I have very mixed emotions about it, most of them negative.
So I thought I'd ask here -- who does something on the last day of school to celebrate the end of Kinder? What do you do? How do you get the parents to not call it a graduation or promotion (which should be saved, IMHO, for end of elementary promotion, 8th grade promotion and HS graduation)?
On 6/09/16, maureen wrote: > Donna: I agree with you on all points. Some kids have > preschool graduation kindergarten graduation, elementary > school graduation, 8th grade graduation and by the time high > school graduation comes about, I wonder how special that > would be? > > I am retired now, but none of my kids or grandkids had any > kind of last day "Graduation" type program at any of the > schools they attended. My youngest completed K this spring. > Her teacher and two others (there are 8 sections of K at the > school) did a very short program about 3 weeks before the end > of school. Parents were invited and the classes sang a couple > songs and poems. Nothing "graduation wise". The rest of the > school year was school as usual. They didn't even go on any > field trips. That was perfectly fine for us and our > grandchild. > > I personally like having class as usual up until the end. I > never did it any differently all the years I taught. It isn't > necessary to celebrate moving to first grade. > > > > > On 6/09/16, DonnaR/CA wrote: >> One of the three K teachers did a "Kinder-bration" on the >> last day of school, and now the principal is trying to get >> us other 2 to do it too. Her attitude is "All or none." >> >> I have very mixed emotions about it, most of them negative. >> >> So I thought I'd ask here -- who does something on the last >> day of school to celebrate the end of Kinder? What do you >> do? How do you get the parents to not call it a graduation >> or promotion (which should be saved, IMHO, for end of >> elementary promotion, 8th grade promotion and HS >> graduation)? >> >> >>
We do have a "Celebration" on the last day of school. 8 years ago when we finally got public Kindergarten at our school, I had parents who were sad that we hadn't done a Christmas program. So this was our way of getting the kids on the stage. Our school has move-up day on the last day. This meant that our 3 sessions of K (2 a.m., 1 p.m.) would be participating. Our celebration solved two problems! We gather all of the kids for the 1st half hour, they go to visit with next years 1st grade teacher for the next half hour, then we go into the gym right from there. We take time to practice with all of the kiddos together - the only time we can, and then at 10:30 we open the doors and invite parents and guests in for the 15 minute program. Kids go back to the room where parents need to sign them out. Parents are happy, kids are excited, and the firemen are glad we aren't exceeding capacity in my room with two groups of kids. It works for us!
Looking for some good templates to make homemade journals for writing in the mornings. I want something that would show growth in writing each 9 weeks and perhaps showing a rubric. Any suggestions?
On 6/06/16, Nikki wrote: > Looking for some good templates to make homemade journals > for writing in the mornings. I want something that would > show growth in writing each 9 weeks and perhaps showing a > rubric. Any suggestions?
This year we will be using the Journeys reading program. Anybody familiar with this program? Can you give me some good websites to help in the planning etc.
I think it's also blogs, Faceboo...See MoreOn 5/20/16, retired K teacher wrote: > This has happened to Tnet in general - it used to be so active and > now it's pretty much dormant. I'm sure it's a combination of > things - testing, push down curriculum, little freedom in how you > teach etc. Teachers are becoming robots who collect data.
I think it's also blogs, Facebook, and Pinterest, that have affected T-net. There are a lot of Kinder blogs out there, many of them have Facebook pages, and of course there's Pinterest for getting actual photos for ideas.
The above ideas all have merit, too. I am thankful that my school district isn't one to expect every teacher on a grade level to be on page X, sentence X, at a given time. We are still given a little leeway. But I am still expected to test my kinders, present the data, and that "every child should have mastered the skills" by the end of the year. Bah, humbug, we all know that some kinders are just not developmentally ready!
Speaking of testing....yesterday, one came near to tears. "I don't want to do this." I patiently explained to him that we don't always want to do certain thinga in life, but there are some things we have to do. "But this is boring!" He was trying to take the mouse and make it play a game -- in the MAPs test for Math. Sorry, buddy, this isn't a game, it's some of the more serious stuff in life. "But I don't want to do this!" I bit back the urge to tell him that I didn't want to listen to him whine, either, but I have to. This is a child whose mother decided to enter him in kindergarten in February -- when she should have waited until fall -- but she didn't want to pay for babysitting when she went back to work. So I end up picking up the pieces of what this child does NOT know. Fortunately, he's considered a "TK" in Calif., and will do another year of kinder. No way would I let this child go to first grade.
On 5/21/16, DonnaR/CA wrote: > On 5/20/16, retired K teacher wrote: >> This has happened to Tnet in general - it used to be so > active and >> now it's pretty much dormant. I'm sure it's a combination > of >> things - testing, push down curriculum, little freedom in > how you >> teach etc. Teachers are becoming robots who collect data. > > I think it's also blogs, Facebook, and Pinterest, that have > affected T-net. There are a lot of Kinder blogs out there, > many of them have Facebook pages, and of course there's > Pinterest for getting actual photos for ideas. > > The above ideas all have merit, too. I am thankful that my > school district isn't one to expect every teacher on a grade > level to be on page X, sentence X, at a given time. We are > still given a little leeway. But I am still expected to test > my kinders, present the data, and that "every child should > have mastered the skills" by the end of the year. Bah, > humbug, we all know that some kinders are just not > developmentally ready! > > Speaking of testing....yesterday, one came near to tears. "I > don't want to do this." I patiently explained to him that we > don't always want to do certain thinga in life, but there are > some things we have to do. "But this is boring!" He was > trying to take the mouse and make it play a game -- in the > MAPs test for Math. Sorry, buddy, this isn't a game, it's > some of the more serious stuff in life. "But I don't want to > do this!" I bit back the urge to tell him that I didn't want > to listen to him whine, either, but I have to. This is a > child whose mother decided to enter him in kindergarten in > February -- when she should have waited until fall -- but she > didn't want to pay for babysitting when she went back to > work. So I end up picking up the pieces of what this child > does NOT know. Fortunately, he's considered a "TK" in Calif., > and will do another year of kinder. No way would I let this > child go to first grade. > > > Donna
On 5/08/16, Lisa wrote: > HI. Our County is revising our elementary report cards. > Does anyone have a rating scale that they love? We currently > use PINT (proficient, in process, needs development, and to > be taught). I saw the proposed scale which includes D,S,M, > P (distinguished, strong, marginal, progressive). I have > been told this won't change but when I look up the > definitions in the dictionary, marginal is NOT better than > progressing. Can anyone share what they use in their county > ?
On 5/14/16, Jessie wrote: > Call me old school, but I think E,S,N,and U clearly tell > parents where their children stand concerning grades and > progress. E=Excellent, S= Satisfactory, N= Needs improvement, > but is progressing, and U= Unsatisfactory, progressing very > slowly or not at all. I never had a parent not understand > this grading method. IMHO, when we get to "fancy" with the > grade labeling, we confuse parents. > > > > On 5/08/16, Lisa wrote: >> HI. Our County is revising our elementary report cards. >> Does anyone have a rating scale that they love? We currently >> use PINT (proficient, in process, needs development, and to >> be taught). I saw the proposed scale which includes D,S,M, >> P (distinguished, strong, marginal, progressive). I have >> been told this won't change but when I look up the >> definitions in the dictionary, marginal is NOT better than >> progressing. Can anyone share what they use in their county >> ?
I would ask them what the con...See MoreFirst thing Monday morning call a class meeting and ask the class what happened on Fri. Have them talk about it and how they felt about what happened. They will have no trouble pointing out who was responsible (as if you didn't already know!) They may even have more to reveal than you or the sub were aware of.
I would ask them what the consequences should be for the trouble makers as well as the well behaved. I often sent the well behaved out for extra recess or gave them play time if I didn't have someone to supervise them outside, and generally let them have a good time (I even took out the really fun stuff that rarely was available). I played with them if they were inside and kinda went overboard showing them what a good time they could have! The trouble makers got to sit and watch their friends have fun. If they are able to, I would have each of the problem students write an apology to the sub for their poor behavior.
On 4/23/16, Daisy wrote: > Ok K friends, I need opinions on serious > consequences for the 11 kids who behaved > so so badly for my substitute yesterday. I > get that they are anxious about our 22 > days left but their blatant disrespect > evidently was off the charts. On the other > hand I had 13 kids who were absolute model > citizens. All this happened after many > stern directives to tow the line. > Thoughts?
CarolynAs a retired teacher and sub...I understand your concern. However...with 27 days left and possibly not having a sub again this year. I would give them a lecture. Tell the children who behaved how proud you are of them...give them a treat or extra recess...or whatever would be allowed at your school...and close the door on that day.
> 1. How often have you retained children in kindergarten > during...See MoreBefore I answer your questions, I should add a caveat: I have only been in my current Kinder assignment for two years. Before that, I was in Music and in 5th grade. However, as a music teacher, I usually knew what was going on in the school when it came to retentions.
> 1. How often have you retained children in kindergarten > during your career?
None of my students were retained last year. This year, I took in 2 students who had been retained *by their parent*. They were simply not ready for kindergarten in the first place.
> 2. Has there been change in their philosophy/practice of > retaining children in kindergarten since starting > teaching?
No, not really. We still don't retain in kinder unless the parent requests it, or if the child is very, very immature. (The latter problem has been somewhat solved by the "transitional kindergarten" in CA these days, where a child who turns 5 between September 1st and December 2nd is enrolled in Pre-K then in regular K the following year.)
> 3. What criteria do you use in making the decision to > retain a child in kindergarten?
See above.
> 4. Who else is involved in the decision making?
Parents and principal, and to a degree, the special ed department chair and psychologist.
> 5. What is done to ensure that children do not suffer a > loss of self-esteem or stigmatization by other children?
Since we haven't done it in so long except by parent demand, I'd say it was up to the parent.
Judy2/CAI taught kinder for 6 years in a Title 1 school district. 99.9&37; of our students were ELLs and knew no English when they started school. I probably had 2-3 students who'd been to Head Start but no other preschool for the others. For most it was their first time away from family members. I only retained 2 students during my 6 years because the...See MoreI taught kinder for 6 years in a Title 1 school district. 99.9&37; of our students were ELLs and knew no English when they started school. I probably had 2-3 students who'd been to Head Start but no other preschool for the others. For most it was their first time away from family members. I only retained 2 students during my 6 years because they simply could not have made it in 1st grade. The main reason we didn't retain is because a child could be retained only once during the elem years. Our kinder was just 1/2 day. If they were going to be retained it was preferred they be retained in 1st grade when they would repeat a full day program rather than 1/2 day kinder. Also in 1st grade they would get a full day of English rather than another year of 1/2 day exposure to the language. The teacher in our district makes the initial determination on retention but the principal has to sign the form and the parent also. If the parent doesn't agree it would be rare for the principal to let the child be retained. The feeling is if the parent doesn't support it, it will not be successful. Retentions at every grade level in my district are now rare. They seldom seemed to be successful and the students often seemed to have discipline issues as they reached the upper grades.
On 4/10/16, DonnaR/CA wrote: > Before I answer your questions, I should add a caveat: I > have only been in my current Kinder assignment for two > years. Before that, I was in Music and in 5th grade. > However, as a music teacher, I usually knew what was going > on in the school when it came to retentions. > >> 1. How often have you retained children in kindergarten >> during your career? > > None of my students were retained last year. This year, I > took in 2 students who had been retained *by their parent*. > They were simply not ready for kindergarten in the first > place. > >> 2. Has there been change in their philosophy/practice of >> retaining children in kindergarten since starting >> teaching? > > No, not really. We still don't retain in kinder unless the > parent requests it, or if the child is very, very immature. > (The latter problem has been somewhat solved by the > "transitional kindergarten" in CA these days, where a child > who turns 5 between September 1st and December 2nd is > enrolled in Pre-K then in regular K the following year.) > > >> 3. What criteria do you use in making the decision to >> retain a child in kindergarten? > > See above. > >> 4. Who else is involved in the decision making? > > Parents and principal, and to a degree, the special ed > department chair and psychologist. > >> 5. What is done to ensure that children do not suffer a >> loss of self-esteem or stigmatization by other children? > > Since we haven't done it in so long except by parent > demand, I'd say it was up to the parent. > > > > Donna