree that it would depend on the student but I also think that it depends on the situation. Having a conversation prior to the situation is a good idea. It allows the teacher to give their expectations and the student to know what to expect and do. I have think the teacher would be able to predict how the situation might go based on the conversation prior to.
DeleteI like to prep my students ahead of time in my room too. It works really well for both academic and social situations. There are certain issues that are universally a problem for my students in middle school. One of the biggest is they think group work means they can sit back and have everyone else do the work and they get a free ride. In the 6th grade the teachers always pick the students partners, while in the 7th and 8th grade they sometimes get to pick their own. I talk to my students about the fact that no one will pick them as a partner if they are not being a contributing group member. This begins in 6th grade because if they have a bad experience with a partner in 6th grade, that kid won't pick them in 7th or 8th grade. We then prepare for their group work during their study time so they have something to contribute to their group when they meet the next day. If my kids have a chance to really think through their work they come up with good ideas. Unfortunately when they work with a reg ed peer, they rarely have ample wait time to think things through before their other group members have shared their ideas and moved on.
DeleteMost of my students would use the active leadership to advocate for themselves, but a few would be passive. Sometimes the silent leaders are more impressive than the vocal ones. I think students have to learn both and use the appropriate type at the correct time. That is a learned skill, but necessary in the world today
ReplyDeleteI agree with you in teaching student the appropriate time and place to be a leader. I also think that we need to show the difference between being a leader and being bossy.
DeleteI think self-advocacy can be difficult for students to learn. It's tough to get some to realize how to advocate for themselves while still being respectful of the person they're talking to.
DeleteMy students are very good at advocating for themselves. This being said, it sometimes lulls me so that I miss signs that they are struggling in unexpected areas. I feel that my students are definitely better at exerting active leadership rather than passive leadership. Like you said, leadership is a learned skill that teachers must be mindful to teach.
DeleteKim-
DeleteI agree with you that students need to learn both types, but then to use the correct type at the appropriate time??? That's something I hadn't even thought about... I'm thinking that 2nd part could be a little more tricky to accomplish, haha!
When one of my students has a problem with a teacher I encourage them to go and talk to the teacher and try to work out the issue without my interference. There have been times that I emailed the teacher ot talked to them ahead of time and warned them about it prior to the student going to the teacher. Of course depending on the situation and the teacher I may have to work out the issue myself, especially if the teacher not following the law regarding sped. At the middle school level having the student advocate for themselves with teachers is an important skill going into high school.
ReplyDeleteI also invite all of my students to their IEP meeting each year. I want them to listen to the good as well as the concerns that teachers and parents have. I also give them a chance to talk and voice any concerns they have too. I usually talk to my students before the meeting because some of their concerns do not need to be shared at the meeting. But it gives me an idea of why there are certain issues in some classes and between some teachers.
Unfortunately there are always those teachers who are unapproachable to either me or the student and that is when I have to ask the administration for help. I would not put a student in that situation but try to work it out for them.
The answer to this question definately depends on the student, the teacher, and the situation!
I think it is great that you are not interfering with every little problem with a teacher that your students have! It will help them out greatly when at the high school. It is also teaching them that we all have to work and "get along" with people we may not care for.
DeleteIt’s hard because I talk to teachers about my students. Teachers and administration see the gifted students as the leaders. They expect them to step up and be leaders with both active and passive leadership qualities. However, I don’t think the students really understand how to effectively lead (especially at the middle school level). So, one of the things I’ve been working on this year is teaching leadership. I found a book that includes activities, handouts, and discussion points to help foster those leadership traits the students are lacking.
ReplyDeleteI think learning the skills need in a classroom situation is a safe way. You are around your peers so much easier, at time to step forward.
DeleteSometimes students learn leadership skills in 4-H and FFA. What book are you using, Jessica?
DeleteI found one called "Teaching Leadership & 21st Century Skills." I have a few others, but this is a workbook with specific activities to teach students to be more active leaders.
DeleteOne of the things I do is I use the IEP meetings to practice being advocates of your education. I will tell the student the day before what questions I am going to ask them and help them formualte a reasonable answer. I also tell them that if there is anything they would think I would say that would be a surprise to their parents, they better talk with them about it before I do. You would be surprised as to how many parents come in and tell me how the student "prepped" them for the meeting!
ReplyDeleteI also will mix up my para's every once in a while. I will have my freshman para attend sophomore classes and my sophomore para attend freshman classes. I do this so my student don't get too comfortable with always having the same person to "have their back" if they missed something in class. The students are forced to ask questions to the teacher since they know the para doesn't know the answer.
Wow thats a really cool idea for the IEP meetings. I like that a lot. Same with the paras!!
DeleteThere are so many kids who have no idea what goes on at their own IEP meeting. I bet some of my kids don't even know some of the goals I have for them! Geeze, I need to step it up! I am going to do this too!
After reading this I started backing off from some small issues that arise in class at times. For example, I have an exercise ball that the kids like to sit on, I wish I had one for everyone but unfortunately I only have one. On occasion a student would be sitting on it then get up to go do something else so another student would snag the opportunity to sit on it. "I had it first!" would always happen and I would be brought into the situation. I now ask them to resolve it and every time one of the students has said, "its ok you can sit on it now." So cool! no fighting, it is now in their power to let it happen rather than it being something they lost.
ReplyDeleteI also asked my kids, after reading all this in the book, what they thought some good strategies were to solve problems like this. Rock paper scissors was one of the first ways! I thought that was really cool.
My goal is to back of more to give my students more control of problem solving like this. I definitely have both active and passive leaders that pretty much maintain that position, but I've noticed more helping hands from all students during their group work. :)
I remember the PE teachers talking after a workshop they went to that solving problems during group play used to be the primary way kids learned how to resolve conflicts. However, since so many of kid's play opportunities are structured play now, conflict resolution and problem solving have become bigger issues in schools. Rarely do they resolve their own problems because there is almost always an adult nearby to "help" them figure it out. They even talked about how rock, paper, scissors used to be standard ways kids worked things out. It was interesting to see it brought up in this book as a strategy.
DeleteI try and encourage my little ones to be active participants in their daily needs. Some of my kids are very willing to let others speak for them. That doesn’t work for me as I am trying to grow our little ones up to be independent kids because sometimes here at school is the only place that is worked on. When they need something and they are just looking at me I say to them “use your words.” If they don’t know what words to use then we practice how to ask what they need. When there are conflicts during recess or center time and other kids are quick to come up and tell there is a problem but the problem doesn’t even involved them I send them to get the kids that are having the issue and then I tell them they have to go off and play while I work with that student to advocate for themselves what the problem is. I feel we have to start teaching them young how to be strong at advocating for themselves or they get a learned helplessness and it snowballs from here on out as they get older.
ReplyDeleteAgain, I feel like this blog has given me an opportunity to confess. My mentality toward classroom leadership has been less than ideal. I often associate active leadership with answering questions correctly and passive leadership with being quiet. While these are aspects of leadership, they definitely don't incorporate much of what it means to be a leader.
ReplyDeleteThe good part about leadership is that it is a mindset that can be employed in every situation. Since active leadership deals with the traditional concepts of leadership, such as speaking out, asking people to change or do something, and being in the center of attention, teachers can encourage students to be responsible, active leaders during activities, agenda check times, and during class discussions. Passive leadership must be taught because it includes so much more than simply being silent. It means active listening, giving verbal and non-verbal feedback and challenging other students to do the same. So often, teachers expect students to be passive leaders, but often settle for just being passive. If this concept is taught well, students can be passive leaders during class time, during activities or discussions, while in assemblies, during sports or PE, or any other time there is an active leader.
Leadership and group work is one thing I have wanted to work on in my class but is so hard due to the fact that I have 1 or 2 students in my room at a time. The only group i have is kindergarten and they come to my room to work on reading skills for a short time. We have begun visual phonics with them and they have been very successful with it. After teaching them the skills they need they come in and know where the materials are and begin going over the letters on their own with one as a leader. I have been very impressed with their leadership skills during this time, after reading this book I would like to put more on them like transitioning into another activity they can lead after reviewing the letters and doing their song. It is sometimes hard for me to want to give class time over to them but i am learning that kindergartners can be very good leaders if given the chance.
ReplyDeleteThis probably looks a little different for me (Again, no classroom, haha!), but one thing that came to mind regarding self-advocating that I always try to do when working with students is to ask them (in one way or another, depending on their age) how they learn best. Or if there’s anything else they can think of that their teachers or the school could be doing or providing in helping to make them more successful. A lot of the time, the kids tell me they’re fine with how things are (and I think a lot of the time it’s because they haven’t really given the issue much thought), but sometimes, kids will offer really insightful, helpful information that then assists us in implementing accommodations/modifications that are even more beneficial for them. Another thing that 1 of my teachers in particular is SUPER good about doing is that when kids hit 6th grade, they’re expected to be at their IEP staffings, participating, and providing input. To me, this is an excellent opportunity for the student to really take some ownership for their educational experience. Additionally, in a few cases, being at those staffings has motivated the student to work as hard as they could to be exited from special education. Not because they hated SpEd in general, or felt a stigma, or anything negative, but they just viewed it as being such an accomplishment to be able to do everything independently, when in the beginning, they really struggled.
ReplyDelete