In the Classroom!

This past Monday, was really no different than it has been. I have noticed that everyday that I am in the classroom, that the students are looking at me more like their teacher. This of course is so great, because I am able to make connections with my students, and it has been eye-opening on how it has changed since I started in the classroom in August until now.

Monday I had literacy groups again, and I have noticed that my above grade level students have more behavior management problems, than my below-grade level students. It's sad to say but I love to teach my ruby reds, so much more than my emeralds or goldens. I think there are behavior issues because the work is not challenging enough for them. Monday I had to verbally express that the emeralds were being very rude, and not putting first things first during the literacy group.

I expressed to them that it is important that we listen so that we learn. I used a trick that I use in my Sunday school classroom, to get children's attention, I said "ears open, mouths shut!" This seemed to work very well with the students in my classroom, when they begin to get out of hand, I would say "ears open, and they would reply with mouths shut" and they would quite down.

I know without a doubt that I will have to plan my instruction to be more rigorous in my upper literacy groups. I wanted to learn more about how to manage behavior effectively, while also making sure understanding was being taught. I don't want my students to suffer because of behavior mismanagement.

I found an article, Education World: Behavior Management Tips

This article gives great examples that can be used in the classroom, that may help alleviate the problems arise from misbehavior.

Making Literacy Groups Fun, Fun, Fun!

It is official I have completely taken over doing literacy groups from 8:15 to 9:15 in the morning. I am not yet able to plan for instruction but I am teaching them. I am trying so hard to make these groups fun for them. I have noticed that the gleam of excitement is beginning to wan from their eyes. Literacy groups has now become something they have to do rather than something they want to do.
I too have a love/hate relationship with literacy groups. I love being with the students and helping them learn, but I have fallen into the rut of doing the same old thing with each week. I just want you to see the steps that are taken each week during literacy groups.

Monday:

1. Vocabulary
2. Teacher Read-Aloud of text
3. During and after reading ask comprehension questions
4. Do something that applies the skill being taught

Tuesday

1. Popcorn Reading
2. Fill out flow chart

Wednesday

1. Choral Reading
2. Finish up flow chart

Thursday

1. Partner Reading
2. Use completed flow chart to write a three paragraph story

Friday

1. Individual Read
2. Complete three paragraph story

The reading style may differ each week on placement, but the other is about the same. I want to make it new and exciting for them again. Thankfully, I am able to do that in my unit plan for my literacy groups. My students have now received their Ipads, so for next spring the students will be creating flags, listening to rap songs for children, and many other things I have planned for them. Hopefully, I planning for their needs but also for their enjoyment as well. I can look back many times from my educational career and see a lack of luster in instruction. I don't know about you but I want my students to want to come to school. 

Unit Plan on Demand!!!

Welcome everyone to the life of elementary education majors!

Is it safe to say that life is at its all time high level of stress for us that are facing, the task of creating a unit plan for 435/436.

I myself have gained the understanding that some schools/counties have pre-made or programmed material that must be taught in the classroom. This puts a damper on my free-range idea during my student teaching experience. To me that is somewhat scary because I will have to teach what is required and also not loose myself because I am having to teach the pre-made material. I am hoping that it is possible to teach what is required and also put my own spin on things.

I don't think that the pre-made instructional materials are the best for all students. As we know all students learn different and develop differently as it comes to education. We have the "goldens" who are above grade-level, "emeralds" who are grade-level. and our "rubies" who are below grade-level.

I am thinking forward to how to differentiate my instruction in the classroom based off of what I will be teaching them. I have to be honest and admit I do not see much differentiation in the lessons at my placement. What I think that is being brought forth as differentiation is separating the students into groups for literacy based on their level, and this is also the same way for RTI in which the students are separated for reading and math.

I want to be intentional in my differentiation and assume the position of following the NCPTS. Providing intentional and appropriate differentiation follows 1a, 2a, 2c, 2d, 4a, and 4c of the standards.

I found a really great video on youtube: I went and followed a great channel called Smartatmath:
This video focuses on differentiation in the classroom, so if you are struggling with how to implement this into your classroom you should watch this video.

Good Luck with your Unit ! You Can Do It!

Horses

This past Monday, I worked with my below-grade level group in our literacy group time. We reread a book called Horses, the students loved the book. Once we finished reading the book we were to make a flow chart of the story. I did not realize how hard it would be for the students because they have completed this flow chart many times with other stories that they have read during literacy groups. So, I thought to myself what in the world is going on. The flow chart was a disaster for them so I read the book again. I had not dealt with the group the week before when they first began the book because I was teaching science while they were doing literacy.

I read the book and stopped to check for understanding. Once, we finished we then attempted to do the flow chart again. Honestly, I thought to myself that this time would be worse. In actuality it was so much better, I guess the group was just having an off day.

Here is an example of the flow chart :

Once the flow chart was finished on Monday, on Thursday students were to take the information that they had put on the chart and create a detailed paragraph about the story. This group does so well following this flow chart into making their paragraphs.

Using technology to research!

So my students are doing research, on the footprints in the wild. The students were to find evidence on the footprints of animals and they were supposed to use their iPads that was to be assigned to them at the beginning of October. Of course teachers are known for their resourceful nature so my CE and I just had the students to do research from a book based upon their groups type of animal that was picked.

Some students did really well with doing the research and worked in groups just fine. While others had problems working together. I was working with one of the groups in the floor they were doing so well, and then I had another student come to me and tell me that one of the boys in her group was being mean.

The students were working on a chart in which they were to put what they learned, what they wonder, and something WOW! from the book. The girl that came up to me wondered if a porcupines claws were sharp so she wrote it in the "I wonder" column of the chart. The boy that was being mean told her "DUH of course a porcupine's claws are sharp!" So I when over to the group and asked what was going on. I was told, and I asked the boy if he meant to hurt the girl's feelings, and replied with a "no". I told him that even though he did not mean to hurt her feelings, he did. I asked the girl how it made her feel when he said that and she said " it made me feel dumb", when the boy heard this he apologized to her, and said that he was sorry for making her feel that way.

This all happened in less than two minutes. Not only did the group begin to work together better, their work was also better than all of the other groups. It amazed me how much it helped fix the problem when the other student was able to see exactly what the student that was hurt was feeling.

This made me think of my classroom management plan, and second grade standards for health education. We are supposed to teach students about bullying and teasing both of which happen so much to other students. Also, one of the goals for my school's improvement plan is to alleviate bullying and educate students about it. It is so awesome to be able to put things into practice that we have been doing in our classes at GWU.