Fair is not equal or the same, it's what that person needs at that time

As in all classrooms, my classroom is full of students with varying needs and abilities.  I have a handful of students in my "below-level" reading group, a couple in my "advanced reading group".  Some weeks I have a couple students taking an advanced spelling list while one student only takes ten of the twenty regular words.  Most of my students take a timed test that consists of 100 multiplication problems while a couple only do 20.  Some get additional support on tests, while I expect more from others.  I even have students writing on all types of paper.  Some can use regular notebook paper, others need that middle dashed line, a couple need primary paper with wide spacing for their writing.  I even have a few students working with an advanced math program as they have caught on quickly with what I'm doing in class and I want to move them on.  The list goes on and on (as I'm sure it does for you too).

My students are very kind and good Christians, but sometimes I hear things such as, "That's baby work" or "why are you only doing ten words?".  I can understand how it would feel if I was working on 100 problems and my neighbor only had 20.

I saw this great idea somewhere (pinterest? another teaching blog?) that helps with this problem.  I decided to try it in my classroom and it worked wonderfully!

First buy a box of bandaids so that there is enough for each child.  Sit with the children in a circle and tell them to close their eyes and think of a time they were hurt.  When they open their eyes tell them you are going to give them a bandaid to make them feel better.  Walk around and put the bandaid on their hand. 

The first child I gave the bandaid to told me, "It was my other hand that was hurt"  The next kid said, "My cut was on my knee!  Can you put the bandaid there instead?"  Around the entire room the children didn't like getting the bandaid on their hand when their injury was elsewhere.  Finally one kid said, "Putting a bandaid on my hand when it's my head that hurts doesn't help me."

There you go...  Exactly.  This led us to a discussion about how some children learn differently.  We talked about how some need more help, how some need less help, and how some struggle with lots of things and need work they can do.  I put some math problems (super hard-high school level) on the board and asked for volunteers to solve it.  No one volunteered.

So I asked, "Would it matter how many of these problems I gave you?  Would 20 be any easier than one hundred?"  One student told me, "If I can't do one, I can't do 100 or 20!"

They really started to understand that sometimes what is fair is NOT equal.  A good lesson for all of us!

Brain Breaks

Sometimes I feel like I'm going from one thing to the next with little or no transition.  I decided to start doing something called a "Brain Break".

Using craft sticks I wrote down different activities.  Whenever I feel like a lesson went long or the children need a break I call out, "Brain break time" and I pull out a stick.

Here are some of the activities in my cup:

Freeze Dance
Simon Says
Light, Nose
Toe Touches
20 Jumping Jacks
Spin around 3 times
March in place
Skip Counting
Singing
Follow the leader
Playing with a beach ball
Hangman
Desk Switch
Walk like a __________ (monkey, elephant, etc)
Finger exercises


I have a whole cup full and will post more ideas tomorrow!

The No Name

One of my biggest problems with my students is when they don't put their name on their paper...  I say it about 100 times in 100 different ways before they turn their paper in...

"Remember the first thing you should do is put your name on your paper."

"Don't forget to write your name."

"Third grade, I'm walking around and I see lots of no names."

"My oh my, I have lots of no name orphans in this class."

Anyway, I'm sure you all do the same.  And you'll still have papers with NO names on them.

So, instead of pulling out my hair I put some highlighters inside a cup near my in bin.  The children are now required to highlight their names before turning their paper in. You can't miss the cup, because it's blocking the in bin.  It has a big STOP on it. 

The children LOVE to use highlighters, so it's a win-win.

Whole Group Management

I got this idea from Pinterest-

You know when you are teaching the whole group and a child raises his hand only to ask to use the bathroom?

Or when you think little Susan has the answer, but goes on to tell a ten minute story about the time she fell and broke her arm?

Well, I am now using signs with my class.  When they are raising their hands they hold up sign language A for "I have an answer"; I for "I have a question"; C for "I have a comment". 

How neat is that?

I made posters, but I'm not sure how to attach my word documents to this site, so if you'd like them, let me know.  They are very simple; black and white with the hand showing the sign and the words under it....

It's been a rough week

Short weeks are always long... does that even make sense?
This week was a tough one.  We had lots to do, I still don't really know the kids (I know them personally but still learning about them academically) and I'm getting into the groove with my student teacher (who is FANTASTIC by the way-everyone should have one like her).  I didn't get a break except for my 30 minutes at lunch.  During my one free period I was helping out in other rooms as teachers were trying to set up for a prayer service.  The kids were NUTS today. Really loud and just not listening.  Overall not a good day.

Driving home this song came on the radio:

Love Me by JJ Heller

Here is the chorus of that song:

Who will love me for me
Not for what I have done or what I will become
Who will love me for me
Cause nobody has shown me what love
What love really means

It was a great time to hear it because it reminded me WHY I teach.  I'm there to teach the children and care about them regardless.  Even when they are running around the room, or asking to use the bathroom every 10 minutes, or not listening the first time.  And it being a Catholic school, I am there to love them as they are now.  Not only when they behave or when they get things right.  Always. 

I told my student teacher the other day that you may be the ONLY adult that morning that greeted them with a smile or a hello.  So even when it's been a bad day (or week) keep that in mind teachers!

And kids are always forgiving...so if you lose your patience, don't feel badly.  Tell them you are sorry and they will forgive.

Tomorrow is always a new day!

What’s love got to do with it?

Before teaching at the school I currently teach at, I was at a few others.  I had lots of experience observing in many different schools, in different classrooms, in different cities.  I worked in different schools as a teacher and as an aide.  I have never seen an environment quite like that of my classroom.  I don’t know if it’s because it’s a Catholic school, or because of the small class sizes (only one of each grade), but the kids care about each other and it shows.

I’m not saying they all get along and never fight.  Of course there is some teasing and arguing.  Overall there is a genuine care and concern for others in my classroom.  They pray for each other, encourage each other, and really act like members of a family.  They applaud each other for good grades and behavior, they encourage students who seem to be struggling, they hug each other if someone is crying.  When my lower performing students do well they all make that student feel so proud that their faces just beam.  It’s by far my favorite part of being a teacher.

I’m not sure what causes my students to be this way, but it certainly has taught me to be more patient and more kind.  It’s taught me to praise more and get frustrated less.  It’s taught me to really encourage those who are struggling and show that I love all of them.  I tell them often that I care about them and feel as though they are my own children.  I let them know when they are in my care, I am responsible for them and it’s my job to keep them happy, secure, and safe. 

So the point of this post is to encourage your students and praise them often.  Maybe your students will pick up on this and become like you.  It’s a great thing to see and really helps me become a better teacher. 

1-2-3 Magic

1-2-3 Magic is a discipline technique I use with my students.  What I do is give the children two warnings and the third time I send them to a “time out”.  What I like about it is I can use it anywhere.  As long as I have their eyes on me I can show them using my fingers what number they are on.  It also doesn’t interrupt my lesson too much.  I can say, “Sally, that’s two” and move on with what I’m doing.

After lunch, the counting starts over.  If someone was on a one before lunch, they are back to zero again when they return.  If a student is put into a time out-they start over at zero after they have served their time. 

The hard part of this technique is remembering what number everyone is on.  Some teachers write names on the board, but I really don’t like to do this (unless that’s the only thing that will work for the child).  One option that works with me is to keep tiny Post-It notes nearby.  I put them on their desk to keep track of what number they are on and collect them as the students are lining up for lunch.  I tried writing it down on paper, but that takes time away from a lesson.

If you have a normally behaving child who is suddenly acting out, you should pull them aside (I prefer the hallway) to ask what is going on.  Students who are always ending up in a time out need a conference with a parent.  You should also talk to that student and let them know they are distracting other students from learning.

For younger kids, I think card changes work well (green, yellow, and red).  I did this with my kindergarteners and sent a note home daily letting the parent know what color they ended their day on and what caused the card change.  It’s a lot of work to keep up on, but it’s worth it to keep parents in the loop.

How do you keep your students from misbehaving?

Linky to book:

Book

Getting to know you, getting to know all about you!

Part of my classroom management is to know the student.  Because I know my students, I can tell if they are having an off day and figure out what is going on.  This helps in many ways.  I know if they did poorly on a test or seem distracted or upset it might be because of something going on at home or in school.  I can talk to them right away (in private) to see what is going on and if I can help.  They talk to me because they trust me (and they know me as a person-not just a teacher).  Their problems don’t go unnoticed all school year and their grades don’t suffer because of it. 

One way I learn a bit about my students is by passing out this survey at the start of the school year.  I only send one home, but wanted to post both so you can decide for yourself which one you like better.

Introducing… Your Child

I’d like to know more about your child, through your eyes.  The more I know, the better I can tailor an educational and motivational program to fit his or her particular needs.

Please answer the questions and complete the information below.  Remember, this is from your point of view.  I will discuss the same information with your child.

Child’s name________________________

·         List five words that best describe your child’s character (competitive, cheerful, perfectionist)

·         What motivates your child?                                                     What upsets your child?

·         What are your child’s out-of-school interest and activities?

·         What activities do you share?  What problems/successes do you have working/playing together?

·         How would you rate your child’s study habits?

1           2       3       4       5       6       7       8       9      10

   (awful)                                                     (super)

·         What study skills does your child need to develop (neatness, timeliness, organization, etc.)

·         Which academic subject is your child’s best? Worst?

·         What particular academic areas would you like to see stressed?

·         What social skills would you like to see developed?

·         Are there any personal or physical problems I should know (or conference privately) about?

·         Other comments or concerns?

Parents,

      The following is a survey about your child.  Please fill this out and return it to me as soon as possible.  This survey is my first look into your child’s social and academic habits, so please do not hold anything back.  If you need to attach another piece of paper, you may.  These surveys are for my own use and are not seen by anyone else.  Thank you so much for taking the time to fill this out!

1. What is your child’s name?  What does s/he prefer to be called?

2. What are your child’s strengths?  Weaknesses?

3. What does your child like (sports, animals, TV, video games, reading, etc)?  Dislike?

4. Describe your child’s study habits.  Does s/he enjoy studying?  Do you need to force him/her to study?

5. What is your child’s favorite subject?  Least favorite?

6. How does your child interact with other children?  With adults?

7. In which areas would you like to see academic growth?

8. Does your child have any allergies?

9. Do you have any concerns or questions for me?

10. Anything else I need to know about your child? 

"What do I do now?"

In every classroom, you are going to have students who finish their work quickly.  Even with modifying my lessons so kids are working at their own level, some kids are just quick!

There are a couple things I have done in the past to help with this.

In third grade I have two folders.  One is unfinished work-that is where their work that they haven't finished goes.  They have until the end of the week to get this work turned in to me. 

My other folder is their "busy work" folder.  I had this in kindergarten as well.  These folders are leveled.  Not everyone has the same work inside.  The work that goes inside includes materials the children need to practice or material to "push" the student ahead.  And it's not all worksheets.  I have webquest directions, scavenger hunt materials, and things to make/build. 

We check these once a week, on a day that we don't have a lot of specials (art, music, PE, etc).  I record the names of the students who need more work and go from there.

In third grade I have a white board.  After each lesson, I write the assignment on that board.  It stays up there and I keep adding.  If I give a multiplication worksheet, I write it on the board.  When I have everyone's sheet, I erase it.  The children know, but need lots of reminders, to check this board and their unfinished work folder first.  Then they can work on their busy work folder.

One other thing I do is have a SWAT team.  This stands for Students Working Alongside the Teacher.  This is a couple of students who I use to help me around the room.  They might help organize supplies for me, put labels on things, file mail away, cut things out, help put up bulletin boards... These students are picked based on the previous weeks behavior.  I try my best to pick a boy and a girl; however this past year I had way more girls than boys so it wasn't as easy.