Monthly Archives: April 2014

Combining Cooking and Technology

This spring, Katherine and I have been running a combined technology and cooking club. We’ve taken the cooking club that teaches children to navigate a recipe and we added technology as a way for them to share what they’re learning.

It’s a pretty big group of kids to manage in the kitchen, so having assigned jobs is a necessity. The are seven students, and we’ve broken the club up into the following jobs: recipe reader, three recipe mixers, videographer, photographer, and two bloggers. As we rotate through the jobs each week, Katherine and I manage different aspects and pick up the eighth job, as needed.

The kids absolutely love being involved with all the aspects of the club. We have been using the KidBlog platform, which has been awesome. They are so proud to write about and publish their experiences. It’s amazing to find a way to inspire the writers and cooks within them.

My Five Favorite Apps for Kids So Far

Working with teachers to find appropriate apps has had its ups and downs this year. Teachers (myself included) first think to look for goal oriented apps. For example, sight word apps or math facts apps. Goal-oriented apps generally imitate flashcards or encourage impulsive answering. Neither of those is exciting or valuable in other settings. They also think of game apps as a separate category. My view of game apps is that they have a therapeutic value, but children are already play them at home for the most part. I’ve been on the hunt for something a little more challenging that teaches problem-solving skills—but is still engaging. Thinking of the greater brain processes has helped to find more meaningful apps. Amazingly, kids love these apps just as much, and they can be used independently.

Tynker

Although the web-based version has more free games, this app is great for teaching the basics of programming. Kids love this game and choose to play it during downtime when they are not given the choice to play a game like Angry Birds or Temple Run.

Click here For iPad version 

Logic Puzzles

Children get the same kind of satisfaction solving puzzles that adults do. This logic puzzle app helps children with logical thinking skills by challenging them to use limited evidence to solve a puzzle. This is a great team effort app as well.

Click here for Android version

Click here for iPad version

Tellagami

Tellagami has been great for helping students to express themselves in more meaningful ways. There are options for personalizing a character (gender, skin color, outfit, background, etc.) that says what the student decides. Once the character is created, the student can either speak the script or write the script for the character. I prefer this app over Talking Ben because it is more realistic and works on a variety of skills (expression, spelling, creation, etc.). It can be used for book reviews, blog posts, field trip recaps, etc.

Click here for Android version

Click here for iPad

Qrafter

This app is great for reading QR codes. There are a number of apps out there that do the same thing, but the layout on this one is nice. As much as I would love to do more advanced augmented reality, this technology is more reliable (at this point). Within the computer lab, students have created an interactive timeline with QR codes with the focus on computer history. Next plan is a school-wide timeline that stretches up the stairs.

Click here for iPad version

And of course a game that can be used for fun (and problem-solving):

Blokus

If you’re looking for a game to challenge students with their spatial problem-solving and planning, then this is a great option. The game is never the same twice and the rules are simple enough to learn.

Click here for iPad version

There is a vast selection of apps, and I’d love to hear the more meaningful and challenging apps you use in your classrooms.

Strategies for Working with Students with Speech and Language Impairments

Structure, structure, structure!

This point cannot be emphasized enough. Have a schedule and stick to it. There are so many unexpected moments and aspects to our day. Social interaction, emotions, and other moments cannot be planned or necessarily expected. To relieve some of these anxieties, it is so critical to provide an environment that is organized, predictable, and dependable. Seating arrangements (with visuals!), visual schedules, consistent routines that become ingrained for each child, and clear expectations help to provide this type of environment. Once these routines become completely innate for the group, you will have the space and time to push them even farther. It creates an opportunity to raise the bar and hold your group to these expectations, once you have built that structured foundation for them.

Follow through

This ties in with the last point.  It is critical to always follow through with anything you say whether it is a consequence or a promise. Building a trusting relationship with the children is one of the most important things a teacher can do. When a child sees you follow through, whether it is with a positive reinforcer or a less than desired consequence, that shows the child that you mean what you say and they can trust that. Establish this early and do your best to remember how important it is to give children many opportunities to trust in your words and actions. It also means that you have to carefully choose what you say and know that you will follow through with it.

Make a visual

Visuals can be so helpful for communicating expectations. There are many different kinds of visuals you can make.

Visual schedule – A visual schedule is grounding for children. Knowing the plan for the lesson or day can help lessen anxiety and increase awareness of his/her world.

Visual routine – This visual is important for complex tasks with multiple steps. For example, a morning routine may include unpacking multiple items, washing hands, and beginning morning work. Remembering the steps can sometimes be a challenge.

Visual routine with a storyline – Sometimes the visual routine isn’t enough. In this case, you can create a visual that follows a storyline.

Incentive visual – An incentive visual is similar to a star chart for reinforcing positive behavior. The difference is that the incentive chart is personalized with the child’s interest. There is no big prize at the end; children just want to know that you notice positive behaviors.

All visuals should be goal oriented and the goal needs to be as concrete as possible. Avoid vague goals like paying attention or doing your best. Define what that means and the child will be able to rise to the occasion. For example, instead of saying pay attention, you can write: X is working on having his/her eyes on the teacher and keeping his/her brain in the group (this is language from Michelle Garcia Winner’s Social Thinking Program).

Write it out

Spoken language is fleeting and often goes in one ear and out the other. If the child can decode, write or type what you’re trying to communicate. Reading the message will help regulate the child. It also makes the message more concrete. Even if the child cannot read, you can write it and speak it as you write it. Then, you can read it back to them.

Drawing a simple picture to convey a situation that just occurred can also be helpful in both regulating the child, as well as aiding the child’s understanding of that situation. Drawing the people involved in the situation and using thought bubbles, or speech bubbles, can help clarify the reasons why a person might have done or said something resulting in an undesired situation.

Validate feelings

All feelings are important and valid– how they are expressed should be your teaching point. We all experience a range of emotions. As adults,  most of us have learned socially acceptable ways of expressing those feelings. New teachers often react to the action rather than the emotion behind it. Start by validating the child’s feeling: I would feel mad if someone knocked down my building, too. Most of the time,  the child will relax a little because he or she will feel understood. The next step is to talk about how it’s OK to feel the emotion, but there are options for how we can show the emotion. At this point, you can create a list of ways to choose from. Be sure to choose a variety of desired and undesired reactions, and ask the child what they think is the best way to express their emotions.

Settle arguments with new ways of expressing

As a teacher, you’re bound to have kids in your class who have different language rules at home. Create your own that will unite the group. This can happen with strategies for the calendar.  For example, countdowns to important dates,  some people count today and some people count the day of the event. In my class, we counted by how many more wake-ups there would be. The common, concrete language unified the group and made the strategy for counting number of days consistent.

Give sentence starters instead of only asking a question

Children are often trying to formulate their language. If you provide an open ended question,  and you see the child is unsure how to formulate a response, you can give a lead in. “I am mad because…”

If something isn’t working, rethink it!

If there is repetition, something is not sticking with the child. Think of another way to help them concretize the support or message you’re delivering to them. A visual, validation, written language – whatever works best for the child. Not only will they be able to fully process the language, they will be able to accept and utilize the support you are offering.

Be Transparent

Always have a reason for what you do and invite children to question the reasons. Be ready to explain why you’re giving them a specific direction, completing an activity, or doing a lesson with them. Never just respond, “Because!” If you don’t have a reason, ask yourself why you are doing it. The “why” questions help keep us on our toes and remember how important each lesson is; make it meaningful, deep, and and worth their time.

Maintain calm

Sometimes it’s hard to take a step back from an emotionally charged situation, but teachers, it’s part of our job to remain calm in even the most tumultuous situations. There are times when I find myself on the verge of responding to a situation based on my emotions alone, and I need to remind myself to take a deep breath (or several!) before rationally reacting. It’s also important to model the types of strategies we use to calm ourselves down in a frustrating situation. In fact, sometimes I will explicitly tell my students, “That makes me feel frustrated, and when I’m frustrated I might say something I don’t mean. I’m going to take a few deep breaths to help me calm down.”

This blog post was collaboratively written by Jess, Caitlin, and Katherine