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Primary Elementary Teachers Chatboard

to: swag re: The Daily Five

by jenny/2/oh

Mar 19, 2009

I just read this book yesterday and I am in love with it! I have a question about the word work time. Do you find this beneficial? How do you structure this? What do you have the students do? Do they have a list of word wall words that they stamp, wikki stix, make in clay, etc? This is the only cafe activity that I'm not totally sold on. Can you le...See More

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Donna/Wi On 3/21/09, swag wrote: > I do not assess what the children do during Word Work, Read to > Self, Read to Someone or Listening.(Those are the other options I > use during the Daily Five time. There is also a writing choice, > but I have not incorporated it into my program.) I do, however, > often assess the students that I am working ...See More

Mar 21, 2009

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Paula On 3/21/09, Donna/Wi wrote: > On 3/21/09, swag wrote: >> I do not assess what the children do during Word Work, Read to >> Self, Read to Someone or Listening.(Those are the other options I >> use during the Daily Five time. There is also a writing choice, >> but I have not incorporated it into my program.) I do, however, ...See More

Mar 22, 2009

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April ideas!?

by Sunny

Mar 19, 2009

I'm in need of some fresh ideas/themes for April. Any advice? Thanks!

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paulaj On 3/19/09, Sunny wrote: > I'm in need of some fresh ideas/themes for April. Any > advice? Thanks!

what have you already used this year? Could you tie in a theme to your basal unit?

meanwhile, how about weather, clouds, baby animals, gardening, how things grow, things that fly (or just kites), travel/transportation, building...See More

Mar 23, 2009

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Debbie On 3/23/09, paulaj wrote: > On 3/19/09, Sunny wrote: >> I'm in need of some fresh ideas/themes for April. Any >> advice? Thanks! > > what have you already used this year? Could you tie in a > theme to your basal unit? > > meanwhile, how about weather, clouds, baby animals, > gardening, how things grow, things that f...See More

Mar 23, 2009

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Buggy books (fiction)

by Christine....

Mar 19, 2009

I'm planning to do a big bug unit in April and I need some ideas for literature. What are your favorite bug stories? I have a load on non-fiction, but I'm looking for some fun fiction read aloud literature with a bug theme (any bug will do)! Any suggestions?

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oeoeo Here are some that my students like.

Waiting for Wings- Lois Ehlert I Can't Said the Ant-Polly Cameron Becoming Butterflies-Anne Rockwell BUGS-Nancy Winslow Parker Magic School Bus Inside a Beehive There's an Ant in Anthony- Bernard Most Hey, Little Ant- Phillip and Hannah Hoose I Wish I Were a Butterfly Any by Eric Carle

Mar 19, 2009

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Can you make your own program?

by Gracie

Mar 19, 2009

Have you ever thought what you were following was piecemeal? And if the publisher would just do this or that it would be so much better?

Why not develop your own program and make it fit your own needs? When I taught phonics, my spelling words were the phonics lesson I was teaching. Their handwritng lessons and their spelling lessons were b...See More

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Janet/NY/1 We're using Harcourt, Storytown, and for each lesson, everything is connected. It's wonderful. The spelling words following the sound pattern of the week. The words show up in the story in the anthology, the leveled readers have a text connection to the anthology, etc.

It's amazing how it's all pulled together.

And, I don't have...See More

Mar 20, 2009

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jo/ma Harcourt Trophies also has everything connected - spelling, phonics, grammar, reading and writing.

On 3/20/09, Janet/NY/1 wrote: > We're using Harcourt, Storytown, and for each lesson, everything is > connected. It's wonderful. The spelling words following the sound > pattern of the week. The words show up in the story in the ant...See More

Mar 20, 2009

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down in the dumps

by Roxy

Mar 19, 2009

For the first time ever in 8 years, I seriously questioned whether or not I can make 25 years in this field. I teach first grade, and today I feel totally burned out. I have had the same type of classroom for 7 years...most all of the CST children and other children with behavior/family baggage problems. I just feel like all day long I am constantl...See More

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Gracie I am so sorry you are feeling so badly. First of all, have you had conferences with the parents with the 2-3 of the kids that are causing problems and telling them about the issues?

I suggest having the student out of earshot for the first part of the conference and then present for the second part. Try to set up a plan for home - school ...See More

Mar 19, 2009

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Cafeteria Management

by TeacherMom

Mar 19, 2009

I'm posting in several places on T-Net in hopes of catching all who might be able to contribute!

Do you have some easy to implement ideas for helping students/classes to demonstrate positive behaviors in the elementary school cafeteria? What kinds of strategies have your schools used that help students follow rules and actually EAT instead...See More

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Jenetty77 My school has a "Golden Tray" for each lunch (3 total). It began with looking for individual students from each lunch to be "awarded" the golden tray Friday during announcements. These "winners" get to have lunch at a specially set up, fancy table, with a table cloth and everything and can bring 2 friends of their choice to eat with them the follow...See More

Mar 19, 2009

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TeacherMom I LOVE it! Thank you so much! I can't wait to share the golden tray idea with my team!

T

Mar 21, 2009

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How to deal with ONE MAIN problem child

by MLD

Mar 19, 2009

We had a child study regarding one main problem kid in my room (2nd grade). He interrupts, is disrepectful of the other kids and myself, constantly seeks negative attention even when I try to give him positive attention, and sometimes gets very angry and shoves desks or pushing things off his desk.

The child study team (grandma, counselor...See More

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TeachinNC I have one just like this in my room in first grade.

I have a 3-sided pillow and I give him time-out away from the calendar when he is out of control.

Also--keeping him in a good mood and lots of praise and positive reinforcement when he does a good job help, but sometimes this is impossible because I do have to be strict with h...See More

Mar 21, 2009

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paula I have had children on "contract" a few times, it isn't my favorite way to deal with issues, but some need a constant reminder.

My contract (second grade) is divided into 3 different parts of the day to start. Before, after recess, after lunch.

This might seem like micro management, but if you are considering a contract the child ...See More

Mar 21, 2009

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Read/write the room

by beth

Mar 19, 2009

hi- how do you do writing or reading of the room?

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Natural Resources powerpoint webquest

by P

Mar 19, 2009

Teach 3rd anyone have any you might share or direct me to?

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Ugh - so embarassed!

by Andy

Mar 19, 2009

I'm a new teacher (2nd grade). I've worked hard on my classroom management, but all of a sudden I have a few students who are showing lots of behaviors. I feel like I was snapping at them all day.

We were outside at recess. Nearly the whole school is outside at the same time, so it gets hectic. I have rules about where the kids can and can...See More

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Jj Super Great ideas...Kevin and Yellow Rose--RIGHT ON!! I also have them take writing paper and pencil out to 'write me a letter re:their behavior after the last recess' or two days ago, or whenever--they remember their behavior! [I don't fully buy into the 'a consequence must always be immediately following the behavior theory. You and I can remembe...See MoreSuper Great ideas...Kevin and Yellow Rose--RIGHT ON!! I also have them take writing paper and pencil out to 'write me a letter re:their behavior after the last recess' or two days ago, or whenever--they remember their behavior! [I don't fully buy into the 'a consequence must always be immediately following the behavior theory. You and I can remember behaviors from many years ago, that we wished hadn't occured. So can these kids! I try to be as immediate as possible when that's more appropriate, like safety, hitting, etc. However it's a good thing sometimes to write down a reminder to yourself about what happened, and then address it later, say after reading group time, etc.] This letter to the teacher needs to be dated and signed by student. 'I forgot to come in when it was time'; or 'I was late to line up' This is part of our classroom behavior that we call "Start thinking of other possibilities". They write what they could do better or differently, etc. I use it for tattling, "I thought that __ was whispering about me"; "Next time I will ask her if she was talking about me."; interrupting the classroom work time or others' learning, etc. Teacher does nothing more than accept the letters-please put it in the orange folder next to my desk. Later I file these letters in each student's file, --that collection for the end of the year--just informally. I can refer back to it at any time to see how often this is occuring, etc. Good written record of behaviors. I usually staple them together with latest one on top, and send home at end of the year. [At each conference, parents have seen the ones up to that date, so they already know about it. They are usually glad to see that they have become less frequent! And it's a great 'show' of how each has changed, in handwriting, language used, etc.] I've used it at K and 1st with 2 pictures of what happened, and what could be be different next time, until they can write. They usually do this at recess time or free activity time in the classroom, since they interrupted my teaching time/others' learning time with their behavior, so no recess/free time until they 'pay back' in writing. It only takes a couple of times for most kids!! They get the message real fast! For the 1-3 per class, it may take a few more 'start thinking of other possibilities'--our START letters, or 'writing letters to teacher', to get the idea that YOU are serious about their behavior and that you follow through. [My principal likes it, as I have very few referrals, since the consequences for behavior are taken care of in the classroom, for the most part. And it's a written record.] At this time of year all the 'spring behaviors' start. After spring break sometimes it feels like they are 'starting over'. Now is a good time to 'START' with your kids! -And it's a good reminder that ALL of our behavior has consequences, whether immediate or delayed! Sorry this got so long! Enjoy your spring break, if you're on yours. We are, in Bend, Oregon!! On 3/20/09, Yellow Rose wrote: > I brought out a red stickie note pad. If someone didn't line up when I > blew the whistle, I put their name on the "red list" and they didn't > get to play the next day. It worked.

Mar 21, 2009

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Andy Wow - thank you for all the great responses and ideas :)

On 3/21/09, Jj wrote: > Super Great ideas...Kevin and Yellow Rose--RIGHT ON!! > I also have them take writing paper and pencil out to 'write me a > letter re:their behavior after the last recess' or two days ago, or > whenever--they remember their behavior! [I don't full...See MoreWow - thank you for all the great responses and ideas :)

On 3/21/09, Jj wrote: > Super Great ideas...Kevin and Yellow Rose--RIGHT ON!! > I also have them take writing paper and pencil out to 'write me a > letter re:their behavior after the last recess' or two days ago, or > whenever--they remember their behavior! [I don't fully buy into the 'a > consequence must always be immediately following the behavior theory. > You and I can remember behaviors from many years ago, that we wished > hadn't occured. So can these kids! I try to be as immediate as possible > when that's more appropriate, like safety, hitting, etc. However it's a > good thing sometimes to write down a reminder to yourself about what > happened, and then address it later, say after reading group time, > etc.] This letter to the teacher needs to be dated and signed by > student. 'I forgot to come in when it was time'; or 'I was late to line > up' This is part of our classroom behavior that we call "Start thinking > of other possibilities". They write what they could do better or > differently, etc. I use it for tattling, "I thought that __ was > whispering about me"; "Next time I will ask her if she was talking about > me."; interrupting the classroom work time or others' learning, etc. > Teacher does nothing more than accept the letters-please put it in the > orange folder next to my desk. Later I file these letters in each > student's file, --that collection for the end of the year--just > informally. I can refer back to it at any time to see how often this is > occuring, etc. Good written record of behaviors. I usually staple them > together with latest one on top, and send home at end of the year. [At > each conference, parents have seen the ones up to that date, so they > already know about it. They are usually glad to see that they have > become less frequent! And it's a great 'show' of how each has changed, in > handwriting, language used, etc.] I've used it at K and 1st with 2 > pictures of what happened, and what could be be different next time, > until they can write. They usually do this at recess time or free > activity time in the classroom, since they interrupted my teaching > time/others' learning time with their behavior, so no recess/free time > until they 'pay back' in writing. It only takes a couple of times for > most kids!! They get the message real fast! For the 1-3 per class, it > may take a few more 'start thinking of other possibilities'--our START > letters, or 'writing letters to teacher', to get the idea that YOU are > serious about their behavior and that you follow through. [My principal > likes it, as I have very few referrals, since the consequences for > behavior are taken care of in the classroom, for the most part. And it's > a written record.] At this time of year all the 'spring behaviors' > start. After spring break sometimes it feels like they are 'starting > over'. Now is a good time to 'START' with your kids! -And it's a good > reminder that ALL of our behavior has consequences, whether immediate or > delayed! Sorry this got so long! Enjoy your spring break, if you're on > yours. We are, in Bend, Oregon!! On 3/20/09, Yellow Rose wrote: >> I brought out a red stickie note pad. If someone didn't line up when I >> blew the whistle, I put their name on the "red list" and they didn't >> get to play the next day. It worked.

Mar 21, 2009

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