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First Grade Teachers Chatboard

by Ann O'Connell

Aug 23, 2013

Help I am doing a long term sub job for a class of middle school age children with the education level of first -second grade. some can read and some can not. I need a good chapter book to read to them that will have worksheets that are easy for them to complete. They were reading James and the Giant Peach but it is very difficult for them.

jo/ma Maybe the Magic Tree House series? Ask on the the Special Ed chatboard also. They will likely have lots of ideas.

On 8/23/13, Ann O'Connell wrote:

> Help I am doing a long term sub job for a class of middle

> school age children with the education level of first

> -second grade. some can read and some c...See More

Aug 24, 2013

Smart Board Usage

by SMR

Sep 2, 2013

How effective is the usage of the Smart Board in the first grade classroom? What subject area is it more effective for?

view previous comments

Dan hoffman On 9/02/13, Leslie wrote: > On 9/02/13, SMR wrote: >> How effective is the usage of the Smart Board in the first >> grade classroom? What subject area is it more effective >> for? > There are so many uses! I highly recommend you take a class. > There is an online class that I did several years ago Mrs > Blossom? I thi...See More

Sep 23, 2013

Dan hoffman On 9/02/13, Leslie wrote: > On 9/02/13, SMR wrote: >> How effective is the usage of the Smart Board in the first >> grade classroom? What subject area is it more effective >> for? > There are so many uses! I highly recommend you take a class. > There is an online class that I did several years ago Mrs > Blossom? I thi...See More

Sep 23, 2013

positive reinforcement

by mom1960

Sep 6, 2013

I read a few years back about someone on this site using a technique to call attention to good work and work that needs to be "fixed". I think it was used for printing letters of the alphabet and then also for writing sight words.

this person used a green circle around 1 or 2 really good things that the child did, then a red circle around...See More

The Internal Transfer process

by SpedPara

Sep 14, 2013

What is the Internal Transfer process in your school system?

Is the process Online? Do you fill out an application, and if so, who makes the final decision?

Thank you :)

my district During June, all open positions in my district (with certification or other requirements listed) are posted at each school and sent to us via email. We can submit a bid for one or more positions by a deadline. HR then awards the open positions to those with the posted requirements and the highest seniority. Principals can block transfers of anyone ...See More

Sep 15, 2013

thank you..they post internal positions year round so.. we can apply anytime a position is opened; teachers, paras, specialists, etc. and they currently have 12 openings, even 1 for a Principal as well...so its for the entire district year round and anyone can fill out a transfer form and apply online.

Not sure how the final decision is made and who makes the final decisions??? They do ask how ...See More

Sep 15, 2013

Research Opportunity for Teachers

by Dannie S. Harris

Sep 28, 2013

Attention Teachers!

Do you want an opportunity to take part in research that could positively impact your students and your classroom? By participating in our short survey, you will be helping us collect data for a study investigating obstacles and feasibility of psychological recommendations. Because these scenarios may be similar to wha...See More

Pinterest for Teachers

by Kathleen

Oct 4, 2013

If you're not following, you're missing out on a lot of great material geared specifically to teachers!

best lesson/idea/classroom management tip, etc.?

by newbie

Oct 6, 2013

My first year teaching first grade at a small school - - I'm use to teaching upper grades......what is your best or favorite tip/lesson/idea you can share with a new teacher to first grade? Thanks!

Advice for new teachers from an old one 1. Teach behavior and routine before you try to teach curriculum. Be specific as to how the routine is to be, and be consistent. Even though you may think of a better way every day, stick to one way unless it just isn't working at all. 2. Number your students. Then use those numbers on their papers, lockers, in your gradebook, and all their stuff. ...See More1. Teach behavior and routine before you try to teach curriculum. Be specific as to how the routine is to be, and be consistent. Even though you may think of a better way every day, stick to one way unless it just isn't working at all. 2. Number your students. Then use those numbers on their papers, lockers, in your gradebook, and all their stuff. If you use numbers instead of names, you won't be making new locker tags and coathook labels every year. 3. Don't waste time on bulletin boards and decorations for your room. Reserve one BB spot for yourself and teacher info (schedules, fire drill, roster, etc.), Make one universal (non-seasonal that can stay up all year) and you can just add some student work to once in a while to change it. Those are time-takers with little return in student progress. 4. Caught you being good stickers/sheet. Make a page or card with squares on it, with a special star or shape about every 5-8 squares. When the student fills the row and gets a sticker on the star, he gets a draw from your prize box. Wear stickers on the back of your hand, and put them on the kids' shoulders as you catch them being good (following rules). They put them on their papers when they return to their desks/folders. As time goes by, increase the number of squares between prizes. 5. Movement, songs, transitions. Move kids from chair to carpet and back frequently (attention span no more than twice their age) and use music, poetry, songs, and bodyplays for transitions. You can have a LOT of movement in a class without having chaos if you introduce it in an organized way via movement songs or bodyplays. This gives kids the movement they require, but keeps them focused and under control. Always end a song or bodyplay by having students stand at attention with hands clasped behind their backs. Always make your last song or bodyplay of a set be a calm, not an active one. 6. Give students time to practice doing what you have taught. We get so caught up in trying to always be teaching that we forget to give kids time to think, read, or manipulate so that the lesson can sink in. It is okay to allow students time without you talking or directing a group. Good teachers also sometimes just observe! 7. Don't try to be cute and fluffy. The cute activities that everyone ooooohs and awwwes over are often not really all that powerful. The old, boring, meat and potatoes that you tire of are often exciting to your students because they are learning. You don't have to be an entertainer or art director to be a great teacher. Don't be afraid to do the unflashy practical things--they are often the best. 8. Follow. If you have a textbook, follow it. If you have a mentor, follow him/her. Your first year is NOT the time for you to be creative or reinvent the wheel; it is a time for you to learn the basics. Follow what has been proven, even if you are wonderfully creative. You can be creative next year; this year you have enough to do just to learn how to manage a class, gather data, and keep up with all the new things you didn't realize teachers had to do or know. Be great at the basics.

Dec 20, 2013

jo/ma Excellent advice from an "old one" above from another old one!

On 12/20/13, Advice for new teachers from an old one wrote: > 1. Teach behavior and routine before you try to teach > curriculum. Be specific as to how the routine is to be, and > be > consistent. Even though you may think of a better way > every > day, stick ...See MoreExcellent advice from an "old one" above from another old one!

On 12/20/13, Advice for new teachers from an old one wrote: > 1. Teach behavior and routine before you try to teach > curriculum. Be specific as to how the routine is to be, and > be > consistent. Even though you may think of a better way > every > day, stick to one way unless it just isn't working at > all. > 2. Number your students. Then use those numbers on > their > papers, lockers, in your gradebook, and all their > stuff. If > you use numbers instead of names, you won't be > making new > locker tags and coathook labels every year. > 3. > Don't waste time on bulletin boards and decorations for > your > room. Reserve one BB spot for yourself and teacher info > (schedules, fire drill, roster, etc.), Make one universal > (non-seasonal that can stay up all year) and you can just add > some student work to once in a while to change it. Those are > time-takers with little return in student progress. > 4. > Caught you being good stickers/sheet. Make a page or card > with squares on it, with a special star or shape about every > 5-8 squares. When the student fills the row and gets a > sticker > on the star, he gets a draw from your prize box. > Wear stickers > on the back of your hand, and put them on the > kids' shoulders > as you catch them being good (following > rules). They put them > on their papers when they return to > their desks/folders. As > time goes by, increase the number of > squares between prizes. > 5. Movement, songs, transitions. > Move kids from chair to > carpet and back frequently (attention > span no more than twice > their age) and use music, poetry, > songs, and bodyplays for > transitions. You can have a LOT of > movement in a class without > having chaos if you introduce it > in an organized way via > movement songs or bodyplays. This > gives kids the movement they > require, but keeps them focused > and under control. Always end > a song or bodyplay by having > students stand at attention with > hands clasped behind their > backs. Always make your last song > or bodyplay of a set be a > calm, not an active one. > 6. Give students time to practice > doing what you have taught. > We get so caught up in trying to > always be teaching that we > forget to give kids time to think, > read, or manipulate so that > the lesson can sink in. It is > okay to allow students time > without you talking or directing > a group. Good teachers also > sometimes just observe! > 7. > Don't try to be cute and fluffy. The cute activities that > everyone ooooohs and awwwes over are often not really all that > powerful. The old, boring, meat and potatoes that you tire > of > are often exciting to your students because they are > learning. > You don't have to be an entertainer or art > director to be a > great teacher. Don't be afraid to do the > unflashy practical > things--they are often the best. > 8. > Follow. If you have a textbook, follow it. If you have a > mentor, follow him/her. Your first year is NOT the time for > you to be creative or reinvent the wheel; it is a time for you > to learn the basics. Follow what has been proven, even if > you > are wonderfully creative. You can be creative next year; > this > year you have enough to do just to learn how to manage a > class, > gather data, and keep up with all the new things you > didn't > realize teachers had to do or know. Be great at the > basics.

Dec 26, 2013

Pumpkin Pie in a Cup - no bake, great for classroom snack

by Teachers.Net Gazette

Oct 13, 2013

This is a terrific snack idea for your Fall, Harvest or Halloween theme. Kids can even assemble the snack independently as a snack center.

gazette.teachers.net/gazette/wordpress/editor/pumpkin-pie-an-a-cup/

apps to challenge students

by sjbryant

Oct 30, 2013

I am looking for apps to use on a nexus 7 that will provide challenging activities for some of my first graders. any ideas? Thanks

Teaching instruction

by Denise

Nov 8, 2013

I'm just looking for advise from fellow teachers. I taught a whole grp lesson using the Smartboard to write answers to the responses. This was a whole grp lesson with 19 students. Most of the class was finished with the second pg. so I started talking keeping the slide up for the students that were still working a chance to finish up. One of my stu...See More

view previous comments

Denise On 11/09/13, jo/ma wrote: > This happens in my class all the time. When kids are working > on a task independently, I travel around looking for those who > may not be keeping up. It's a perfect time to offer some 1:1 > help while the others are still fully engaged. My kids know to > take out a book and read if they finish long before...See MoreOn 11/09/13, jo/ma wrote: > This happens in my class all the time. When kids are working > on a task independently, I travel around looking for those who > may not be keeping up. It's a perfect time to offer some 1:1 > help while the others are still fully engaged. My kids know to > take out a book and read if they finish long before everyone > else. In math, I teach a lesson and then complete several > example problems together, gradually reducing the amount of > cues and assistance I'm giving. Then kids complete a practice > page on their own. Most will finish it, some will finish half > of it, and a couple still need my help to do the problems. > That's okay. I only insist that they work the whole time, not > that they finish it. We correct the page together as a class > at the very end. Hope I understood what you were asking. > > > Jo/Ma, Thank you for your reflection. The situation I described was during an unannounced observation. I was trying to keep the momentum going and didn't want to hold the whole class back for just a few. The children were copying work from the smartboard. I started talking and the student said "I'm not done" I told the student that it was okay and continued with the lesson leving the slide to be copied on the board. There were too many students waitig at that point to take a lunch Break.

> On 11/08/13, Denise wrote: > >> I'm just looking for advise from fellow teachers. I taught > >> a whole grp lesson using the Smartboard to write answers to > >> the responses. This was a whole grp lesson with 19 > >> students. Most of the class was finished with the second > >> pg. so I started talking keeping the slide up for the > >> students that were still working a chance to finish up. One > >> of my students told me that she wasn't finished. The entire > >> class was finished at this point so I said that was "okay" > >> but I was going to talk. This was an attempt to keep the > >> other 18 students motivated because they were clearly done > >> and give the other student a chance to catch up otherwise > >> the other students would have sat there and waited. What > >> are some thoughts? >

Nov 9, 2013

Sara On 11/08/13, Denise wrote: > I'm just looking for advise from fellow teachers. I taught > a whole grp lesson using the Smartboard to write answers to > the responses. This was a whole grp lesson with 19 > students. Most of the class was finished with the second > pg. so I started talking keeping the slide up for the > students tha...See More

Nov 12, 2013

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