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First Grade Teachers Chatboard

Spelling

by Bets

Jun 2, 2014

We use Fountis-Pinnell Phonics. Does anyone use it along with a basal spelling program such as Spelling Mastery?

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hard

by marian ligir

May 27, 2014

i teach ages 5-8 and some older kids are mean to the younger ones,but they speak another lanuge sso i can't tell them not to.and some don't understand me

any advice

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Gifted kindergarten students and first grade

by Sue

Jan 21, 2014

A question for first and second grade teachers:

1) should gifted kindergarten students be able to do math and/or reading with first grade students?

2) Should students who enter kindergarten reading, doing first grade math and beginning to write be moved to first grade?

I am interested in all opinions on these questions...See More

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sue Thanks to all who posted! It was very helpful in creaing opinion items to be used in a research study.

Sue

On 2/28/14, gingersnap wrote: > Chiming in late. I had two kindergarten-aged girls in my first > grade class. One had started kindergarten early. The other was > moved from K to my class in the first month of school....See MoreThanks to all who posted! It was very helpful in creaing opinion items to be used in a research study.

Sue

On 2/28/14, gingersnap wrote: > Chiming in late. I had two kindergarten-aged girls in my first > grade class. One had started kindergarten early. The other was > moved from K to my class in the first month of school. Both were > wonderfully behaved, interacted well in lessons and with their > classmates, and performed above even first grade level (which I > let them do). At the time neither was designated gifted, and I > never had the feeling they were. Just advanced. We didn't test for > gifted at that age in our district. > > In both cases the parents were very supportive. The first parents > had their child tested so she could enter kindergarten early. > > I understand that some children have problems, socially- wise, as > they go through middle and high school, since physically they > develop later than their grade group. > > On 1/25/14, Vet Teacher wrote: >> On 1/21/14, Sue wrote: >>> A question for first and second grade teachers: >> >> Great questions but not always easy answers. >>> >>> 1) should gifted kindergarten students be able to do math >>> and/or reading with first grade students? >> >> I'd say that K kids are not ready to be pulled out and put >> into 1st grade. (though my very own son did just that) Ideally >> the gifted - or not gifted - that part doesn't matter to me - >> the students who are showing every readiness to do 1st grade >> math and 1st grade reading should be instructed on their own >> as a group in K rather than pull them out and put them in 1st >> once or twice a day. (in the old one room schoolrooms this was >> not a problem - 'pulling out' was commonly done and it meant >> you moved to a different bench in the room, not leave the room >> altogether) >>> >>> 2) Should students who enter kindergarten reading, doing >>> first grade math and beginning to write be moved to first >>> grade? >> >> How old are they exactly? How are their social skills overall? >> Can they handle themselves socially in a 1st grade classroom? >> What's their general maturity level? And how many years of >> preschool if any did they have? Are 'with it' are their >> parents - will be they be able to support them properly in >> this leap over K to 1st? If there are the right answers to the >> above questions, I wouldn't have a problem with children going >> right into 1st grade. >> >> Those are the questions I'd ask - and again my very own son >> did skip K and go directly into 1st. >>> >>> I am interested in all opinions on these questions, so >>> please feel free to share your thoughts. >>> >>> Thanks, >>> >>> Sue, a graduate student in educational psychology trying to >>> find out how teachers feel about a few issues that affect >>> them daily.

Apr 26, 2014

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marian ligir On 4/26/14, sue wrote: > Thanks to all who posted! It was very helpful in creaing > opinion items to be used in a research study. > > Sue > > > On 2/28/14, gingersnap wrote: >> Chiming in late. I had two kindergarten-aged girls in my first >> grade class. One had started kindergarten early. The other > was >&g...See MoreOn 4/26/14, sue wrote: > Thanks to all who posted! It was very helpful in creaing > opinion items to be used in a research study. > > Sue > > > On 2/28/14, gingersnap wrote: >> Chiming in late. I had two kindergarten-aged girls in my first >> grade class. One had started kindergarten early. The other > was >> moved from K to my class in the first month of school. Both > were >> wonderfully behaved, interacted well in lessons and with > their >> classmates, and performed above even first grade level > (which I >> let them do). At the time neither was designated gifted, and I >> never had the feeling they were. Just advanced. We didn't > test for >> gifted at that age in our district. >> >> In both cases the parents were very supportive. The first > parents >> had their child tested so she could enter kindergarten early. >> >> I understand that some children have problems, socially- > wise, as >> they go through middle and high school, since physically > they >> develop later than their grade group. >> >> On 1/25/14, Vet Teacher wrote: >>> On 1/21/14, Sue wrote: >>>> A question for first and second grade teachers: >>> >>> Great questions but not always easy answers. >>>> >>>> 1) should gifted kindergarten students be able to do math >>>> and/or reading with first grade students? >>> >>> I'd say that K kids are not ready to be pulled out and put >>> into 1st grade. (though my very own son did just that) > Ideally >>> the gifted - or not gifted - that part doesn't matter to me - >>> the students who are showing every readiness to do 1st > grade >>> math and 1st grade reading should be instructed on their > own >>> as a group in K rather than pull them out and put them in > 1st >>> once or twice a day. (in the old one room schoolrooms this > was >>> not a problem - 'pulling out' was commonly done and it > meant >>> you moved to a different bench in the room, not leave the > room >>> altogether) >>>> >>>> 2) Should students who enter kindergarten reading, doing >>>> first grade math and beginning to write be moved to first >>>> grade? >>> >>> How old are they exactly? How are their social skills > overall? >>> Can they handle themselves socially in a 1st grade > classroom? >>> What's their general maturity level? And how many years of >>> preschool if any did they have? Are 'with it' are their >>> parents - will be they be able to support them properly in >>> this leap over K to 1st? If there are the right answers to the >>> above questions, I wouldn't have a problem with children > going >>> right into 1st grade. >>> >>> Those are the questions I'd ask - and again my very own > son >>> did skip K and go directly into 1st. >>>> >>>> I am interested in all opinions on these questions, so >>>> please feel free to share your thoughts. >>>> >>>> Thanks, >>>> >>>> Sue, a graduate student in educational psychology trying > to >>>> find out how teachers feel about a few issues that affect >>>> them daily.

i taught/teach[away for a year teaching micronish]second grade one was 5 and skiped kindergarde but was smarter than 8 year olds.they got really mad and were shuning him and he would flip out because well.one parent said he was dangerest.he was well behaved and preety poitle but hads subs.he even corrects them and is right!i think it's hard to be in a higher grade.i don't think some kids can handle it but some can

May 27, 2014

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How to teach less helplessness, more independence

by Kathleen

Mar 12, 2014

Today's article for educators:

Dealing with Learned Helplessness by Barbara Blackburn and Dr. Bradley Witzel

Learned helplessness is a process of conditioning where student seek help from others even when they have mastered information. Are your practices inadvertently fostering helplessness in students? What can teachers do to t...See More

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marian ligir On 3/12/14, Kathleen wrote: > Today's article for educators: > > Dealing with Learned Helplessness by Barbara Blackburn and > Dr. Bradley Witzel > > Learned helplessness is a process of conditioning where > student seek help from others even when they have mastered

get easy stuff they can do like tracing letters then m...See More

May 27, 2014

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smart notebook, etc.

by corinne/ny

Nov 27, 2011

This is my first year with my smartboard. I have been using it for my reading sentences and internet sites. Now, smart notebook has been installed, but I have no idea what to do. Any hints on using this software? Any really good internet sites? I found the Houghton Mifflin math manipulatives and love those. Thanks.

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secondfirst On 11/27/11, corinne/ny wrote: > This is my first year with my smartboard. I have been using > it for my reading sentences and internet sites. Now, smart > notebook has been installed, but I have no idea what to do. > Any hints on using this software? Any really good internet > sites? I found the Houghton Mifflin math manipulatives a...See More

Nov 27, 2011

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corinne/ny f

Nov 27, 2011

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Christmas/Holiday party

by Colleen

Nov 27, 2011

Can everyone share an idea for Christmas/holiday party games or activities?

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corinne/ny I have each child bring in a small gift for the other children. These are small toys like the kind you find as party favors on cards. I say to spend a max of 50 cents each. Everyone gets the same gift, no names on the gifts. Then, when the parents come to the party, they sort the gifts in big gift bags for each child (usually get them at oriental t...See More

Nov 27, 2011

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Conflict between parent and teacher (student)

by Dennell

Dec 1, 2011

I'm currently in school; I want to become a parent educator when all is said and done but for right now I've got to get through my assignments. This assignment is about how teachers work with parents in difficult situations. How do teachers resolve conflict without coming off as know it all’s or being bossy/pushy? Some of the things we are curren...See More

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Tessa NBCT On 12/02/11, Sara wrote: > On 12/01/11, Dennell wrote: >> I'm currently in school; I want to become a parent educator >> when all is said and done but for right now I've got to get >> through my assignments. This assignment is about how >> teachers work with parents in difficult situations. How do >> teachers resolv...See MoreOn 12/02/11, Sara wrote: > On 12/01/11, Dennell wrote: >> I'm currently in school; I want to become a parent educator >> when all is said and done but for right now I've got to get >> through my assignments. This assignment is about how >> teachers work with parents in difficult situations. How do >> teachers resolve conflict without coming off as know it >> allï¿½s or being bossy/pushy? Some of the things we are >> currently going over in our text are ï¿½I Messagesï¿½ I am >> curious how well that has worked for all of you currently >> working with parent? > I'm not sure what a "parent educator" is.>Are you in school to become a classroom teacher, or are you training to become a paraeducator? Some parents can be very defensive of their children, and automatically believe the child's version of an incident or situation without hearing the other side. When I sit down with a prickly parent, Here's what I do: 1. Listen. 2. Listen. 3. Listen some more, without interrupting to explain or defend yourself, no matter how much you want to, until the parent is finished. 4. Validate the concern. Say, "I can see why you are upset. If my child told me about a problem like this, I'd be upset too." 5. Explain or apologize as needed. This does not mean take blame or agree that the parent is right (unless they are.) Saying, "I'm so sorry that you got that impression" or "I'm sorry your child felt hurt by this." THEN, without being defensive, explain the circumstances. "This is my understanding of what happened," or "This is what your child told me, and this is what the witnesses said..." or "What I actually said was..." Don't run off at the mouth. Don't say more than is necessary. 6. If you messed up (as we all do at times), APOLOGIZE. Nothing disarms an angry person more than that. Saying, "I'm so sorry that your child thought I said..." or "I am so sorry that I hurt your child's feelings. I truly didn't mean to." 7. Make a plan for follow up. "I will talk to your child today and explain." "I will talk with the other child involved and her teacher to make sure she knows that her behavior was unacceptable and cannot happen again. I will also tell your child to let me know immediately if it does happen again so the other child receives a consequence and her parents are notified. I will also call you in two weeks to see how things are going." And then DO IT! 8. After the parent is gone, document the conversation, talk to the principal to let her/him know what has happened so that he/she is forewarned if the parent comes to complain to the office.

Above all, be honest and sincere.

If compliance is what you're looking for from parents, then you > have to charm them and woo them. It's also helpful to explain > to them and in ways they can understand, why you're doing what > you're doing. Giving them reasons is ever helpful. > > If you don't want to seem bossy or pushy, don't be bossy or > pushy. Have you ever in your life won anyone over to seeing > things your way? How did you do that? > > Persuasion, sincerity, offering examples, and reasoning with > people - including the people who are parents - is the way to > get them to comply with your requests. > > It's also the way to resolve conflicts but listening plays a > huge role in that as well. Be a good listener if you want to > resolve conflicts with parents.

Dec 3, 2011

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Charliethecow Sometimes conflicts with parents come from assumptions made on both sides. Sometimes teachers have an idea that the parent doesn't care -the parent doesn't support the school - the parent doesn't listen. Somethings the parents feel that the teacher doesn't listen - the teacher is looking down on them - the teacher is "uppity." Admit it - we've met ...See MoreSometimes conflicts with parents come from assumptions made on both sides. Sometimes teachers have an idea that the parent doesn't care -the parent doesn't support the school - the parent doesn't listen. Somethings the parents feel that the teacher doesn't listen - the teacher is looking down on them - the teacher is "uppity." Admit it - we've met teachers and parents who are like that. Parents or teachers get defensive and nothing will get done because the walls are up.

Whenever I meet with parents, I have to treat the parent as my equal. I have to get to know them. If they are meeting with me, there is a vested interest in that meeting. They are attending for some reason, so there should be positive energy coming my way. I cannot be in the position that I hold all of the cards. I should not do all of the talking. I should not be the one telling the parents what they should be doing. I should not be pointing my finger at them and saying shame on you kind of things.

First, I feel the parent. I always serve food at difficult meetings. I use the pyramid of basic human needs. I treat parents with respect and ask them about themselves. I compliment them on lots of things that are going right. I give the parent the credit for all of those things and ask what wonderful things he/she did to make that happen. I sit and listen. Whatever comes out of that discussion will be useful information for the entire year. Be prepared: it will probably NOT be what you expected. I choose 1-2 things to address about the student, and I ask the parent what I can do to support the student and the family. The parent is in charge, and I can then spin whatever ideas come into what I think will work. The parents leaves knowing they were heard, their ideas were respected, and there are goals in place they agreed upon. Before they leave, I schedule a followup conference for 3-4 weeks later. Difficult parents don't resolve much at first. You have to build a relationship, and that takes time.

You can resolve all of the issues, especially if there is abuse or neglect going on. You have the children in your classroom for a set number of hours each day, and that time is sacred to me. They are MY children at that time, and I do love them that way!

Dec 3, 2011

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Secret Santa Form

by firstie

Dec 2, 2011

Hello,

Does anyone have any form to fill out for Secret Santa among teachers. If you would like to share it that would be nice. What are some ideas you do with your staff for during this season?

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Does canned frosting work okay for decorating graham

by cracker houses?

Dec 3, 2011

I'm dreading mixing up the royal icing I usually use and putting into the baggies for kids to use. I read somewhere that the canned frosting you can find at stores works just as well. Has anyone tried this before and if so-did it work without the candies falling off?

Thanks so much!

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Flacka I always use the canned frosting for sticking the candy to the house and never had a problem. I used to use the royal icing to form the houses but last year I decided to use the canned frosting and stick the graham crackers to a clean, dry, milk carton from the lunchroom. It was so much easier and the houses held up better than when I just made a f...See More

Dec 3, 2011

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mary i have used it in my classroom and at home with my own kids for gingerbread houses- works just great! Give each group their own tub or each student a smear of it on a paper plate. Works great! Soft and creamy if they eat their house right away and then a little crunchy if they wait until they get home or the next day (which doesn't seem to bother t...See More

Dec 11, 2011

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Lucy Calkins Units of study

by Flacka

Dec 3, 2011

The Lucy Calkins book recommends using an author whose books are now out of print. What author do you use for the Authors as Mentors unit?

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Katie On 12/03/11, Flacka wrote: > The Lucy Calkins book recommends using an author whose > books are now out of print. What author do you use for the > Authors as Mentors unit?

We have a lot of suggestions from Lucy Calkins herself on Authors as Mentors. Check them out here [link removed]

Thanks.

Booksource

Dec 7, 2011

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