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Learning, Talking and Creating Change: Different formats for conversations about practice Mary Fisher and Brooke Baker Indiana Paraeducator Support Project Indiana University at IUPUI Wanda Hubbard Indianapolis Public Schools “ Building the Future- One Student at a Time” National Resource Center for Paraprofessionals Minneapolis, May 11, 2006
I like the way we shared different ideas about discipline and how to work with the children.
In our weekly meetings with a facilitator we have learned to really focus on the positive aspects of our job, not just see the negative parts. We brainstorm, exchange ideas, and we do a lot of reflection on what we are doing in the classroom. This is really important and helpful.
Consider qualities that make a picture book “good” to Read Aloud with children.
A TEXT SET of 5-7 books using AUTHOR, GENRE or TOPIC as the common element across the books is an excellent start. For organizing it is helpful to create a “catalogue sheet” that identifies the TITLE, AUTHOR and PUBLISHING information for each book, identifies the age/grade for your text set, gives a brief intro to the books, and provides specific learning engagements – ideas or how you would use the books.
Avoid using “holiday”, “dinosaur”, “all about me”, or series books (Clifford, Frog and Toad, Dora, Magic School Bus…).
These are great, however, this is an opportunity to help children think about other important issues such as friendship or bullying or loosing someone you love; science concepts like gardening or rocks.