Wednesday, May 18, 2011
Monday, May 9, 2011
The other thing I have found very effective is activity breaks. Particularly at this point in the year, I can see when my students are starting to get antsy or completely glaze over. I have a variety of quick activities I can pull from in order to wake them up or just shake up the routine.
The main thing I'd like to work toward next year is keeping up a more positive environment throughout the whole year. I think we all expect things to fall apart a bit as we hit spring and the kids are ready to be done, but I find that this time is far too stressful for the kids. I would like to work on getting ideas really enlist their help in keeping the classroom environment positive through the end of the year.
Thursday, May 5, 2011
- Hopes and dreams- the flower pot at the front of the classroom and the students can change their hope/dream each quarter.
- Take a break chair and buddy room- The buddy room worked the best for my students. I also used a visual stoplight system that went along with the take a break chair and buddy room.
- MODELING-over and over for EVERYTHING!!
- Y Charts- What it looks like, feels, like, sounds like
- Morning Meeting: This has become very repetitive but it has been something that helps the students get going in the morning and it helps me know what kind of day I am in for based on the students behavior!
- Activities: I love the activity cards I made. When we have a few minutes of the students need to get up and move around I grab a card and we do a quick activity.
Next year I want build on what I did this year and learn more responsive classroom ideas from the website and my colleagues. I also want to work on making morning meeting not so repetitive. I want to find new ways to do morning messages and activities. It has been a great year and this blog has helped my get new ideas from my colleagues and keep my RC up to date! Thanks everyone for the great ideas!! Have a great SUMMER! 20 more days (but who's counting)!
Monday, May 2, 2011
Because I always have that thought in the back of my mind, I think I walk a careful line between giving consequences that solve the problem for the time being and consequences that are a little more serious. For example, if a student is talking in the hall, I move him/her to stand next to me. Should I be having that student practice at a different time? Am I being too lenient? I know that the most helpful thing is to help that child make better choices in the future--that is my job and my desire as a teacher. But I think that looks different for every kid. One student may need to be moved in the line...another may need to practice during Quiet Choice. That's the part that makes it tricky. There isn't one right answer.