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Frog Kissing with

Frog Kissing with. Tiffany Cooke. Frog Kissing E ver feel like a frog Frogs feel slow, low, ugly, puffy, drooped, pooped.  The frog feeling comes when you want to be bright but feel dumb, when you want to share but are selfish, when you want to be thankful but feel resentment,

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Frog Kissing with

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  1. Frog Kissing with Tiffany Cooke

  2. Frog Kissing Ever feel like a frog Frogs feel slow, low, ugly, puffy, drooped, pooped.  The frog feeling comes when you want to be bright but feel dumb, when you want to share but are selfish, when you want to be thankful but feel resentment, when you want to be great but are small, when you want to care but are indifferent. Once upon a time there was a frog. But he wasn’t really a frog. He was a prince who looked and felt like a frog. A wicked witch had cast a spell on him. Only the kiss of a beautiful maiden could save him. But since when do cute chicks kiss frogs? So there he sat, unkissed prince in frog form. But miracles happen. One day a beautiful maiden grabbed him up, and gave him a big smack. Crash! Boom! Zap! There he sat, a handsome prince. And you know the rest. They lived happily ever after So, what is the task of schools?  To kiss frogs, of course! - Anonymous

  3. The Frogs

  4. Physically • They are growing very fast and they know it! • They grow erratically across different areas of development • They are awkward and clumsy

  5. Socially • They need to belong to their “chorus” of peers • They are searching for their place in the world • They are forming, questioning, and reforming their identities • They want to fit in with everyone else but still be uniquely themselves

  6. Emotionally • They are vulnerable • They are self-conscious and think everyone is staring at them • Their mood swings are unpredictable – even to themselves

  7. Morally • They are idealistic • They want to make a difference in the world • They struggle between knowing the right thing to do and doing it

  8. Intellectually • They are self-absorbed but idealistic, so they want to know how everything applies to themselves • They are capable of critical and complex thinking • They are motivated by challenging work, but shut down when frustrated • They are curious about the world and issues they see as important to themselves

  9. Classroom Environment

  10. Physical • Comfortable with many ways to sit • Stress area – with cartoons, bubbles, art paper • Mirror – full length • A place for their art work

  11. Classroom/ Team Spirit and Unity • Team names • Team points • Team rewards • Team roles • Class meetings

  12. Celebrate Every Day • Survival Kit • End Yr – Letters • “ “ opoly

  13. Where Everybody Knows Your Name • Add students’ names to worksheets, PowerPoints, story problems, etc. • Personal Greeting – High 5, knuckles, shake hands, pat on back, etc.

  14. Building Student Rapport

  15. The 3 R’s • Rights • Responsibility • Respect

  16. First Days Together: Costumes

  17. First Days Together - Introductions Oompa-loompa doopedy dee If you are wise, you’ll listen to me. Oompa-loompa doopedy doo This advice may be helpful to you. What do you get when you’re in Mrs. Cooke’s class? Lots of fun learning if you’re up to the task. If you are good, then the good times will last So don’t dilly-dally and get to class fast. Or you will be tardy! Oompa-loompa doopedy dee Here’s some advice from you to me. Oompa-loompa doopedy doo This little rhyme will give you a clue. I bet you wonder what will happen this year? Listen close and see there’s nothing to fear. Bring a notebook, pencil, paper, and book Being good brings rewards from Ms. Cooke So don’t get in trouble!  Oompa-loompa doopedy dee here’s much to learn as you will soon see, But if you mind your p’s and your q’s, ou will laugh like the Oompa-loompa doopa de doos

  18. First Days Together - Theme

  19. First Days Together: Survival Kits Mrs. Cooke’s 7th Grade Survival Kit Sunset Ridge is a fantastic new school, and the 7th graders here are ultra-cool! “Imagine” is the 7th grade’s house name, and working together, we’ll bring it fame! Hard times might appear on some distant day, “We’ll rise to the challenge” is what we say! The Monkey will be our class mascot this year, I hope the survival kit alleviates some of your fears! The Survival Kit includes the following items: Hershey Kiss to comfort you when you are sad. Tissue to dry someone’s tears. Sticker - sticking with your work brings success. Star - remember to shine and always do your best Penny - you are valuable and special. Cotton ball - our room is full of caring and kind words. Eraser - everyone makes mistakes and it is okay. Eyes – I’ll always keep an eye on you & keep you safe. Licorice “vine” - you can always come to me!!! Monkeys rule!

  20. Motivating Students

  21. Choice • Time: You have 30 seconds to … (Hint – you actually have to watch the clock) • Graphic Organizers – on wall, floor, ceiling – made with yarn, colored tape • Suspense – Put a strange, seemingly unrelated object in the middle of the room for a day or two before it’s used • Koosh Ball – Physical response

  22. Task Persistence – cut the assignment into pieces • Laughter – Laugh together every day • Take Risks – Sing, dance, tell stories, admit you don’t know all the answers, get out of your comfort zone and show kids that it’s okay to take positive risks. After all, they couldn’t look stupid next to you, right?

  23. Service Projects

  24. Effective Praise • We are uncomfortable with praise that evaluates us, so we push it away. • You are working on an assignment and ask the teacher, “Is my graph okay?” • Evaluating Praise: “Beautiful. Very nice.” • My Response: “Really? Or are you just saying that?” • Descriptive Praise: “You marked all your data points, connected them with a straight line, and both your axes are clearly labeled.” • My Response: “You are right! I can draw a good graph!”

  25. Lessons From the Swamp

  26. Students want, and need, one adult, with an emotional attachment, who thinks they are wonderful and terrific no matter what.

  27. Human beings will perform for the person they love. Teachers often think that kids should do it because they want to. If a person loves himself, he will do it for himself. If he does not have that high of self-esteem or belief in self, he will have to do it for someone else until the time comes that he does love himself.

  28. Actively listen to kids’ complaints, demands, and compliments. • “I see” • “I understand” • “I’m sorry”

  29. Instead of focusing on what’s wrong, start with acknowledging what the student accomplished. Then point out what still needs to be done. We all benefit from having an outsider with an objective point-of-view tell us how we can do better. But before we can even consider making changes, we need to believe there is more right with us than wrong and that we have the power to fix whatever is wrong.

  30. With time and attention, all your frogs will turn into princes and princesses. Enjoy kissing your frogs!

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