Upper Elementary Teachers Chatboard

How do you use a multiplication chart in your classroom? I am looking for ways to make it a valuable tool, rather than a crutch for students who do not know their facts.

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Worksheets - yes or no - curious

by Amanda

Apr 7, 2009

We have been talking about this situation across our grade levels at our school. It is becoming a huge issue.

We introduce the lesson, discuss it, work sample problems, analyze the ideas, organize our thoughts on graphic organizers, write about the situations/problems, use projects to investigate more deeply, construct models for greater u...See More

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Leah I agree with Catahoula's excellent post.

Apr 7, 2009

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My 2 Cents I've worked only at low performing schools as my own children attend high performing schools.

Higher performing schools appear to have the worksheets in place nicely. They have students who understand the concept with a great deal of parent support and success. Worksheets worked well in this environment.

In my teaching environment...See MoreI've worked only at low performing schools as my own children attend high performing schools.

Higher performing schools appear to have the worksheets in place nicely. They have students who understand the concept with a great deal of parent support and success. Worksheets worked well in this environment.

In my teaching environment, we are the professionals who decide which students are capable of completing the worksheet which are few. Those students who cannot complete the worksheet after the initial lesson are not ready for independent practice with the concept. Therefore, they receive more manipulatives time(concrete objects), then pictoral time(drawing), and eventually abstract concept time (numbers, operations) in small groups. Each student falls somewhere along this path. My goal is to get them to understand the concept enough to work independently on worksheets which is what the state testing scenario will be. This involves small group time for reteaching. This is an extremely difficult balance to maintain. It's hard juggling it all.

On 4/07/09, Amanda wrote: > We have been talking about this situation across our grade > levels at our school. It is becoming a huge issue. > > We introduce the lesson, discuss it, work sample problems, > analyze the ideas, organize our thoughts on graphic > organizers, write about the situations/problems, use > projects to investigate more deeply, construct models for > greater understanding, develop games based on the concepts, > and then the district's calendar tells us to move on to the > next topic. > > A month later, we go back to touch on the idea we drilled > into earlier and many of the kids are like blank slates. > They don't recall what a "theme" is, how to multiply > fractions, or how to organize cause and effect essays. > Basically, they recall practically nothing about whatever we > covered. > > We veered away from using workbooks, worksheets, and similar > tools for rote practice. From what we are seeing, that was > a bad idea. The kids seem to NEED repeated rote practice in > order to retain a memory of what we did. Ten of us are > considering breaking away from the "richer/deeper" methods > and trying some drill and kill mixed in to see if this > improves retention. > > We're curious about your experiences with this situation.

Apr 10, 2009

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Books for kids 7-12 - most important characteristics?

by Kim

Apr 7, 2009

Hi, If you as professional techers for young children had a chance to write a book (or mini tv series) - what would be the most important elements that you think would have to be inlcuded? To narrow it down a bit, lets say the story would be a family adventure with an ecological red line.

thanks in advance!

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Bullying..anyone know of a good presenter, program

by 4th grade

Apr 7, 2009

The girls in my 4th grade class are just horrible. They are always picking on someone. Many even make threats to others. Does anyone know of a good speaker, assembly, program etc that might get through to these girls.

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Leah What does your administrator do or say??? This should not be happening. There needs to be consequences for the bullies - parents need to be called in - children need to be suspended - If nothing happens, the situation will only get worse!

On 4/08/09, 4th grade again wrote: > On 4/07/09, 4th grade wrote: >> The girls in my 4th gra...See More

Apr 9, 2009

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EllenG Leah:

I've found a few programs worth using... The Bully Free Zone (founded in the UK) is an excellent program and has helped me prevent many confrontations between students (girls and boys). Another program from Clemson Univ. is Olweus and is pretty thorough -- [link removed].

There have been days when I've trashed my lesson plan...See MoreLeah:

I've found a few programs worth using... The Bully Free Zone (founded in the UK) is an excellent program and has helped me prevent many confrontations between students (girls and boys). Another program from Clemson Univ. is Olweus and is pretty thorough -- [link removed].

There have been days when I've trashed my lesson plan for the day and talked with the kids... Have them provide answers anonymously for "have you ever been bullied?", "do you consider yourself a bully?", "do others see you as a bully?", "why do you think a bully does what he/she does?", "what acts do you consider to be bullying?" And wow, the answers usually provide for great conversation between the classmates. We identify how many bullies are in our class/grade level/school, and then figure out how many students are not bullies. When they see that bullies are in the minority, the feel a little stronger, empowered. Then we discuss strategies on how they can handle a bully peacefully (shun them, group together to surround and defend someone being bullied, let teacher know, etc.). Even the bullies are involved in the conversation, so they are learning to recognize responses to their behavior, so if they don't realize they are bullying someone, one of these responses will signal that perhaps they may have crossed a line.

Additionally, in 4th grade, students are transitioning from 9-10 years old, their juvenile status changes and charges in the courts. I let them know that. I also let them know that touching another student without permission can not only result in school disciplinary actions, but parental decision to persue assault or other criminal charges if the bullying is severe enough.

But I watch my kids closely, listen to them on the playground, encourage them to act responsibly. And they really have risen to my expectations both in class and outside of school. And my students are from low-income families in a very bad section of my town, so I even have some gang-related conflicts happen from time to time.

Believe you can make a difference and you will. But you have to care about all of the kids -- even the bad ones -- and that's the hardest part. It's easy to love the good kids; it's the poorly behaved ones that need the extra attention and redirection through special programs. It's a lot of work, and I wish you every success!

Apr 9, 2009

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