I have been dying to share this incredibly cute/funny story with all of you! Our district uses the Everyday Math curriculum. For those of you not familiar with EDM, the curriculum incorporates tons of Math games to support student learning. I have a SMARTboard in my room so I make sure that whenever I am introducing an new online game, I use the SMARTboard so that all students can watch and participate instead of working with two students at a time to teach it to them on the computer.
So, the class was divided into two groups. We were playing basketball addition and students had to add up the three numbers appearing on the dice and enter in the sum and press 'ok'. So my kiddos were getting acquainted with touching the numbers and hitting 'ok' many of them would enter the number and wait awkwardly for about 3 seconds before the audience will tell him/her what to press next. One of my students with a severe visual impairment was up at the board and could not find the button to push after entering in the number. After a few seconds everyone else was yelling what sounded like "press ock, press ock". Baffled, I looked at my TA trying to see if he knew what they were talking about. Then I looked back at the board and realized my students were looking at 'ok' and sounding it out...which is why what they said sounded like 'ock'!!!!
I smiled form ear to ear and even chuckled outloud. I then explained to the class that what it actually says is 'ok' but they were not buying it. It also did not help my case much that it was not written like 'okay' or 'o.k.', as I feel it should have been.
When I told this to my non-teacher friends, they did not really see what the big deal was. However, seeing as though my bilingual students are going into their first 4 weeks ever of reading instruction in English, I am sooooo PROUD to see my kiddos applying the appropriate letter sounds to what they are reading!!!
Sunday, January 30, 2011
Saturday, January 15, 2011
If we had known....
This has been a dilemma with my kiddos for quite a while, but I cannot seem to figure out how to change it. The problem is that my kids get math homework every night and they are to read for at least 2 minutes and fill out their reading log. About 98% of my students do their Math homework every night, but each morning, I have maybe 4 out 15 kids turn in their Reading log. 14 out 15 of my students are a year below grade level in Reading, so I really push for students to read at home. We have had many a conversation about the fact that reading at home is not optional, just the same as Math homework. I have contacted parents, conferenced with the repeat offenders, but nothing seems to do the trick. I know that the students who do not turn in their Reading Log are generally not reading at home.
This week, I decided to use an incentive to entice the other kiddos to do their Reading homework. On Friday, I looked over my homework check-in list and the students who turned in their homework (both Math and Reading) all week got 2 "No Homework" passes to be used any time within the third quarter. I had only ONE student who was eligible to receive the prize. Might I add that the students were outraged b/c "If we knew we would get a homework pass, we would have done our homeowrk"!! The nerve!!!
Are there any other ideas that you have used with your students to motivate them to do their homework??
This week, I decided to use an incentive to entice the other kiddos to do their Reading homework. On Friday, I looked over my homework check-in list and the students who turned in their homework (both Math and Reading) all week got 2 "No Homework" passes to be used any time within the third quarter. I had only ONE student who was eligible to receive the prize. Might I add that the students were outraged b/c "If we knew we would get a homework pass, we would have done our homeowrk"!! The nerve!!!
Are there any other ideas that you have used with your students to motivate them to do their homework??
Sunday, December 12, 2010
Wish Granted
SNOW DAY!!!!! Some of my fellow teachers have expressed how unhappy they are about this but I am elated!! I NEED this day and I would take an extra day in June over a day in December any day!!!!
What are your opinions about snow days??!!
What are your opinions about snow days??!!
Saturday, November 20, 2010
Positive Behavior Facilitation
I've been gone for way too long!! I honestly have not had the energy to post anything. So many amazing, insane, unbelievable things have happened since my last post. Of course, when I actually sit down to write, all of those events escape my memory!!
A while back, I posted that I was talking a course to be certified in Positive Behavior Facilitation (PBF). This 6-week course was absolutely life changing-for my life both in the classroom and outside of it. The focus of PBF is that we cannot not make anyone change their behaviors, nor can we change it for them. PBF suggests that if we focus on becoming more self-aware about our own beliefs, triggers, and ways of dealing with conflict, we will model and encourage the positive behavior and choices we so desperately want to see in our students.
By looking inward and reflecting on my beliefs, thoughts, and feelings when I interact with others, I was able to realize the contributions I make to situations of conflict. It is so easy to say "Bobby really made me mad!" or "Susie,you are so disrespectful" in the heat of conflict. However, with self-awareness comes the realization that no one can make you mad, but instead something they did triggered something on the inside and made you react that way. PBF would suggest also that in the case of 'Susie', using 'You-messages' (instead of 'I-statements')backs the students against a wall and makes her defensive and more unwilling to resolve the conflict.
The PBF training was incredibly rich and has changed the nature of many of my interactions with my students, especially with my more challenging personalities. By thinking more about what I am bringing to the situation (feelings, beliefs, baggage, etc.) I am better able to set the tone for the interaction rather than reacting to the tone set by the student.
Here is one of the pieces of 'brain food' from PBF that I believe resonates profoundly in my classroom:
-We cannot expect more of our students than we expect of ourselves. We must act the way we expect our students to behave. If we want to work effectively with difficult students, we must be willing to change ourselves. Although we rarely appreciate our most difficult students because of the time they take and the frustration they cause, their presence can lead to growth if we learn from the obstacles they throw in our way.
**Allen Mendler and Richard Curwin (1999)**
A while back, I posted that I was talking a course to be certified in Positive Behavior Facilitation (PBF). This 6-week course was absolutely life changing-for my life both in the classroom and outside of it. The focus of PBF is that we cannot not make anyone change their behaviors, nor can we change it for them. PBF suggests that if we focus on becoming more self-aware about our own beliefs, triggers, and ways of dealing with conflict, we will model and encourage the positive behavior and choices we so desperately want to see in our students.
By looking inward and reflecting on my beliefs, thoughts, and feelings when I interact with others, I was able to realize the contributions I make to situations of conflict. It is so easy to say "Bobby really made me mad!" or "Susie,you are so disrespectful" in the heat of conflict. However, with self-awareness comes the realization that no one can make you mad, but instead something they did triggered something on the inside and made you react that way. PBF would suggest also that in the case of 'Susie', using 'You-messages' (instead of 'I-statements')backs the students against a wall and makes her defensive and more unwilling to resolve the conflict.
The PBF training was incredibly rich and has changed the nature of many of my interactions with my students, especially with my more challenging personalities. By thinking more about what I am bringing to the situation (feelings, beliefs, baggage, etc.) I am better able to set the tone for the interaction rather than reacting to the tone set by the student.
Here is one of the pieces of 'brain food' from PBF that I believe resonates profoundly in my classroom:
-We cannot expect more of our students than we expect of ourselves. We must act the way we expect our students to behave. If we want to work effectively with difficult students, we must be willing to change ourselves. Although we rarely appreciate our most difficult students because of the time they take and the frustration they cause, their presence can lead to growth if we learn from the obstacles they throw in our way.
**Allen Mendler and Richard Curwin (1999)**
Saturday, October 9, 2010
Great Reminder
I made it, I made it through to Fall Break!!!!!!! I have seriously been looking forward to this weekend since Labor Day weekend! I have to say that yesterday was probably one of the best days I’ve had in my class. My students were so engaged in learning all day that I almost wondered if someone hijacked my class and gave me a new set of kids!!
Honestly, I think much of their engagement in learning yesterday was due to my attitude and demeanor. Yesterday I was full of energy and excitement about the learning taking place. In writing, I have noticed that my students are writing about the same two topics all of the time: birthdays and going to the park. I asked the class if they had any more events in their lives that they could write about. They talked with a partner about the possible topics and I went around and listened to them. I was so excited to hear so many great moments from their lives that they could write about. When we came back whole class, I shared some of the stories I heard. I was so full of excitement and really wanted my students to see that they have so many great stories to write about, they just have to dig a little deeper to find them. I believe my enthusiasm for writing was incredibly contagious because they entire class, even some of my more reluctant writers got started right away on their stories. What’s most important is that they stayed focused on writing for the majority of the writing block…INCREDIBLE!!!!! It is absolutely amazing how the teacher’s attitude/enthusiasm/beliefs about learning can impact learning.
I noticed the same effect during our Math lesson on Place Value. I was teaching that in the number 83, the ‘8’ isn’t really ‘8’, but rather it is 80 because it represents 8 tens. Since this was the first lesson, I assumed that most of my students would not understand this point and would need more practice before getting it. Boy was I WRONG!! They got it and after a few more examples, could even explain WHY/HOW they knew that the ‘8’ did not represent ‘8’. I clearly showed my utter delight in their ability to think so deeply about the problem. Again, this enthusiasm was totally infectious and when students went back to their desks to practice independently, they were engaged and motivated to work through more examples, even ones that were more difficult.
We all have our difficult days, days when we don’t know how we will make it to the final bell at the end of the day. However, when we have those great days, the ones where incredible learning takes place and students are motivated and in-tune with each other and you, bask in all of its glory. These are the days that remind us of how much we love teaching!!
*On another note, I will be starting PBF (Positive Behavior Facilitator) training this coming week and the first class is on Saturday from 8-3:30!!! There will be a total of 2 Saturday classes and 4-5 classes during the week from 4-8. I'm really bummed because the first class is on the day of my niece's birthday party (turning 6). I will have to make it up to her. I will be posting on the training and it's usefulness in the classroom.
I wish you all a weekend full of rest and enjoyment!!
Honestly, I think much of their engagement in learning yesterday was due to my attitude and demeanor. Yesterday I was full of energy and excitement about the learning taking place. In writing, I have noticed that my students are writing about the same two topics all of the time: birthdays and going to the park. I asked the class if they had any more events in their lives that they could write about. They talked with a partner about the possible topics and I went around and listened to them. I was so excited to hear so many great moments from their lives that they could write about. When we came back whole class, I shared some of the stories I heard. I was so full of excitement and really wanted my students to see that they have so many great stories to write about, they just have to dig a little deeper to find them. I believe my enthusiasm for writing was incredibly contagious because they entire class, even some of my more reluctant writers got started right away on their stories. What’s most important is that they stayed focused on writing for the majority of the writing block…INCREDIBLE!!!!! It is absolutely amazing how the teacher’s attitude/enthusiasm/beliefs about learning can impact learning.
I noticed the same effect during our Math lesson on Place Value. I was teaching that in the number 83, the ‘8’ isn’t really ‘8’, but rather it is 80 because it represents 8 tens. Since this was the first lesson, I assumed that most of my students would not understand this point and would need more practice before getting it. Boy was I WRONG!! They got it and after a few more examples, could even explain WHY/HOW they knew that the ‘8’ did not represent ‘8’. I clearly showed my utter delight in their ability to think so deeply about the problem. Again, this enthusiasm was totally infectious and when students went back to their desks to practice independently, they were engaged and motivated to work through more examples, even ones that were more difficult.
We all have our difficult days, days when we don’t know how we will make it to the final bell at the end of the day. However, when we have those great days, the ones where incredible learning takes place and students are motivated and in-tune with each other and you, bask in all of its glory. These are the days that remind us of how much we love teaching!!
*On another note, I will be starting PBF (Positive Behavior Facilitator) training this coming week and the first class is on Saturday from 8-3:30!!! There will be a total of 2 Saturday classes and 4-5 classes during the week from 4-8. I'm really bummed because the first class is on the day of my niece's birthday party (turning 6). I will have to make it up to her. I will be posting on the training and it's usefulness in the classroom.
I wish you all a weekend full of rest and enjoyment!!
Saturday, September 4, 2010
The Real Deal
So, after my first 12 days of teaching, there are several adjectives to describe how I am feeling: exhausted, stressed, fulfilled, exhausted. I don't care what anyone says, even the most challenging student teaching experience cannot prepare you for what it is like to be teaching your own class!!!!
Let's see, I have 3 students will Special needs, on of which is quite severe. I have a Teacher's Aid in my room and it wasn't until last Friday that I realized I needed to communicate with him what I wanted him to do with the students on his load because we just got a Special Ed. Teacher a couple of days ago.
Administration expects for all components of curriculum to be fully implemented, but I am still teaching routines and procedures that take up a RIDICULOUS but NECESSARY amount of instructional time each day. This whole procdures/routine thing is new for me because I saw very little of that during student teaching.
I have learned so much in the last couple of weeks and am so completely and totally overwhelmed with the zillion and one things that are constantly running through my head!! One thing I have been struggling with is how much time I spending doing 'school stuff' every day. I'm at school over an 1 hour before I need to and I leave about 3 hours after I'm allowed to, only to go home and do more work until about 9:30 when I get ready for bed.
I feel like as a brand new teacher, it makes sense that I would be spending a little more time at school because I'm playing catch-up (in regards to materials, time management) to other more experienced teachers. Also, over the last couple of weeks, I have had family and friends comment about how much time I'm spending at school and working on school stuff. During this FABULOUS 3 day weekend, I have been doing a great job.....haven't touched any school stuff since I left school at 5:30 yesterday!!! I have spent time with family and really enjoyed myself. I want to find more of a balance but I'm really not sure how.
No matter how much time I spend prepping for work, I know I will never be as prepared as I would like to be. However, the perfectionist in me still continues to strive for the impossible.
Question: How do you set boundaries and limits for the amount of time you devote to school??
Let's see, I have 3 students will Special needs, on of which is quite severe. I have a Teacher's Aid in my room and it wasn't until last Friday that I realized I needed to communicate with him what I wanted him to do with the students on his load because we just got a Special Ed. Teacher a couple of days ago.
Administration expects for all components of curriculum to be fully implemented, but I am still teaching routines and procedures that take up a RIDICULOUS but NECESSARY amount of instructional time each day. This whole procdures/routine thing is new for me because I saw very little of that during student teaching.
I have learned so much in the last couple of weeks and am so completely and totally overwhelmed with the zillion and one things that are constantly running through my head!! One thing I have been struggling with is how much time I spending doing 'school stuff' every day. I'm at school over an 1 hour before I need to and I leave about 3 hours after I'm allowed to, only to go home and do more work until about 9:30 when I get ready for bed.
I feel like as a brand new teacher, it makes sense that I would be spending a little more time at school because I'm playing catch-up (in regards to materials, time management) to other more experienced teachers. Also, over the last couple of weeks, I have had family and friends comment about how much time I'm spending at school and working on school stuff. During this FABULOUS 3 day weekend, I have been doing a great job.....haven't touched any school stuff since I left school at 5:30 yesterday!!! I have spent time with family and really enjoyed myself. I want to find more of a balance but I'm really not sure how.
No matter how much time I spend prepping for work, I know I will never be as prepared as I would like to be. However, the perfectionist in me still continues to strive for the impossible.
Question: How do you set boundaries and limits for the amount of time you devote to school??
Tuesday, August 17, 2010
T-2 Days!!
School starts in 2 days and I am a ball of nerves and excitement!! We had a Convocation today, where all of the certified district staff (and many non-certified) gathered for a "Pep Rally" of sorts. I cannot even count how many of my former teachers I have run into over the last couple of weeks. I am still making adjustments to not calling them by their last name, but it is definitely going to take some time to address them as COLLEAGUES...wow!!
My classroom is complete!!!!! In my mind, it is never complete, but it is ready to go for my kiddos on Thursday.
Student Work Display Board: "Steps Toward Success"
Word Wall
Small Group Teaching/Teacher Work Space
Computer Station/SMART Board
Organizers for Guided Reading Groups
Span of the Room
I am laughing to myself now as I look at the class schedule my principal requested from us. The funny part is that she only asked for one, but I made THREE different versions of the schedule, which each one containing more specific details than the last one!! I am so detail oriented that my version must be very explicit in what I would like to be doing every minute of everyday. Even though I know it will almost never turn out that way, at least I have an idea of where we would be in a perfect world.
Today, we gathered as a school to discuss our Personal Learning Plans (PLPs). PLPs are a part of a district initiative to push teacher to set their own PD plan and to collaborate with others who have the same goals to make it more effective and ultimately result in increased levels of student achievement. I have teamed up with my other 2nd grade teachers and the 1st grade team to provide students with authentic literacy experiences to increase student reading achievement by using The Daily Five framework. After our group collab meeting on Sept.10, I will post more details about it. I am excited because I have the book, but have not been able to read it. It sounds like an incredible framework for use during the literacy block and I cannot wait to get the ball rolling with it!
I hope your preparation and/or initial days of teaching are going well!!
My classroom is complete!!!!! In my mind, it is never complete, but it is ready to go for my kiddos on Thursday.
Student Work Display Board: "Steps Toward Success"
Word Wall
Small Group Teaching/Teacher Work Space
Computer Station/SMART Board
Organizers for Guided Reading Groups
Span of the Room
I am laughing to myself now as I look at the class schedule my principal requested from us. The funny part is that she only asked for one, but I made THREE different versions of the schedule, which each one containing more specific details than the last one!! I am so detail oriented that my version must be very explicit in what I would like to be doing every minute of everyday. Even though I know it will almost never turn out that way, at least I have an idea of where we would be in a perfect world.
Today, we gathered as a school to discuss our Personal Learning Plans (PLPs). PLPs are a part of a district initiative to push teacher to set their own PD plan and to collaborate with others who have the same goals to make it more effective and ultimately result in increased levels of student achievement. I have teamed up with my other 2nd grade teachers and the 1st grade team to provide students with authentic literacy experiences to increase student reading achievement by using The Daily Five framework. After our group collab meeting on Sept.10, I will post more details about it. I am excited because I have the book, but have not been able to read it. It sounds like an incredible framework for use during the literacy block and I cannot wait to get the ball rolling with it!
I hope your preparation and/or initial days of teaching are going well!!
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