Developmental Designs approach

With-it-ness

With-it-ness
by Ann Larson Ericson

 

How with-it are you? What do you see happening in your classroom, in the halls, and on bus duty? Are you a teacher who notices everything? Development Designs’ philosophy says that we can never not notice things. We always have to be aware of the kids in our room and all the overt, as well as covert, behaviors that are going on. It can be exhausting, but what a difference it makes in your classroom when you’re with-it and your kids know you’re with-it.

Teaching the Job

 

A folder needs to be delivered to the office by a student. When a teacher looks out into the sea of students, who tends to be fished out to do the job? Is it the student who you think can get the job done with minimal interruption? Or is it Peter who often goes astray from his seat to the pencil sharpener?

Songs and Chants and Teaching Math

by Erin Klug

We’ve all had moments when we can’t get a tune or jingle out of our mind. I have young children, and this happens frequently with songs from their CDs. I may cringe when I find myself quietly singing the theme song from Arthur, but this phenomenon is good news for teachers.

Educators have long used songs and rhymes to help students learn and remember content. In my coaching experience, I’ve seen this teaching strategy used less with older students—but it’s too good to lose!

Helping Adolescents Know What They Want and How to Get It

By Ann Larson Ericson

When my children were very young and were going through particularly challenging phases, my mom would say to me, “When they act the least lovable is when they need your love the most.” These were words of wisdom from a wise woman who helps me navigate parenting challenges—and how true those words are for teaching adolescents, as well!

Social Contract: An Underused Developmental Designs Practice

By Scott Tyink

In a classroom last month, I overheard a student critiquing the class to another student.

“I wish we didn’t have rules here” he said.
“Rules are so elementary school!”

“Why are they like that?”

by Scott Tyink

Moving among the 7^th graders in my classroom, I noticed something: in one girl’s pencil box were several pencils, a sharpener, a protractor, and a tube of lipstick. There they were: the tools of a middle-schooler ready for math class and ready to quickly touch up her appearance.