For the past 5 years I've participated in a Tongue Twister Exchange. The idea is that 26 classrooms each have a letter of the alphabet to write a tongue twister for and we snail mail copies of the tongue twisters we've written to each other so that each classroom ends up with an alphabet book of Tongue Twisters.
I love to teach, I just don't feel like I am doing a good job at second grade. I am again confused and surprised by my students and their parents.
I find the students are all over the place with abilities, both social and academic.
I plan and work hard to keep my students engaged and interested. My units are well thought out. I base my year on standards and rigor. I set my standards, we discuss what should be done, how it looks, I model, we pair work before I assign independent work. I am not a "newbie" and have taught for many years.
My frustration is the need for constant repetition to reach basic student compliance.
My kids either aren't interested in what I am sharing or they are begging to "color" or some other non-academic mindless activity.
I would be more than satisfied to do mindless, non-academic activities except I have standards to meet, Pacing Guides, and Standardized Testing to deal with.
My students last year tested well, and the kids from last year are checking in with me as we walk the halls now that we're back. I just want to feel like I am doing what needs to be done for my students.
Is this unusual, or are there any other dedicated teachers out there who don't feel they are making the grade.
We are at a Title I school and parents/student behaviors are definitely an issue. It's really hard to plan independent fun activities because many students can't control themselves unless the teacher is right there on them. My boys will start wrestling the second I turn my head.
My kids get a 20 minute outdoor recess daily and two p.e. sessions weekly. Giving extra recess, free time, etc is discouraged because it's not academic time. I really do think that our kids aren't getting enough time to just be kids.
When I was in elementary school we had three recess times a day. Morning, lunch, and afternoon. The morning/afternoon recess was probably only about 10 minutes long. Believe it or not, I learned to read, write, and do math. I even graduated college.
Would I have less issues with wrestling/horsing around, chit chat, etc if we were able to go outside more? I really don't know, but I have a feeling it would make a difference.
And then I have the bathroom break issue. Kids need to pee. I don't have time for them to pee. Plus, there are only 2 girls stalls, 1 boy stall and 1 urinal for four classrooms. One boy and one girl can go out at a time, but even then, they may be waiting for others before they can go.
I have some challenges this year, a recently main-streamed SDC child, an undiagnosed autistic child, and another who has recurring brain cancer. Three families are experiencing ugly divorces.
Parent conferences started today, and I realized that even the ones that weren't totally positive were received well. I think I can make it through the year.
I would like some titles of books appropriate for 2nd grade to read aloud to the class. We are working on identifying character traits and settings. I am new to 2nd grade after only teaching Kindergarten for over 25 yrs. Any guidance would be appreciated. Thanks!
I try to read old favorites every year, but I also read California Young Medal nominees to my class, too. I read the 3-6th grade books to my second graders.
I also read Clementine, Not Just Anybody Family, Jennifer Murdley's Toad, and some others I am not thinking about right now.
There are great picture books out there as well, but I work on novels to try to interest my students in "books." I use the picture books as mentot texts for writing.
My name is Matthew Callison. I am a former elementary teacher working on my PhD in the School of Education at Indiana University Bloomington.
I am writing to ask for your voluntary participation in an online survey I created as part of a research study I am conducting. The purpose of this study is to learn more about elementary teachers knowledge of, and experience with, student-centered teaching approaches. My hope is that the information gathered in this study can be used to understand how we can better support elementary teachers.
If you are an elementary teacher, please consider participating in this online survey. Your experiences as an elementary teacher are invaluable in helping researchers and teacher educators learn more about how to support teachers like you in your important work.
The survey should take about 15 minutes to complete and does not collect any personal information unless you decide to leave your contact information at the end of the survey. You can learn more about the study and begin the survey (if you choose to participate) by visiting the link below:
[link removed]
If you know of other elementary teachers who may wish to participate in this study, please feel free to forward this email to them.
Thank you for your time.
Matthew Callison Doctoral Student Instructional Systems Technology, School of Education, Indiana University Bloomington [email removed]
Being proactive has two major benefits. First, it gives you the opportunity to package your ideas and articulate them in the best possible light. Acting first, you shape the conversation, saying your ideas in the way you want to say them, not in the way someone else has already characterized them before ever having the chance to hear from you. Proactivity increases your credibility, strengthens your voice, and reaffirms your position of leadership.
Second, proactivity is the best approach to problem prevention. Consider the following example: [click below to continue reading]
In general, students often engage in undesirable behavior to get something or to get out of something. The following are possible functions of student’s behavior:
Acceptance: Attempt to connect/relate with others.
Attention: Drawing attention to self.
Avoidance: To avoid a task/activity or escape a consequence or situation.
Expression of Self: A forum of expression, a statement of needs or perceived needs.
Gratification: Self-reward or enjoyment of the behavior.
Power/Control: Control of events and/or situations.
Revenge: Settling of difference or settling the score.
Below you will find possible interventions to assist in developing an effective behavior plan for students based on the function of the behavior. [Click on the link below to read the suggested interventions.]
She probably has no number sense. If she does this a few times, you can then have her make (with blocks) the 3 numbers you want her to sort, then have her put them in order of least to greatest.
Does anyone have a chart or know how the Treasures Leveled Readers correlate to the DRA Levels? I've been trying to find out and haven't been able to find anything.
NYC-2ndOn 9/15/12, Becky/12 wrote: > Does anyone have a chart or know how the Treasures Leveled > Readers correlate to the DRA Levels? I've been trying to > find out and haven't been able to find anything. > > Thanks!
NYC-2ndMy school just got Treasures, I thought they said the levels were on the back of the books.
On 9/15/12, Becky/12 wrote: > Does anyone have a chart or know how the Treasures Leveled > Readers correlate to the DRA Levels? I've been trying to > find out and haven't been able to find anything. > > Thanks!