Maybe the problem is unique to me. But I don’t think so. I’ve seen too many crossed out names in books I’ve picked up in second hand stores. [Click below to read the rest of Sarah Powley's essay.]
Hi Debbie, Good for you thinking about this so early. I love having students bring in an "artifact" that tells something about themselves. It can be a trophy, a letter, a heirloom, a photo of someone or something special, an article of clothing that is significant, a coin, etc. It's almost endless. Each student shares his/her artifact and the class asks questions. I usually end up limiting the questions to three. By the end of the week, I know something a bit more personal about each student, I've heard them speak in front of the class, and the rest of the class really enjoys learning more about their peers.
On 7/21/16, Marcy wrote: > On 6/22/16, amelia wrote: >> On 6/22/16...See MoreHowever, if you're teaching one grade, this gets boring for the others after about 4 speakers! Nothing like being so proud of that big she'll you found on the beach and no one listening to you! So, you have to limit your artifact presentations!
On 7/21/16, Marcy wrote: > On 6/22/16, amelia wrote: >> On 6/22/16, Debbie wrote: >>> I'm starting to think about the first week of school! >>> Yikes! >>> >>> What do you use for class building or getting to know >>> you activities beyond "bingo"? >>> >>> Thanks! > > Hi Debbie, Good for you thinking about this so early. I > love having students bring in an "artifact" that tells > something about themselves. It can be a trophy, a letter, > a heirloom, a photo of someone or something special, an > article of clothing that is significant, a coin, etc. > It's almost endless. Each student shares his/her artifact > and the class asks questions. I usually end up limiting > the questions to three. By the end of the week, I know > something a bit more personal about each student, I've > heard them speak in front of the class, and the rest of > the class really enjoys learning more about their peers.
Core muscle strength actually affects the area of the brain which controls executive function. Research shows that only one in twelve students now has the core muscle strength and balance of students from the 1980’s, only 1 in 12!!
Interestingly, the 1980s is when many schools began to reduce recess and playtime in schools. (It is also when child obesity rates began to climb at an alarming rate.)
Click below to read more about why it's important that educators fight for more activity and exercise during the school day.
Principal Todd Nelson shares his all-time favorite back-to-school charge to the faculty, written by Jonathan Slater, a school head with whom Todd worked "a while back."
“It is my annual duty to remind you...” Slater begins. (Click below to read the rest, a message all educators should hear!)
A Stanford study shows that recess is a profoundly important part of the school day. Click below to read what the study shows about the benefits of school recess.
Hi Debbie, Good for you thinking about this so early. I love havin...See More