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    Excellence for Kids
    Excellence for Kids
    Excellence for Kids
    Ebook87 pages1 hour

    Excellence for Kids

    By Pearle Ludwig

    ()

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    LanguageEnglish
    PublisherXlibris US
    Release dateOct 15, 2009
    ISBN9781465326683
    Excellence for Kids
    Author

    Pearle Ludwig

    The author taught for many years in the San Bernardino City School District. She supervised student teachers for California State University. She is currently teaching in the Reading Lab of a local school. After returning from a safari to Kenya, Africa, she wrote several children’s stories-one of them was Safari. She lives in San Bernardino, with her husband and Belgian Sheepdog, Bear.

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      Book preview

      Excellence for Kids - Pearle Ludwig

      Copyright © 2009 by Pearle Ludwig.

      All rights reserved. No part of this book may be reproduced or transmitted in

      any form or by any means, electronic or mechanical, including photocopying,

      recording, or by any information storage and retrieval system, without

      permission in writing from the copyright owner.

      This book was printed in the United States of America.

      To order additional copies of this book, contact:

      Xlibris Corporation

      1-888-795-4274

      www.Xlibris.com

      [email protected]

      66886

      Contents

      ACKNOWLEDGMENTS

      DISCIPLINE

      PARENTS

      READING

      PREPARATION

      ENVIRONMENT

      THEME TEACHING

      CREATIVE WRITING

      DEDICATION

      This book is dedicated to all of my past,

      present and future student teachers.

      ACKNOWLEDGMENTS

      I owe more than I can say to students, teachers, administrators and parents who over the years have encouraged and challenged me.

      I first learned of Donald Graves and his process approach to writing as I read about his NIH study, his conference with reading teachers in Australia, and then later from reading his many books on helping children to write.

      The internationally known McCracken educators have also been wonderful teachers for me as I implemented much of the whole language approach to reading and writing with my students. I have philosophically sat at their feet as I read many of their books and attended many of their workshops on whole language.

      My long association with Delta Kappa Gamma, an honorary International Society, has been also a great source of inspiration toward my goals for excellence for children.

      My husband’s words of encouragement have always been no hill for a climber. He has always been there and I thank him.

      DISCIPLINE

      • A Program’s Affect on Discipline

      • Choices for Children

      • Classroom Rules

      • Diary—A Behavior Modifier

      • Letters to Parents

      • Caring—Self Esteem

      DISCIPLINE

      A Teacher’s Program, A Teacher’s Discipline—Is there any relationship?

      Yes, a program that is well organized and planned does affect one’s discipline—in a positive way.

      How Does This Happen?

      An excellent program has much to do with the behavior of students. First, the kind of preparation that it takes for a good program will involve students in many ways who will likely be interested and will participate. These student then will not be as apt to be disruptive.

      Secondly, support will come from the parents when a good program is in place. Parents, especially those of younger children, become more involved in the homework process and this connection helps bond the teacher with the family as well as creates an interest and trust in the teacher and her program.

      Teachers need all of the cooperation that they can acquire from parents. Homework is one of the parts of a program that can facilitate the teacher and parents working together for the growth and improvement of the child.

      How Do The Students Relate To The Teacher?

      If a student has a problem or special need, the teacher needs to provide a special time and place to discuss with the child those things that pertain to the child’s needs. There must be a measure of privacy for the child and a recognition of the feelings of others relative to the problem or need that this child is experiencing.

      A teacher must never use anger as a tool for influencing children. It doesn’t work and would never build trust or rapport with students.

      Students need to understand clearly what behavior is acceptable and what is not acceptable. Classroom rules, common kindnesses between students, and student and teacher would set the guidelines for appropriate behavior.

      A basic daily schedule or program that students can rely upon gives them security and strength.

      Most children are reassured and more stable with a basic structured program which also allows for much creativity and discovery.

      DISCIPLINE

      Children Have Choices?

      Giving a child a choice about something is not always acceptable to some parents and teachers. They maintain that the children are not mature enough and that an adult really knows the best decision for the child.

      Giving children, however, appropriate options that a teacher judiciously offers is somewhat different. This is how children learn responsibility. They practice by making decisions and accepting the consequences. Without that practice how can children learn responsibility?

      You can choose, David. Either select your book now for reading along with your classmates or you can have recess at a different time than your friends. This puts the whole issue right into his hands. Most of the time no intervention is necessary on the part of the teacher. The child will make the right choice.

      You might have to wait on him for that decision but persistence helps. The child has to save face and it might just take a little more than a minute or two. Be patient and hold out. Students observe you as you model patience—another learning experience in action. The student usually sees the choice that is to his advantage. Your expertise is to provide the appropriate options for him to think about.

      I Like You, Ruth, But I Do Not Like What You Did

      Another important area of discipline is to tell it like it is for the child who is having a problem. I like you, I still do. It is what you have just done that I don’t approve of and you must be corrected for that.

      This direct approach helps

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