On the first day of school, I go over all of the books with my class. We also go over folders, and because I'm slightly neurotic, how to organize our desks. The students keep the hard-backed books and their daily edit binder in one side of their desks, and all of their soft-sided items (folders, journals, workbooks) in the the other side of their desks. Keeping track of things this way makes it easier for me to find items if I need to get them together for an absent student, but it also cuts down on transition time. You're not stuck waiting for the student who is trying to locate the folder or journal that has been swallowed up by the abyss within.
In order to keep the desks and students organized, I call on the "Desk Fairy." The Desk Fairy randomly appears (when the students are out of the room, of course) and does a desk check. If the desk is clean and organized, the fairy leaves a little note on the desk and a prize of some sort. If the desk is not neat and organized, then the fairy leaves a little reminder note that she knows the student can do better for next time.
I've not had much of a problem with students not getting prizes. The ones that don't always try a bit harder for next time and end up earning their prize. It's pretty funny because the kids can't wait until the next desk check. I keep it interesting by changing the times the fairy comes. Sometimes she will come after school, sometimes she will come during special, and sometimes she will come during recess.
The other thing that keeps it interesting is the fact that she never announces exactly when she is coming. I'll tell the class something vague, like "She'll be in next week." That's it. When she comes, she comes.
Today was the first visit from the desk fairy. The prize today was a trading card from one of the local university football teams. You would have thought the students were given gold! Next time, the prize may be a new pencil, stickers, squishy pencil grips, or any little thing that catches me eye. The kids appreciate it and work toward the next time. They learn to be more responsible for their things and you have neat desks.
Not a bad deal at all.
September 17, 2010
September 13, 2010
Day 10: Back to School Night
Tonight was Back to School Night, or Parent Night, as you might call it in your school. I had nearly all of my parents come, which was good.
As long as I've been doing this, I always get a little nervous on Back to School Night because it's a new group of parents, just like your new group of students. Every year I have packets explaining what to expect over the course of the school year for language arts, math, science, and social studies. On one of the tables I put little notes for a class wish list (select-a-size paper towels, Kleenex with lotion, and foaming hand soap refills) so parents can choose what they want to donate, if they want to donate at all. (I also put the same notes out during report card conferences.) ***I add a picture that goes along with my classroom theme, put the wish list item beside the picture, and print the notes out on the computer. See below:
I also have a list of what things I want to talk about. Ask me if I follow it. I swear, as much as I try to cover everything, I always feel like I forget something. Take tonight for example. On my list, I wrote the things I wanted to go over: some things about myself, behavior and responsibility expectations, allergies in the room, our new intensive learning support program, and what projects we will be doing throughout the year.
I went through everything on my list, and still thought of extra things, like our class party jar and reminding students to bring in water bottles for hot days. (If you read my post titled "Heatwave" you know what I'm talking about regarding those water bottles!)
The note from tonight is still on my desk at school. I've decided to let it hang around for a few days in case something else pops into my head. You know the saying, "Hindsight is 20-20." That way, I'll add to it if needed, type it up, and file it away for next year.
That should cover it...right?
As long as I've been doing this, I always get a little nervous on Back to School Night because it's a new group of parents, just like your new group of students. Every year I have packets explaining what to expect over the course of the school year for language arts, math, science, and social studies. On one of the tables I put little notes for a class wish list (select-a-size paper towels, Kleenex with lotion, and foaming hand soap refills) so parents can choose what they want to donate, if they want to donate at all. (I also put the same notes out during report card conferences.) ***I add a picture that goes along with my classroom theme, put the wish list item beside the picture, and print the notes out on the computer. See below:
I also have a list of what things I want to talk about. Ask me if I follow it. I swear, as much as I try to cover everything, I always feel like I forget something. Take tonight for example. On my list, I wrote the things I wanted to go over: some things about myself, behavior and responsibility expectations, allergies in the room, our new intensive learning support program, and what projects we will be doing throughout the year.
I went through everything on my list, and still thought of extra things, like our class party jar and reminding students to bring in water bottles for hot days. (If you read my post titled "Heatwave" you know what I'm talking about regarding those water bottles!)
The note from tonight is still on my desk at school. I've decided to let it hang around for a few days in case something else pops into my head. You know the saying, "Hindsight is 20-20." That way, I'll add to it if needed, type it up, and file it away for next year.
That should cover it...right?
Day 9: It's Friday!
We've made it through another week. The students are getting into the swing of things, we are getting things accomplished, and things are looking good!
I personally am preparing for Back to School Night, my school's version of Parent Night. I've got my students' projects hung and all additional important information copied and printed.
Let's do this thing!
I personally am preparing for Back to School Night, my school's version of Parent Night. I've got my students' projects hung and all additional important information copied and printed.
Let's do this thing!
September 9, 2010
Day 8: Special Education
My school has a new tier to our special education program this year. The program, which was moved from one elementary school to my school by central administration, services intensive learning support students. Some of the students are blind, deaf, have Down's syndrome, traumatic brain injury, and severe developmental delays. Because of this new program, my school not only has new students, but quite a bit of new staff in the way of teachers, specialists, and aides as well.
I'm not here to complain about the program. My mother worked for over 15 years as a special education aide for children and an adult education aide for adults with special needs. I know how hard she worked to help her students and clients. I know how well she treated those she was put in charge of; like they were members of her own family. She treated them with respect, challenged them to do their best within their capabilities, and always acted in kindness.
Like I said, I am not here to complain about the program in my school. Nor am I here to glorify my mother's work ethic; however, I AM here to state an observation.
I've always wondered how a person who has gone to school to study the field of special education can treat his or her students with disdain. I mean, this person has studied the conditions children are diagnosed with, the developmental expectations for each child, and strategies to help the children succeed as best they can. Why oh why then, do we have staff members who act like it is a chore to do the job in which they've invested so much time and money?
On the playground today I observed an aide using sarcasm with one of his/her students. This child is not as far along developmentally as his/her peers. This is not an excuse, as his/her caregiver/teacher/helper during the day, to have a smart-aleck attitude with the child. I always wonder how an aide would feel if the child were his/her own child and the person who is supposed to be helping the child during the day was treating him/her in an inappropriate and what I consider to be a disrespectful manner.
So the child "may not know/understand what's being said," or "doesn't get it." The fact of the matter is that this child is SOMEONE'S child. A baby that was carried in the womb with expectations from hopeful parents. A child whose parents had to deal with the diagnosis of what to expect. A child whose parents have dealt with (and are more than likely still dealing with) the frustrations, heartache, worries, successes, and triumphs of raising a child with special needs. It shouldn't matter whose child needs specialized care. What should matter is that someone is there to meet the needs of that child without being short-tempered, sarcastic, apathetic, or indifferent.
If treating a child with respect, courtesy, interest, and general good manners is just too hard to do (in special or regular education), then maybe it's time to find a new career. The children and their families deserve better.
I'm not here to complain about the program. My mother worked for over 15 years as a special education aide for children and an adult education aide for adults with special needs. I know how hard she worked to help her students and clients. I know how well she treated those she was put in charge of; like they were members of her own family. She treated them with respect, challenged them to do their best within their capabilities, and always acted in kindness.
Like I said, I am not here to complain about the program in my school. Nor am I here to glorify my mother's work ethic; however, I AM here to state an observation.
I've always wondered how a person who has gone to school to study the field of special education can treat his or her students with disdain. I mean, this person has studied the conditions children are diagnosed with, the developmental expectations for each child, and strategies to help the children succeed as best they can. Why oh why then, do we have staff members who act like it is a chore to do the job in which they've invested so much time and money?
On the playground today I observed an aide using sarcasm with one of his/her students. This child is not as far along developmentally as his/her peers. This is not an excuse, as his/her caregiver/teacher/helper during the day, to have a smart-aleck attitude with the child. I always wonder how an aide would feel if the child were his/her own child and the person who is supposed to be helping the child during the day was treating him/her in an inappropriate and what I consider to be a disrespectful manner.
So the child "may not know/understand what's being said," or "doesn't get it." The fact of the matter is that this child is SOMEONE'S child. A baby that was carried in the womb with expectations from hopeful parents. A child whose parents had to deal with the diagnosis of what to expect. A child whose parents have dealt with (and are more than likely still dealing with) the frustrations, heartache, worries, successes, and triumphs of raising a child with special needs. It shouldn't matter whose child needs specialized care. What should matter is that someone is there to meet the needs of that child without being short-tempered, sarcastic, apathetic, or indifferent.
If treating a child with respect, courtesy, interest, and general good manners is just too hard to do (in special or regular education), then maybe it's time to find a new career. The children and their families deserve better.
September 8, 2010
Day 7: Discipline Expectations
During the first few days of school you go over routines for everything from how to line up to morning routines, from restroom routines to end-of-the-day routines, etc. Somewhere in the course of those few days you also go over behavior routines and expectations.
Before the first day of school I send out notes to my prospective students as well as separate letters to their parents. In the parent letter I outline my behavior expectations in accordance to our school-wide discipline program and my personal expectations. Our school-wide program has four basic rules: Be safe. Be prepared. Be respectful. Be responsible. The discipline committee, of which I was a part, figured these four commands would be the basics that pretty much covered everything.
My personal expectations stem from the fact that I am somewhat old-fashioned, raised in a household where we said "Yes, ma'am/sir" and "No ma'am/sir," and knew how to say "Please" and "Thank you." The words "Yeah," "Huh?" and "What?" were unacceptable. We didn't talk back to our elders; that was a sure way to a righteous butt-warming. We took care of our responsibilities or there were consequences. We were respectful to others. We were taught to leave an area a little better than we found it. We learned that personal business is personal.
As a parent, I am raising my children to follow these principles. As a teacher, I'm finding that more and more students are lacking in some of these things.
When I send home my parent letter, I explain to parents that I expect students to be respectful, hardworking, and responsible for their actions. I explain that I will hold students accountable for these things as well as their academics. I go further to say that if these expectations are unrealistic, I can be contacted for discussion. I've never had a parent contact me.
With all of that said, the first week of school is used not only to remind students of the school-wide plan, but what I will and will not accept as proper behavior in my room. Aside from the "Yes ma'am/sir" (They say "Yes.") and the "No ma'am/sir" (They say "No."), I hold them to the principles I learned as a child.
I do not yell at my students; in fact, I rarely raise my voice. I state the offense matter-of-factly and move on. I find that it's harder to argue with a tenet that is already in place.
Case in point, I had three children move their clips today for talking. I had already told the children to stop talking on two occasions. The third time was a strikeout, clip moved. I simply said, "_____, please move your clip to yellow. I've asked you twice today to stop talking." End of story. Done. No long tirades. No lecture. Fact stated; consequence given. And we moved on. Message received.
During the first two weeks I give my students two reminders before moving clips because I figure they are learning the routines the first week and the second week they may need reminders after the Labor Day holiday. Come the third week of school, there are no more reminders. I figure they should know by then.
When parents come for Parent Night, I reiterate my expectations. That way there is no confusion when little Johnny or Sally comes home with a note in his/her planner. (We use district-issued planners in my district. The students copy their homework and reminders into their planners. They also copy their behavior color for the day. (Each color is a different level of behavior. Green=a perfect day, Yellow=5 minutes off of recess, Red=10 minutes off of recess and a think sheet that must be signed by parents, and any color below (Pink, Blue, or Purple) equals no recess and varying levels of conferences between myself and parents and/or the principal.) Copying of the behavior color is not part of the school-wide plan, but I use it as an accountability tool for the students. I figure, if you did it, own up to it.
Now this is not to say that I'm a witch or a tyrant and that we don't have fun. On the contrary. Once the expectations are given an reinforced, we actually have more time to do the fun stuff.
Overall, I have a good bunch of children. There are a few that I will need to "sit" on because of talking or being very social. I have found over the years that being consistent in my expectations and consequences helps curb the unwanted behavior and we can get more accomplished.
What about you? What are your expectations for your students? How do you go about keeping an orderly room?
Before the first day of school I send out notes to my prospective students as well as separate letters to their parents. In the parent letter I outline my behavior expectations in accordance to our school-wide discipline program and my personal expectations. Our school-wide program has four basic rules: Be safe. Be prepared. Be respectful. Be responsible. The discipline committee, of which I was a part, figured these four commands would be the basics that pretty much covered everything.
My personal expectations stem from the fact that I am somewhat old-fashioned, raised in a household where we said "Yes, ma'am/sir" and "No ma'am/sir," and knew how to say "Please" and "Thank you." The words "Yeah," "Huh?" and "What?" were unacceptable. We didn't talk back to our elders; that was a sure way to a righteous butt-warming. We took care of our responsibilities or there were consequences. We were respectful to others. We were taught to leave an area a little better than we found it. We learned that personal business is personal.
As a parent, I am raising my children to follow these principles. As a teacher, I'm finding that more and more students are lacking in some of these things.
When I send home my parent letter, I explain to parents that I expect students to be respectful, hardworking, and responsible for their actions. I explain that I will hold students accountable for these things as well as their academics. I go further to say that if these expectations are unrealistic, I can be contacted for discussion. I've never had a parent contact me.
With all of that said, the first week of school is used not only to remind students of the school-wide plan, but what I will and will not accept as proper behavior in my room. Aside from the "Yes ma'am/sir" (They say "Yes.") and the "No ma'am/sir" (They say "No."), I hold them to the principles I learned as a child.
I do not yell at my students; in fact, I rarely raise my voice. I state the offense matter-of-factly and move on. I find that it's harder to argue with a tenet that is already in place.
Case in point, I had three children move their clips today for talking. I had already told the children to stop talking on two occasions. The third time was a strikeout, clip moved. I simply said, "_____, please move your clip to yellow. I've asked you twice today to stop talking." End of story. Done. No long tirades. No lecture. Fact stated; consequence given. And we moved on. Message received.
During the first two weeks I give my students two reminders before moving clips because I figure they are learning the routines the first week and the second week they may need reminders after the Labor Day holiday. Come the third week of school, there are no more reminders. I figure they should know by then.
When parents come for Parent Night, I reiterate my expectations. That way there is no confusion when little Johnny or Sally comes home with a note in his/her planner. (We use district-issued planners in my district. The students copy their homework and reminders into their planners. They also copy their behavior color for the day. (Each color is a different level of behavior. Green=a perfect day, Yellow=5 minutes off of recess, Red=10 minutes off of recess and a think sheet that must be signed by parents, and any color below (Pink, Blue, or Purple) equals no recess and varying levels of conferences between myself and parents and/or the principal.) Copying of the behavior color is not part of the school-wide plan, but I use it as an accountability tool for the students. I figure, if you did it, own up to it.
Now this is not to say that I'm a witch or a tyrant and that we don't have fun. On the contrary. Once the expectations are given an reinforced, we actually have more time to do the fun stuff.
Overall, I have a good bunch of children. There are a few that I will need to "sit" on because of talking or being very social. I have found over the years that being consistent in my expectations and consequences helps curb the unwanted behavior and we can get more accomplished.
What about you? What are your expectations for your students? How do you go about keeping an orderly room?
September 7, 2010
Day 6: Off and Running!
Today was the first taste of what is to come, and I must say, the kids were a bit surprised. It's always hard to explain how much expectations change from first grade into second grade. However, once the work starts, it's obviously clear. Case in point: I always give a "plan for the day" as soon as announcements are over just to let the children know what to expect during the course of the school day. The practice also helps eliminate questions from the more patience-challenged students in the class because they've already been told what to expect.
Student work starts as soon as they walk through the door. After making their lunch choice, putting their take-home folders in the bin, and getting unpacked, there is a list of morning work on the board. The list always starts with the Daily Edit (talked about in an earlier post), and contains about two more items. These items vary between a math box, journal, practice book page, etc. Students have until the announcements are over to finish; any unfinished work is to be done during free time.
After morning work, announcements, and the plan for the day we jump right into Language Arts. Today spelling lists and homework was assigned, a new reading theme was started, a writing activity was done, and some preview work for our story was done. Somewhere in there was a read aloud, done during snack time. This was followed by recess.
After short recess, we went over the daily edits; there were two because there was no school yesterday. Then we were on to lunch.
Following lunch was another quick read aloud before we dashed off to special. After special we had Content, where we read about and discussed the purpose and history of Labor Day, as well as what other countries celebrate. (I just didn't have time on Friday with all of the routines and character education lessons.)
Math followed Content. Since we are in a review of skills unit, we covered coin values, counting strategies for money, and read a short story about the history of money (I am a big fan of having math stories for reference!). Then we were out to long recess.
The students were surprised at the amount of work we were able to get in today. Not that they don't work in first grade, but the level of work and the execution of the work is different. Learning how to work with a partner without relying on me for step-by-step-by-step directions is something we are working on. We are also working on reading directions at the top of the page and following those directions. We are working on being able to look back in the text to find responses and support. We are working on managing time to get things done in a timely fashion.
It's like being a magician. Under my guidance, day by day, bit by bit, they will get it. It's always neat to see the surprise on the students' faces and in their confidence levels when they realize how much they can do by the end of the first quarter, not to mention by the end of the year.
Just watch me work my magic.
Student work starts as soon as they walk through the door. After making their lunch choice, putting their take-home folders in the bin, and getting unpacked, there is a list of morning work on the board. The list always starts with the Daily Edit (talked about in an earlier post), and contains about two more items. These items vary between a math box, journal, practice book page, etc. Students have until the announcements are over to finish; any unfinished work is to be done during free time.
After morning work, announcements, and the plan for the day we jump right into Language Arts. Today spelling lists and homework was assigned, a new reading theme was started, a writing activity was done, and some preview work for our story was done. Somewhere in there was a read aloud, done during snack time. This was followed by recess.
After short recess, we went over the daily edits; there were two because there was no school yesterday. Then we were on to lunch.
Following lunch was another quick read aloud before we dashed off to special. After special we had Content, where we read about and discussed the purpose and history of Labor Day, as well as what other countries celebrate. (I just didn't have time on Friday with all of the routines and character education lessons.)
Math followed Content. Since we are in a review of skills unit, we covered coin values, counting strategies for money, and read a short story about the history of money (I am a big fan of having math stories for reference!). Then we were out to long recess.
The students were surprised at the amount of work we were able to get in today. Not that they don't work in first grade, but the level of work and the execution of the work is different. Learning how to work with a partner without relying on me for step-by-step-by-step directions is something we are working on. We are also working on reading directions at the top of the page and following those directions. We are working on being able to look back in the text to find responses and support. We are working on managing time to get things done in a timely fashion.
It's like being a magician. Under my guidance, day by day, bit by bit, they will get it. It's always neat to see the surprise on the students' faces and in their confidence levels when they realize how much they can do by the end of the first quarter, not to mention by the end of the year.
Just watch me work my magic.
September 1, 2010
Day 3: Is there a doctor in the house?
Today's post is sponsored by cleaning wipes (Lysol, Clorox, take your pick!). The day was good, but interesting. We were getting into our routines, children were working and asking questions.
Then...
...There was a series of massive nosebleeds.
Three, to be exact.
In the span of two hours.
All from the same child.
The first nosebleed started on the way back from special, which happened to be library. My class was filing into the hallway, being followed by another class, when I hear "Mrs. ___, I have a nosebleed!" I turn (from checking over class behavior with the librarian) to see one of my students with a palm full of blood. The librarian grabbed a box of tissue and we stuffed some in his bloody hand to sop up what was there while stuffing another wad of tissue in his other hand so he could pinch his nose.
While walking back to my line, which hasn't moved because the students were waiting for directions from me (good little listeners, even if we were blocking the hallway at this point!), I noticed that my little friend left a bloody trail on the tile. Sigh. Enter me, trying to warn the other classes to step around the trail while coordinating my messenger to deliver a message to the office for the custodian. This feat was easier said than done, as there were six second-grade classes trying to leave special while five third-grade classes were trying to get to special. Sigh again.
The custodian was summoned, my class was ushered down the hall to our room, no one tracked the trail (as far as I know), and attention was turned the nosebleed.
The nosebleed.
The nosebleed that, when checked for signs of slowing five minutes in, succeeded in spurting from the nose of my poor student and splattering the insides of the trash can.
The nosebleed that went through what seemed like half a box of tissues, trying to get the bleeding to stop.
The nosebleed that went on for 10 more minutes before I had to send the messenger to the office again to summon the nurse, who had to leave her lunch break to come and get my kiddo to treat him.
The nosebleed that took the nurse another 10 minutes to get under control before she could send my kiddo back.
The nosebleed....that returned.
The second time (about 45 minutes later) began much like the first, but with minimal mess. (Aside from the poor boy's hands, that is.) We were able to stop this one pretty quickly. We had the nosebleeds licked!
Or so we thought.
Ten minutes before dismissal, guess who decides to pay yet another visit? This time, the flow was a lot like the second, but the mess ended up on the desk, a pencil, and the floor. (Thank goodness for cleaning wipes!) We managed to get this one under control and everything cleaned up before my friend was dismissed, but not before I gave him strict orders of "No more nosebleeds today!"
I really don't think his little body could have taken another one!
Then...
...There was a series of massive nosebleeds.
Three, to be exact.
In the span of two hours.
All from the same child.
The first nosebleed started on the way back from special, which happened to be library. My class was filing into the hallway, being followed by another class, when I hear "Mrs. ___, I have a nosebleed!" I turn (from checking over class behavior with the librarian) to see one of my students with a palm full of blood. The librarian grabbed a box of tissue and we stuffed some in his bloody hand to sop up what was there while stuffing another wad of tissue in his other hand so he could pinch his nose.
While walking back to my line, which hasn't moved because the students were waiting for directions from me (good little listeners, even if we were blocking the hallway at this point!), I noticed that my little friend left a bloody trail on the tile. Sigh. Enter me, trying to warn the other classes to step around the trail while coordinating my messenger to deliver a message to the office for the custodian. This feat was easier said than done, as there were six second-grade classes trying to leave special while five third-grade classes were trying to get to special. Sigh again.
The custodian was summoned, my class was ushered down the hall to our room, no one tracked the trail (as far as I know), and attention was turned the nosebleed.
The nosebleed.
The nosebleed that, when checked for signs of slowing five minutes in, succeeded in spurting from the nose of my poor student and splattering the insides of the trash can.
The nosebleed that went through what seemed like half a box of tissues, trying to get the bleeding to stop.
The nosebleed that went on for 10 more minutes before I had to send the messenger to the office again to summon the nurse, who had to leave her lunch break to come and get my kiddo to treat him.
The nosebleed that took the nurse another 10 minutes to get under control before she could send my kiddo back.
The nosebleed....that returned.
The second time (about 45 minutes later) began much like the first, but with minimal mess. (Aside from the poor boy's hands, that is.) We were able to stop this one pretty quickly. We had the nosebleeds licked!
Or so we thought.
Ten minutes before dismissal, guess who decides to pay yet another visit? This time, the flow was a lot like the second, but the mess ended up on the desk, a pencil, and the floor. (Thank goodness for cleaning wipes!) We managed to get this one under control and everything cleaned up before my friend was dismissed, but not before I gave him strict orders of "No more nosebleeds today!"
I really don't think his little body could have taken another one!
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