Susan Fitzell - Educational Consultant and Speaker » Susan Fitzell

Comment on: America’s Teachers See Growing Poverty – and more!

Susan Fitzell — Mon, 16 Jan 2012 04:53:40 +0000

Dare to read this article — and the comments! Amazingly, the comments are intelligent for once. I’m outraged by what I see happening in schools. Teachers are not the enemy. Yes, there are some that need to retire, however, we are putting our focus in the wrong place. If Unions were the problem, Texas would have perfect schools and systems. When we pay teachers by test score results, who will want to teach the struggling learners? Or, the poor?… Why would a teacher want a student in their class if that student might affect his/her test scores and therefore his/her pay? The political rhetoric is all about playing off public emotion and getting votes and little of it is based in the reality of what makes schools work.

A New Year of Excellence Awaits!

Susan Fitzell — Tue, 03 Jan 2012 16:08:05 +0000

Wow! Can you believe that it’s 2012 already! As I was spending time with my family over the holiday break I realized that we, as educators, might see things differently. For us, the “New Year” is really in the fall when school starts, while the actual changing of the year, for us, is a break in the middle of our “year.”

Regardless of how you look at the year, I hope that you return to your students this month with a bright new outlook and the resolve to reach as many of your students as you can. To help with that, I’m very excited about my new, FREE, magazine, Terrific Instruction Tips and Tools.

This magazine is full of articles to help teachers, and parents, meet the goal of reaching all learneres. If you, or your campus, service center, or organization could benefit from this information, please contact us at 603-625-6087 and we’ll get some to you asap!

Here’s to a great year ahead, filled with all the success you wish, for yourself, your family, and your students!

“Draw it so you know it!” – Sequences

Susan Fitzell — Mon, 01 Aug 2011 19:35:10 +0000

One of my favorite phrases is “Draw it so you know it!” I believe this is one of the most powerful ways we can help our students remember their lessons. If we can engage more of the brain in learning we can help the lesson “stick” much more effectively.

Drawing activates parts of the brain that wouldn’t necessarily be engaged if, for example, students were just taking notes based on a lecture. Drawing ensures students immerse themselves in the material. Kids don’t have to be great artists to draw – what’s important is that they try, even if it’s just with stick figures!

Drawing using adding machine tape takes the concept of “Draw it so you know it” one step further by having students create a series of drawings in a logical sequence. This sequence could be the stages in a process, a chronological account of events in a story, or the steps for solving a problem. The important part is that students are drawing items in order – so they’re not only thinking about how best to represent the steps, but putting them in the proper order.

Keeping these drawings in their organizers helps students match up the pictures with the words and provides a powerful study tool.

Don’t Miss This Month’s Contests!

Susan Fitzell — Sat, 18 Sep 2010 14:54:57 +0000

Don’t miss this month’s contests! Susan Fitzell’s Teaching Tips! as well as Last weeks article discussing tips for paraprofessionals and teachers working together from Susan Fitzell’s Teaching Tips Newsletter .

Differentiated Instruction Strategy Blast in Sturgis, SD

Susan Fitzell — Wed, 25 Aug 2010 23:33:31 +0000

I presented “Differentiated Instruction Strategy Blast” to 250 ***AMAZING*** educators from Meade School District in Sturgis, SD today. It was a feel good day with a district that cares about kids!

Please Help Me With My Homework – Spanish Translation

Susan Fitzell — Sun, 06 Jun 2010 13:50:46 +0000

I’ve had my book, “Please Help Me With My Homework: Strategies for Parents and Caregivers” translated into Spanish. I was advised to have it translated into Castilian Spanish so that it would be universal. So, that’s the dialect the book is presently in. I am not Spanish speaking. I had the book translated because of the need for Spanish speaking parents to have a resource to support their students. I do a lot of work with schools that have a significant bi-lingual population and believe this book may help some families.

Does anyone have an idea as to how I might ‘get the word out’ about this valuable resource for Spanish speaking parents and caregivers? I’d appreciate suggestions.

Thanks,

Susan Fitzell

Comings and Goings – Two weeks of Co-teaching Coaching and Training

Susan Fitzell — Mon, 16 Nov 2009 03:02:06 +0000

Co-teaching Seminars This Week

Here in St. Louis (Clayton, actually). Checked in, shuttle driver took me to Whole foods – did groceries, going to polish my co-teaching presentation before bed. Tomorrow St. Louis, Tuesday: Springfield, MO, Wed: Kansas City, MO, Thurs: Minneapolis, MN, and Friday, FARGO!!!

Co-teaching Coaching Last Week

Last week I was working with Permian High School and Odessa High School in Odessa, TX. I love being in the classroom. Both high schools are making great gains in their co-teaching efforts. Not only did I get to work with some awesome teachers and administrators in Odessa, Texas, I attended a Permian High School Football ‘send-off to the state championships’ bon-fire. I also attended an Odessa High Pep rally. They both made it to this past weekend championships in El Paso and they both won! Experiencing West Texas Football and West Texas friendly hospitality is truly delightful. The week flew by.

Presented Successful Inclusion Strategies in Toledo, OH today!

Susan Fitzell — Wed, 29 Oct 2008 02:32:21 +0000

Myers Briggs and Personality Types and Learning Environments

Sometimes I wish I could have my audience do the MBTI indicator just to see if my experience is validated with the results. Sometimes, it just seems to work out that I have an audience of primarily Introverts. Add to that the generally reserved nature of Midwesterners and the result is often a very quiet audience. For us extroverts, who get our energy from those around us, that’s challenging!

I’m fully aware that the audience is listening and taking in every word. And almost always, an audience of introverts is more outgoing after lunch. No one ever complains to me in this type of audience that they can’t hear because others are talking.

Then there are the days where the audience is overwhelmingly extroverted and there’s a low rumble in the background all day. Extroverts process their learning by talking their process. I do get complaints on these days that some audience members can’t hear. Of course, I’m an extrovert, so these days are very energizing for me. I have tons of energy flying around the room to keep me going!

I taught high school for most of my career. I also taught a third/fourth grade, did some work through my Master’s program with second, fourth and fifth grade and did anger management work with middle school as well as high school students. Now that I teach adult learners much of the time, I’m fascinated at how the personality of learners creates the same dynamic in any learning environment, regardless of the age of the learner. It reminds me every day of the key question teachers ask themselves, “How do I reach every learner in my classroom?” I have tremendous respect for how hard teachers have to work to create a successful learning environment for all learning styles.

I got some fantastic strategies and tips from my audience today. Given the hour, I plan to collect the tips this week and post them next week when I’m back in the office for a few days. Please check back for some very cool strategies, tips and resources from the trenches.

Singing the Guidelines for Flexible Grouping

Susan Fitzell — Sat, 25 Oct 2008 04:28:56 +0000

Woodington Middle School Workshop on Flexible Grouping and Acceleration Centers (™)

Recently, I presented a ‘workshoppy workshop” on Flexible Grouping and Accleration Centers (™)at Woodington Middle School in Kinston, NC. To teach the concept of small groups, the teachers actually get into small groups and learn the material (similar to a jigsaw) well enough to present their section to the rest of the group. After we’ve discussed the basics of flexible grouping and created ground rules, each small group takes a section of the material and creates a mind-map denoting the key points and a creative, non-lecture way to present the information to the group. The eighth grade teachers created and performed a song to the tune of Singing in the Rain to teach and remember successful tips for flexible grouping. They were just awesome! I always appreciate teachers who have the courage to get up in front of their peers to perform. It takes a lot of hootspah! I’m honored that I had the opportunity to work with them.

A poem about small group work sung to the tune of Singing in the Rain.

Written by Susan Heath, Kellie Wolfe, Linda Smith, and Judy Burkett

We are the groupies and we’ll help you with your lengthy hour if you’ll pay attention to our flower power.

Today I am going to see in which groupie you will be. I’ve had a chance to look at last year’s EOG. (North Carolina’s End Of Grade test.)

There is a test we will use to see the various aspects of your personality.

I’ve observed you in the classroom and various other places so you may not be with your friends today but brand new smiling faces.

Your academic abilities may not be the same, combine your strengths and weaknesses you’re sure to win the game.

The interest you have is sure to grow as you share with each other the knowledge you know.

You may not be quite ready for the task that is at hand but after class instruction now you’ve got it man.

In a small group there is no time to sleep recorder, reporter or the time you will keep.

Some of you learn better by listening to what I say. Others learn by touching or in a visual kind of way.

Self-assessment is a valuable tool so leave your exit card with me and you’ll definitely be cool.

How can I Present History Effectively?

Susan Fitzell — Thu, 23 Oct 2008 16:54:21 +0000

Processing Long Information History Chapters!

Susan Streetman, Nederland HS writes, in history, some chapters are long and packed with information. Sometimes I think – how can I present this effectively? It’s too much! So, on colorful large index cards, I write quippy versions of the chapter’s subtopics. (using the exact subtopic would be too easy). Kids can confer during the game.

The Quippy History Game

Materials Needed

Then, also in my own words, I use small white index cards to write the main points under the subtopic. I try to make them humorous. I tell students a tough game is coming and tell them to be prepared. On the day of the game, I use music, a timer and a box. Student materials are the answers all mixed up, a handout with the quippy subtopics and lines denoting the number of items.

How to play the ‘game’

I begin with 3 minutes on the clock. I deal white cards after placing colored cards around the room while the time clicks off. I play music and students have to run around and deal information cards to match the correct heading. We check for the correct matches, put the wrong matches in the box, set timer for 2 minutes and re-deal. They love it and end up with a chapter review. They move around but must be in chair when the timer goes off.

The Summary Race

Cut up summaries to chapters, put students in groups. They race to be first (for a privilege) to descramble and paste the summary together accurately.

Fishing game.

Box decorated to look like ocean, a Scooby Doo fishing pole with a magnet instead of a hook. Paperboard fish with paperclips through eyeholes in ocean. Students compete in pairs to answer questions using magic slates. When correct, blind folded and go fishing. Number of fish lead to a privilege prize.

A Strategy using Videos to Cover History Topics

When I show films, I give out film sheets with different questions on them and 5 lines at the bottom. After the film clip, they must find 5 people with facts different to theirs that they place on their lines. These are shared and used for extra credit.

Groups Idea

Pick an explorer. Research his exploits. Make a poster. Use a clever title like “ Do you have any Ponce de Leon?” (students did that)! The poster must include; a time line, pictures of accomplishments, a map of his trek/s, and at least one navigational tool known at the time.

Give student groups transparencies

Group assignments are placed on them. They present and they are there for all to see. For example, we play, “Constitution Idol” ; student groups must present in any format the 27 amendments to the constitution DVDs, CDs, live. They can take liberties with words. They are an absolute riot. Everything from Barney to rap, Travis Tritt, Chumbawumba,. They are so great. Wear red, while, blue on awards day – for cookie or cake and photo for newspaper. They decide the winner. They all learn the amendments.

Susan Streetman
Nederland HS