I make an honest effort to address the needs for ALL students to experience pride and success in the classroom and in life. I am working toward my classroom becoming more and more student-centered. Promoting a community (or family) type atmosphere the learning environment becomes about relationships, communication, expectations, respect, and trust. Students sit at tables, rather than desks, and work together throughout the day. All supplies are considered "community" and must be taken care of as a whole. Students collaborate throughout the day, and learn to accept, tolerate, support and encourage one another. This practice has taken away some of the competitiveness out of the classroom.
Unfortunately, I do not always have multicultural information, materials, or resources available for all subjects or activities. I try to incorporate family, home, and school, but I do not always include the community. Educating myself on my students' cultures and heritages will continue to evolve with my students.
One easy way I can become more involved in my students' communities is to attend festivals and celebrations within the school community zone area. I have to make it a priority to begin to include more multicultural resources in my classroom. When I am asked my philosophy of teaching, I often stumble on my response. There is a statement in this chapter that really spoke to me and I would like to adopt it as the philosophy of my classroom and me..."Teachers vary their teaching styles to accommodate and affirm learning styles, employ flexible grouping, collaborate more with students, and focus more on creating a climate that is cooperative and family-like." I think this sums up my goal of the type of teacher I strive to be.
Tuesday, February 21, 2012
Mathematics
Math is the first subject I teach each day. This has been my practice for many years, since many of my young students' minds are tired after lunch. Manipulatives are readily available for students, especially students with special needs. I use manipulatives to introduce and reinforce math skills. My students love when we play math games, such as "Go Fish Money" or "I Have Who Has". Cooperative learning has been effective in my classroom. Often, I overhear students helping or trying to "teach" their peers the concepts. I also pair a high achieving student with a low performing peer for five minutes of flash cards of basic addition and subtraction facts. Students enjoy this time together and they are very supportive of one another. In addition, with every concept I try to address different learning styles with a variety of instructional deliveries and practices.
My school does not offer an instructional intervention for math. We put a huge focus on reading, while math does not seem to get the same attention. I would love to see a program to address ways to improve recall and retention of math facts, especially in the younger grades. I have not taught my students to self-monitor in math. This is definitely an area that I need to improve. Many students struggle to solve word problems. My modeling and teaching is not always enough for some students.
I would love to have a support system for a math intervention program at our school. Sharing my concerns with the administrative team may put this into action. I must educate myself on effective ways to teach students to self-monitor strategies. The book offers some good suggestions and one I plan to revise for my autistic student to help him self-monitor his self control issues. I LOVE the SRSD five-step process for solving one-step addition and subtraction word problems (p. 214). This would have to be something that I would need to teach, model, and practice regularly for students to gain the confidence to use it independently. Some students would benefit from having the steps posted on their desk during math instruction.
My school does not offer an instructional intervention for math. We put a huge focus on reading, while math does not seem to get the same attention. I would love to see a program to address ways to improve recall and retention of math facts, especially in the younger grades. I have not taught my students to self-monitor in math. This is definitely an area that I need to improve. Many students struggle to solve word problems. My modeling and teaching is not always enough for some students.
I would love to have a support system for a math intervention program at our school. Sharing my concerns with the administrative team may put this into action. I must educate myself on effective ways to teach students to self-monitor strategies. The book offers some good suggestions and one I plan to revise for my autistic student to help him self-monitor his self control issues. I LOVE the SRSD five-step process for solving one-step addition and subtraction word problems (p. 214). This would have to be something that I would need to teach, model, and practice regularly for students to gain the confidence to use it independently. Some students would benefit from having the steps posted on their desk during math instruction.
Sunday, February 19, 2012
Webliography
Resources for Assisting Students in the Classroom
1. Math Activities by Strand
211 math activities for second grade skills. The concepts are organized into categories. The questions will increase in difficulty as the student's ability improves.
2. Grand Slam Math
Interactive program designed to help students become better at solving word problems. The questions start out easy get a little harder as the game progresses.
3. A Plus Math
This website was developed to help students improve math skills interactively. Children can visit the game room (a favorite!), practice and create flash cards, print or complete on-line worksheets, and there is a Homework Helper that checks math solutions.
4. Cool Math 4 Kids
An amusement park of math, games, and more- especially designed for fun, fun, FUN! Different links for teachers and parents. Also, this site as lessons and practice activities.
5. Houghton Mifflin Test Prep
Test Quest! This site encourages students to become better test-takers. Second grade math skills are broken down into twelve chapters.
6. Reading is Fundamental
Read along animated stories and songs. Many story choices offered in Spanish with traditional children's songs from Latin America. Highlights the word as it's being read aloud.
7. Readers Theater
A second grade teacher, Ms. Gurian, has lots of FREE scripts available. Readers Theater is a wonderful way to increase oral language and reading fluency skills.
8. The Reading Lady
This is a must have favorites site for any elementary reading teacher! Laura Kemp, a devoted teacher and administrator has a wealth of knowledge, ideas, and resources that she shares for FREE! Her links are comprehension, author studies, poetry, Six Trait Writing, assessment, readers theater, and documents.
9. Reading Rockets
Offers strategies, lessons, activities and ideas designed to help young children learn to READ. This site can be overwhelming since it offers so much, but it is worth spending some time discovering and sharing with peers and families.
10. Starfall
A free website to teach children to learn to read with phonics. It targets preschool, kindergarten, and first grade. However, I still have second graders and ELL students that benefit from this site.
11. Vocabulary Games and Resources
Vocabulary is FUN! Vocabulary.co.il is a leading vocabulary website worldwide with the best flash online word games. The vocabulary games include an online word search, an online crossword puzzle, and hangman online (HangMouse). In addition, it has many ELL options. It is a great tool for whole class lessons on smart boards or individual computers for students.
12. HangARoo
A kid's version of Wheel of Fortune. Students guess the hidden phrase, which is excellent for word exposure and build vocabulary. There are various levels to complete.
13. Compass Learning Odyssey
CompassLearning delivers standards aligned PreK-12 curricula that provides interactive, self-paced, challenging, and engaging activities. Activities promote exploration, individual and cooperative learning, problem solving, reflection, and real-world connections. This is NOT a free site, my district subscribes to the CompassLearning services. We have had wonderful results with this program.
The link to the site below allows you to sample some activities.
14. BrainPop Jr.
Provides educational short movies for K-3 students. Homework help, leveled quizzes, games and activities to engage students. A wonderful activating strategy across the curriculum. There is a subscription for access to the site. However, they do offer a free "movie of the week".
15. Fun Brain
Online educational games for kids of all ages. Great for reading and math learning games. The best part is that students do not realize that are actually practicing necessary academic skills in order to score points in the games.
16. Prepdog
Test taking practice for 2-10th grade. Question format is similar to MAP and PASS. The tests are formatted by RIT bands based on MAP data. Three levels are offered (advanced, proficient, and basic) in reading, math, language arts, and science. I use this to fill a five to ten minute gaps in the daily schedule. Students can also do it in small groups, with a partner, individually, or at home.
17. Intervention Central
This site offers many academic and behavioral interventions. This is a HOW TO site for ideas and strategies to encourage and motivate academics and behaviors in the classroom. It also offers practical ideas for rewards. Downloads are available with manuals to walk through the process or strategies.
18. ADD in School
Classroom interventions for teaching students with ADHD. The site is divided into elementary and Junior/High school ages. It explains the six different types of ADHD and offers strategies to assist with specific behaviors. They even provide diet plans if a parent chooses not to medicate their child. As a parent of a child with ADHD this site has given me the gift of understanding how and why she behaves the way she does.
19. National Geographic Kids
Features different people, animals, and places each month with facts, games, activities, and related videos and photographs. Excellent when teaching nonfiction reading, animals, plants, and nature.
20. San Diego Kids
Play games, make crafts, and perform science experiments. Also, find out about different jobs at the zoo. This is a wonderful tool to use to engage children who love science, but maybe not reading. They will explore for hours and are unaware of how much reading they are actually doing!
Thursday, February 16, 2012
Assisted Technology
Interactive white boards have greatly affected how I deliver instruction. I use the Promethean Board all day, every day. It allows me to engage my students visually and kinesthetically. Advances in technology also changed the way students experience learning in and out of the classroom. The Boardmarker data base is extensive and extremely helpful for special needs students. My autistic students rely on the pictures for comfort of knowing what to expect next, communication, and clear expectations of desired behavior. I utilize many of the educational and learning tools to increase knowledge and skills, for example mind mapping (wordle.net); virtual vocabulary games (ewordgames.com); and electronic flashcards (coolmath4kids.com). One way that I have had success with sensory technology tools is for students to create a picture story. Last year, my second graders researched different habitats. They recorded facts, such as climate, plants and animals that live there, and other interesting information about six different habitats. We then went to the computer lab and students selected clip art images (I had placed LOTS of options in folders to limit choices and control time) and inserted into a Picture Story format. Students then had to select fonts, colors, and backgrounds for the images. They typed the name of the habitat on each slide. Finally, students used individual microphones to record the facts into the photo story. Their favorite part was viewing the final product and hearing their voices on the computer! As a treat, I emailed each photo story to their parents for the whole family to enjoy such an involved project. The feedback I received was very positive. Many of the photo stories were forwarded to extended family members and friends.
I was unaware of the all the resources and software available for assisted technology in the classroom. In my teaching experience, I have not had the opportunity to teach a physically disabled student. This chapter taught (especially Table 13.1) of all the different ways assistive technology can be incorporated in the classroom. This chapter made me feel a little bit like I was in the dark about the various needs of some children.
After reading the information in chapter 13, I realize the many opportunities to further incorporate technology into my instruction, especially in writing. Technology is constantly improving, therefore it is important that I keep proficient in technology. In this day and age, I strive to learn the technology WITH my students rather than playing catch up to them.
I was unaware of the all the resources and software available for assisted technology in the classroom. In my teaching experience, I have not had the opportunity to teach a physically disabled student. This chapter taught (especially Table 13.1) of all the different ways assistive technology can be incorporated in the classroom. This chapter made me feel a little bit like I was in the dark about the various needs of some children.
After reading the information in chapter 13, I realize the many opportunities to further incorporate technology into my instruction, especially in writing. Technology is constantly improving, therefore it is important that I keep proficient in technology. In this day and age, I strive to learn the technology WITH my students rather than playing catch up to them.
Wednesday, February 15, 2012
Written Expression
Ironically, the chapter on writing has my mind all over the place. Instead of paragraphs this week I am going to create lists, which is usually how I plan my forum writing for the week.
Things I feel I am teaching well in writing...
1. Teaching the steps of the writing process
2. Modeling written expression in different genres or formats
3. Providing various opportunities for student reflections and summaries across the curriculum
4. Clearly explaining and modeling Editor's Checklist (grade appropriate material)
5. Introducing, exposing, and encouraging vocabulary development
Things that need improvement in my writing instruction...
1. Be more consistent and frequent writing through the entire process
2. Not sure I always provide QUALITY writing lessons- when time is tight, writing may be cut from the day's activities
3. Using graphic organizers for students to plan writing- I've found this confuses my lower level students (They want to write complete sentences on organizers or copy phrases/thoughts as sentences in paragraph)
4. Conferencing with individual students
5. Grading- My thoughts are writing assessments are subjective. I only grade writing with rubrics, but I am much more rigorous with higher achieving students. This makes me worry that I am not being consistent and fair to ALL students.
How I plan to improve...
1. Provide more frequent opportunities for students to carry a piece through the entire writing process
2. Value the writing block and show my enthusiasm while modeling writing- This gives me time to share personal details with the students, which allows me to connect with them. I could also find more opportunities to write in other subjects since time can be an issue. However, this is not usually creative writing.
3. Spend more time teaching and modeling how to properly use graphic organizers
4. Figure out and stick to a conferencing schedule that is realistic
5. Research and collaborate with my peers to determine the best and most FAIR way to assess student writing (in addition to the rubric)
Things I feel I am teaching well in writing...
1. Teaching the steps of the writing process
2. Modeling written expression in different genres or formats
3. Providing various opportunities for student reflections and summaries across the curriculum
4. Clearly explaining and modeling Editor's Checklist (grade appropriate material)
5. Introducing, exposing, and encouraging vocabulary development
Things that need improvement in my writing instruction...
1. Be more consistent and frequent writing through the entire process
2. Not sure I always provide QUALITY writing lessons- when time is tight, writing may be cut from the day's activities
3. Using graphic organizers for students to plan writing- I've found this confuses my lower level students (They want to write complete sentences on organizers or copy phrases/thoughts as sentences in paragraph)
4. Conferencing with individual students
5. Grading- My thoughts are writing assessments are subjective. I only grade writing with rubrics, but I am much more rigorous with higher achieving students. This makes me worry that I am not being consistent and fair to ALL students.
How I plan to improve...
1. Provide more frequent opportunities for students to carry a piece through the entire writing process
2. Value the writing block and show my enthusiasm while modeling writing- This gives me time to share personal details with the students, which allows me to connect with them. I could also find more opportunities to write in other subjects since time can be an issue. However, this is not usually creative writing.
3. Spend more time teaching and modeling how to properly use graphic organizers
4. Figure out and stick to a conferencing schedule that is realistic
5. Research and collaborate with my peers to determine the best and most FAIR way to assess student writing (in addition to the rubric)
Sunday, February 12, 2012
Reading Comprehension
Reading is my favorite subject to teach. Surely, it has something to do with my own reading obsession. The past two weeks I have been staying up to 1:00 in the morning reading a trilogy. It is not healthy to deprive myself of the much needed sleep required to face 21 second graders every day!
Things I am doing well in the classroom...
I use a variety of graphic organizers, not only in reading but across the curriculum. As a visual learner myself, I know the power that this simple tool has for learning and organizing information. To help my students with summarizing I follow Jan Richardson's method of S-W-B-S (Somebody, Wanted, But, So). This is a very simple way for young students to compose a summary statement, since they so often want to tell every detail. I teach this method during the first month of school and we use it all year. It may look like: Cinderella wanted to go to the ball, but she was not allowed, so a fairy god mother helped her. As the year progresses, students develop the ability to create richer summary statements and begins to look like: Grace wanted to play Peter Pan in her school play, but her friends told her she was a black girl, so she there was no way she could be Peter Pan. Her mother told her she could do anything she wanted if she worked hard enough for it. So, Grace practiced very hard and was picked to play Peter Pan by her friends.
Even though I know the importance of graphic organizers I do not provide them enough for my students. During self-selected reading time, I do not hold my students accountable for what they are reading. I provide some cooperative learning opportunities in my classroom, but they are usually in science or social studies. In the past, it has been difficult to monitor all the groups efficiently. Some of my students still struggle to read, which makes it very challenging for them to keep up with their group. All of the research states that this type of learning is authentic, meaningful, and deeper so this is something that I must figure out
I really like the Table 7.4 (on pages 164) to address the need to hold my students accountable during self-selected reading. I could make this into a child friendly chart for students to keep at their desks for them to write responses after finishing a book. I would also send this home for parents to use as they read with their child in the evenings. I must make more of an effort to provide graphic organizers and have them readily available for students. I think the best way for me to get over the hurdle of using cooperative groups in reading would be to have training. This is a topic I am going to look into for a summer project. I feel like if I had a better understanding of how to address each child's individual needs in this type of group setting then I would use it much more often in my class.
Things I am doing well in the classroom...
I use a variety of graphic organizers, not only in reading but across the curriculum. As a visual learner myself, I know the power that this simple tool has for learning and organizing information. To help my students with summarizing I follow Jan Richardson's method of S-W-B-S (Somebody, Wanted, But, So). This is a very simple way for young students to compose a summary statement, since they so often want to tell every detail. I teach this method during the first month of school and we use it all year. It may look like: Cinderella wanted to go to the ball, but she was not allowed, so a fairy god mother helped her. As the year progresses, students develop the ability to create richer summary statements and begins to look like: Grace wanted to play Peter Pan in her school play, but her friends told her she was a black girl, so she there was no way she could be Peter Pan. Her mother told her she could do anything she wanted if she worked hard enough for it. So, Grace practiced very hard and was picked to play Peter Pan by her friends.
Even though I know the importance of graphic organizers I do not provide them enough for my students. During self-selected reading time, I do not hold my students accountable for what they are reading. I provide some cooperative learning opportunities in my classroom, but they are usually in science or social studies. In the past, it has been difficult to monitor all the groups efficiently. Some of my students still struggle to read, which makes it very challenging for them to keep up with their group. All of the research states that this type of learning is authentic, meaningful, and deeper so this is something that I must figure out
I really like the Table 7.4 (on pages 164) to address the need to hold my students accountable during self-selected reading. I could make this into a child friendly chart for students to keep at their desks for them to write responses after finishing a book. I would also send this home for parents to use as they read with their child in the evenings. I must make more of an effort to provide graphic organizers and have them readily available for students. I think the best way for me to get over the hurdle of using cooperative groups in reading would be to have training. This is a topic I am going to look into for a summer project. I feel like if I had a better understanding of how to address each child's individual needs in this type of group setting then I would use it much more often in my class.
Reading Instruction
When teaching a child with CLDE, my teaching strength is developing oral language development. Once a month, I require every student to present an oral language report to the class. The topics are assigned at the beginning of the year, and include students' interests and reflections of topics learned in class. The students must bring some type of visual (photograph, illustration, prop, etc) and discuss four things about the topic. This month, the assignment is to select a president (other than Washington or Lincoln since we do an in-depth study of each) and tell classmates four facts about the president. During the month of February in our morning community meeting, I read fun facts about four presidents each day. The oral language report is due at the end of the month so this gives them the opportunity to hear about all of the presidents before making their selection. However, many times the parents encourage the children to do their favorite president. Three times a year, I video the students giving their oral language reports. I can email these to parents, post to my class website, share with my peers, and use for documenting a student's growth over the year. Another thing I do to develop oral language and build reading fluency is Readers Theater. Small groups of students receive scripts on Monday and practice daily for a performance on Friday. In order to differentiate, the scripts vary from group to group according to reading ability.
I feel like a do a combination of modified-guided reading, read naturally, reciprocal teaching, and collaborative strategic reading. I am not sure that a mixture of strategies is always a good thing for all students. Of course, I am always eager to try something new with my students in hopes that it will improve reading fluency and comprehension. However, is it best to follow the same routine to provide students with that safe, knowing sense of what to expect?
I LOVED the idea of students recording their thoughts in a learning log. It is suggested as a technique for collaborative strategic reading, but I feel it could be useful with any reading strategy. This is something I would like to incorporate immediately in my classroom. I think it would also be helpful for the teacher to respond to student's reflections to provide feedback. BUT, here I go again...do I bring something new to this group of students or wait for next year and start at the beginning of the year? Can you tell how much I struggle with my issue in the last paragraph?????
I feel like a do a combination of modified-guided reading, read naturally, reciprocal teaching, and collaborative strategic reading. I am not sure that a mixture of strategies is always a good thing for all students. Of course, I am always eager to try something new with my students in hopes that it will improve reading fluency and comprehension. However, is it best to follow the same routine to provide students with that safe, knowing sense of what to expect?
I LOVED the idea of students recording their thoughts in a learning log. It is suggested as a technique for collaborative strategic reading, but I feel it could be useful with any reading strategy. This is something I would like to incorporate immediately in my classroom. I think it would also be helpful for the teacher to respond to student's reflections to provide feedback. BUT, here I go again...do I bring something new to this group of students or wait for next year and start at the beginning of the year? Can you tell how much I struggle with my issue in the last paragraph?????
Subscribe to:
Posts (Atom)