#comments-
Tried this activity in my advisory today and it was fun. The kids enjoyed it and it really got them talking. Some of them did not want to choose a category but were able to describe why. Even the quiet students in my advisory were willing to speak. This activity inspired a lot of interesting conversations and helped me get to know the students even better.
Friday, March 4, 2011
Thursday, March 3, 2011
Education World ® : Lesson Planning: Rock or Feather: A Critical-Thinking Activity
Education World ® : Lesson Planning: Rock or Feather: A Critical-Thinking Activity
A great idea to get the kids thinking and discussions flowing. Give it a try and see how it goes. I will be letting you know how it goes for me as I am trying it on Friday.
A great idea to get the kids thinking and discussions flowing. Give it a try and see how it goes. I will be letting you know how it goes for me as I am trying it on Friday.
Monday, December 6, 2010
The Marshmallow Test
Hi all Katie Pearce sent me an activity that she had great success with in her Advisory. So here are the links.
The original article from the New Yorker Magazine was 4 pages so she condensed it. Students watch the video and then respond to the discussion questions and create their own test.
Kid & The Marshmallow Test - youtube video
The secret of self-control.
by Jonah Lehrer May 18, 2009
In the late nineteen-sixties, Carolyn Weisz, a four-year-old with long brown hair, was invited into a “game room” at the Bing Nursery School, on the campus of Stanford University. The room was little more than a large closet, containing a desk and a chair. Carolyn was asked to sit down in the chair and pick a treat from a tray of marshmallows, cookies, and pretzel sticks. Carolyn chose the marshmallow. Although she’s now forty-four, Carolyn still has a weakness for those air-puffed balls of corn syrup and gelatine. “I know I shouldn’t like them,” she says. “But they’re just so delicious!” A researcher then made Carolyn an offer: she could either eat one marshmallow right away or, if she was willing to wait while he stepped out for a few minutes, she could have two marshmallows when he returned. He said that if she rang a bell on the desk while he was away he would come running back, and she could eat one marshmallow but would forfeit the second. Then he left the room.
Although Carolyn has no direct memory of the experiment, and the scientists would not release any information about the subjects, she strongly suspects that she was able to delay gratification. “I’ve always been really good at waiting,” Carolyn told me. “If you give me a challenge or a task, then I’m going to find a way to do it, even if it means not eating my favorite food.” Her mother, Karen Sortino, is still more certain: “Even as a young kid, Carolyn was very patient. I’m sure she would have waited.” But her brother Craig, who also took part in the experiment, displayed less fortitude. Craig, a year older than Carolyn, still remembers the torment of trying to wait. “At a certain point, it must have occurred to me that I was all by myself,” he recalls. “And so I just started taking all the candy.”
Footage of these experiments, which were conducted over several years, is poignant, as the kids struggle to delay gratification for just a little bit longer. Some cover their eyes with their hands or turn around so that they can’t see the tray. Others start kicking the desk, or tug on their pigtails, or stroke the marshmallow as if it were a tiny stuffed animal. One child, a boy with neatly parted hair, looks carefully around the room to make sure that nobody can see him. Then he picks up an Oreo, delicately twists it apart, and licks off the white cream filling before returning the cookie to the tray, a satisfied look on his face.
Most of the children were like Craig. They struggled to resist the treat and held out for an average of less than three minutes. “A few kids ate the marshmallow right away,” Walter Mischel, the Stanford professor of psychology in charge of the experiment, remembers. “They didn’t even bother ringing the bell. Other kids would stare directly at the marshmallow and then ring the bell thirty seconds later.” About thirty per cent of the children, however, were like Carolyn. They successfully delayed gratification until the researcher returned, some fifteen minutes later. These kids wrestled with temptation but found a way to resist.
The initial goal of the experiment was to identify the mental processes that allowed some people to delay gratification while others simply surrendered. After publishing a few papers on the Bing studies in the early seventies, Mischel moved on to other areas of personality research. “There are only so many things you can do with kids trying not to eat marshmallows.”
Once Mischel began analyzing the results over a long period of time, he noticed that low delayers, the children who immediately gave in, seemed more likely to have behavioral problems, both in school and at home. They got lower S.A.T. scores. They struggled in stressful situations, often had trouble paying attention, and found it difficult to maintain friendships. The child who could wait fifteen minutes had an S.A.T. score that was, on average, two hundred and ten points higher than that of the kid who could wait only thirty seconds.
1. What do you think of the results of the study?
2. How do you think self control can help you in school? How does it make you a better student?
3. Why would someone with self control be a more dependable person?
4. What are some things that you have difficulty controlling in your life?
5. Design your own marshmallow test...what items could you use to "tempt" other students in your advisory group?
The original article from the New Yorker Magazine was 4 pages so she condensed it. Students watch the video and then respond to the discussion questions and create their own test.
Kid & The Marshmallow Test - youtube video
The New Yorker
Don’t!The secret of self-control.
by Jonah Lehrer May 18, 2009
In the late nineteen-sixties, Carolyn Weisz, a four-year-old with long brown hair, was invited into a “game room” at the Bing Nursery School, on the campus of Stanford University. The room was little more than a large closet, containing a desk and a chair. Carolyn was asked to sit down in the chair and pick a treat from a tray of marshmallows, cookies, and pretzel sticks. Carolyn chose the marshmallow. Although she’s now forty-four, Carolyn still has a weakness for those air-puffed balls of corn syrup and gelatine. “I know I shouldn’t like them,” she says. “But they’re just so delicious!” A researcher then made Carolyn an offer: she could either eat one marshmallow right away or, if she was willing to wait while he stepped out for a few minutes, she could have two marshmallows when he returned. He said that if she rang a bell on the desk while he was away he would come running back, and she could eat one marshmallow but would forfeit the second. Then he left the room.
Although Carolyn has no direct memory of the experiment, and the scientists would not release any information about the subjects, she strongly suspects that she was able to delay gratification. “I’ve always been really good at waiting,” Carolyn told me. “If you give me a challenge or a task, then I’m going to find a way to do it, even if it means not eating my favorite food.” Her mother, Karen Sortino, is still more certain: “Even as a young kid, Carolyn was very patient. I’m sure she would have waited.” But her brother Craig, who also took part in the experiment, displayed less fortitude. Craig, a year older than Carolyn, still remembers the torment of trying to wait. “At a certain point, it must have occurred to me that I was all by myself,” he recalls. “And so I just started taking all the candy.”
Footage of these experiments, which were conducted over several years, is poignant, as the kids struggle to delay gratification for just a little bit longer. Some cover their eyes with their hands or turn around so that they can’t see the tray. Others start kicking the desk, or tug on their pigtails, or stroke the marshmallow as if it were a tiny stuffed animal. One child, a boy with neatly parted hair, looks carefully around the room to make sure that nobody can see him. Then he picks up an Oreo, delicately twists it apart, and licks off the white cream filling before returning the cookie to the tray, a satisfied look on his face.
Most of the children were like Craig. They struggled to resist the treat and held out for an average of less than three minutes. “A few kids ate the marshmallow right away,” Walter Mischel, the Stanford professor of psychology in charge of the experiment, remembers. “They didn’t even bother ringing the bell. Other kids would stare directly at the marshmallow and then ring the bell thirty seconds later.” About thirty per cent of the children, however, were like Carolyn. They successfully delayed gratification until the researcher returned, some fifteen minutes later. These kids wrestled with temptation but found a way to resist.
The initial goal of the experiment was to identify the mental processes that allowed some people to delay gratification while others simply surrendered. After publishing a few papers on the Bing studies in the early seventies, Mischel moved on to other areas of personality research. “There are only so many things you can do with kids trying not to eat marshmallows.”
Once Mischel began analyzing the results over a long period of time, he noticed that low delayers, the children who immediately gave in, seemed more likely to have behavioral problems, both in school and at home. They got lower S.A.T. scores. They struggled in stressful situations, often had trouble paying attention, and found it difficult to maintain friendships. The child who could wait fifteen minutes had an S.A.T. score that was, on average, two hundred and ten points higher than that of the kid who could wait only thirty seconds.
1. What do you think of the results of the study?
2. How do you think self control can help you in school? How does it make you a better student?
3. Why would someone with self control be a more dependable person?
4. What are some things that you have difficulty controlling in your life?
5. Design your own marshmallow test...what items could you use to "tempt" other students in your advisory group?
Sunday, November 14, 2010
Great Article about Teaching Empathy
http://www.knoxnews.com/news/2010/nov/02/culture-changing-curriculum-promotes-empathy/
This article talks about a school in Knoxville that has implemented a curriculum called Why Try! and the impact it has on the students and teachers.
Thanks Jerry!
This article talks about a school in Knoxville that has implemented a curriculum called Why Try! and the impact it has on the students and teachers.
Thanks Jerry!
Thursday, October 14, 2010
More Bullying sites to visit
Stop Bullying Now
US Department of Health and Human Services offers flash movies, games, and information about bullying and how to prevent it
GO: www.stopbullyingnow.hrsa.g
The National Center for Bullying Prevention
Helping to promote awareness and teach effective ways to respond to bullying
GO: www.Pacer.org/bullying
GO: http://kidsagainstbullying
STOMP Out Bullying
Focused on reducing bullying and cyberbullying
GO: www.stompoutbullying.org
A Thin LIne
A site offering information, stories and quiz for those who have digital drama
GO: www.athinline.org
PROJECT CHANGE
A grassroots, nonprofit organization comprised of youth and adults who believe that high levels of youth engagement are essential to building strong, vibrant and healthy communities
GO: www.projectchange-md.org
The Trevor Project
A 24-hour, national help-line for gay and questioning teens
CALL: 866 4U TREVOR
GO: www.thetrevorproject.org
Bullying.org
A site dedicated to increasing the awareness of bullying and to preventing, resolving and eliminating bullying in society
GO: www.bullying.org
Anti-Bullying Network (UK)
Information for young people, parents and teachers on tackling bullying within schools
GO: http://www.antibullying.ne
No Bully
Helps schools to implement an anti-bullying policy and create school cultures where every student feels included
GO: http://www.nobully.com/
GLSEN
A great organization that is working to eradicate bullying and bias in schools
GO: www.glsen.org
National School Safety and Security Services
Bullying, anti-bullying legislation, school safety.
GO: www.schoolsecurity.org/tre
US Department of Health and Human Services offers flash movies, games, and information about bullying and how to prevent it
GO: www.stopbullyingnow.hrsa.g
The National Center for Bullying Prevention
Helping to promote awareness and teach effective ways to respond to bullying
GO: www.Pacer.org/bullying
GO: http://kidsagainstbullying
STOMP Out Bullying
Focused on reducing bullying and cyberbullying
GO: www.stompoutbullying.org
A Thin LIne
A site offering information, stories and quiz for those who have digital drama
GO: www.athinline.org
PROJECT CHANGE
A grassroots, nonprofit organization comprised of youth and adults who believe that high levels of youth engagement are essential to building strong, vibrant and healthy communities
GO: www.projectchange-md.org
The Trevor Project
A 24-hour, national help-line for gay and questioning teens
CALL: 866 4U TREVOR
GO: www.thetrevorproject.org
Bullying.org
A site dedicated to increasing the awareness of bullying and to preventing, resolving and eliminating bullying in society
GO: www.bullying.org
Anti-Bullying Network (UK)
Information for young people, parents and teachers on tackling bullying within schools
GO: http://www.antibullying.ne
No Bully
Helps schools to implement an anti-bullying policy and create school cultures where every student feels included
GO: http://www.nobully.com/
GLSEN
A great organization that is working to eradicate bullying and bias in schools
GO: www.glsen.org
National School Safety and Security Services
Bullying, anti-bullying legislation, school safety.
GO: www.schoolsecurity.org/tre
Sunday, October 3, 2010
October is national Bullying Prevention Month
Since the start of this school year there have been at least 4 bullying related suicides in the news. That is 4 too many. With the last reports about the death of the Rutgers University student being the most publicized, it has prompted me and several other staff members(thanks Maxine) to gather websites and materials to arm ourselves and teach our students about the damage that cyber-bullying can inflict. In a blog I read while compiling these links the author stated that we are in deep doo doo when our children think that what they are doing is "fun or funny" and "not that big of a deal." It is our job to educate them and help them to understand that these acts are big deals and can do irreparable harm to others. Below are some links to information to begin our fight against bullying and its horrific effects.
http://blog.anniefox.com/2010/10/02/broken-kids-are-breaking-all-of-us/
Cruel's not Cool website
bullying guidelines for teachers from teaching tolerance.org
Information about the film Bullied
http://www.stopbullyingnow.hrsa.gov/kids/
http://www.huffingtonpost.com/2010/10/01/ellens-emotional-plea-sto_n_747061.html (scroll down to watch Ellen's video)
http://www.nea.org/tools/14837.htm
Cyberbullying Research Center
http://blog.anniefox.com/2010/10/02/broken-kids-are-breaking-all-of-us/
Cruel's not Cool website
bullying guidelines for teachers from teaching tolerance.org
Information about the film Bullied
http://www.stopbullyingnow.hrsa.gov/kids/
http://www.huffingtonpost.com/2010/10/01/ellens-emotional-plea-sto_n_747061.html (scroll down to watch Ellen's video)
http://www.nea.org/tools/14837.htm
Cyberbullying Research Center
Thursday, September 30, 2010
Appreciating Diversity
Here a couple of links to some videos that might spark some conversation about appreciating diversity. The videos showcase a teenaged boy diagnosed with Autism that is given an opportunity to play basketball in High School. It also discusses how his teammates and classmates view him. They were suggested by John Liotta ( Social and Emotional Learning ) .
Friday, September 24, 2010
New book in the library
We have a new book in the library called Teen Cyberbullying Investigated which deals with recent court cases based on this issue. The call number is 345.73 JAC. The information in this book could be great for starting a discussion on cyberbullying with your group. It is on display with our new books currently so come on in and check it out!
Cyberbullying
This is a great article from Teaching Tolerance magazine.
http://www.tolerance.org/magazine/number-38-fall-2010/cyberbullying
http://www.tolerance.org/magazine/number-38-fall-2010/cyberbullying
Sunday, September 19, 2010
Dignity for All Students Act-New York Anti-Bullying law
Did you know NY passed an Anti-Bullying law? On Sept. 8, Governor Patterson signed the bill into law.
Read about it in this article. http://www.suite101.com/content/dignity-for-all-students-act---new-yorks-anti-bullying-law-a283825
Saturday, September 18, 2010
Girls and Cyber-bullying Article
Maxine found a great article about the rise of cyber-bullying amongst girls take a look, might be a good place to start a discussion.
http://www.washingtonpost.com/wp-dyn/content/article/2010/09/01/AR2010090102648.html?wpisrc=nl_headline
http://www.washingtonpost.com/wp-dyn/content/article/2010/09/01/AR2010090102648.html?wpisrc=nl_headline
Friday, September 17, 2010
First Advisory
Hi Everyone,
Hope your first advisory went well. I did a few fun activities I wanted to share. My group played a game called fruit salad. and created an Answergarden. Hope everyone has a great weekend.
What does advisory mean to you?... at AnswerGarden.ch.
Hope your first advisory went well. I did a few fun activities I wanted to share. My group played a game called fruit salad. and created an Answergarden. Hope everyone has a great weekend.
What does advisory mean to you?... at AnswerGarden.ch.
Wednesday, September 15, 2010
Library Materials Available
The library has four new books that have many different activities and ideas for your advisory group. The books will be located behind the circulation desk in the professional collection. Come to the library and check them out!
The titles are:
Treasure Chest: A Teacher Advisory Source Book
Treasure Chest II: Problem Solving Activites, Brain Stretchers and Active Games
The Morning Meeting Book
The Advisory Book: Building a Community of Learners Grades 5-9
The titles are:
Treasure Chest: A Teacher Advisory Source Book
Treasure Chest II: Problem Solving Activites, Brain Stretchers and Active Games
The Morning Meeting Book
The Advisory Book: Building a Community of Learners Grades 5-9
Sunday, September 5, 2010
Another new tech tool to share
Great way to visually display words, Tagxedo.com , creates pictures with words, it can even translate a blog page into a word display.
Friday, September 3, 2010
New tech tool to share
This might be an interesting way to begin an Advisory.
Create an Answer Garden at http://answergarden.ch/demonstration/
Advisory is ...... at AnswerGarden.ch.
Answergarden: Advisory is ......:
Create an Answer Garden at http://answergarden.ch/demonstration/
Try it here.
Advisory is ...... at AnswerGarden.ch.
Answergarden: Advisory is ......:
Welcome to the South Middle Advisory Blog
Here are some great articles and resources to get you in the mindset for Advisory:
- Advisories inspire and motivate
- What makes a successful advisory?
- National Middle School Association Article
Found a great new resource from Conflict Resolution Education, they have created a free teacher calendar that can be printed. It features a page for each month filled with sites and ideas for enhancing social emotional education.
Tuesday, June 29, 2010
Welcome to the South Middle Advisory Blog
On this Blog you will find resources and discussions to guide you through the Advisory process.
Good Luck and Have a Great year!
Here are some great articles and resources to get you in the mindset for Advisory:
- Advisories inspire and motivate
- What makes a successful advisory?
- National Middle School Association Article
http://www.nmsa.org/Research/ResearchSummaries/AdvisoryPrograms/tabid/812/Default.aspx
http://www.nmsa.org/Research/ResearchSummaries/AdvisoryPrograms/tabid/812/Default.aspx
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