Yesterday when I got to class, I learned that one of the children had left the class due to a move. My cooperating teacher began to explain some of his family situation to us and I was surprised to learn that his family was extremely poverty stricken and homeless. This particular child is bright, well dressed, and happy. The class was very sad to see him go, but it sounds like it was a move for the best-the family found a permanent home in the N. Charleston area. One of the things that particularly struck me is how the teachers in this classroom never felt the need to treat him differently or explain to my partner and me. I went back to my book this morning to reread what they have to say about homelessness. The opening quote for the section says "People who are homeless are not social inadequates. They are people without homes." They go on to say a lot about suspending judgement on these families. As a teacher, you have numerous resources to help your students and their families. After seeing my cooperating teacher do just this, I have a different outlook on what it would be like have a student in this situation in my class.

All day with KB!

This week, Lindsay and I decided to go spend the entire (well almost! we got there about 8:30) with Mrs. Lacey's class. Our cooperating teacher used to be the Reading Recovery teacher and she prides herself in her ability to teach phonics and reading so... of course we wanted to see her in action. In the block that we are usually there, she teaches math and writing. We got there during differentiated instruction and settled now to watch Mrs. L teach 5-6 students at a time that were all on about the same level. As I have said before in this blog, it is so interesting to see the various learning levels in a classroom of 20 something kindergartners. DI time was a great example of how you really have to work hard to bring everyone up to speed. Some groups were having difficulty with simple sounds, while the most advanced group was able to play a speed game where Mrs. L flashed a card with a word and the student had to recall it. This group was able to go through the stack of words with little trouble and with great speed. I loved the "whisper phones" that she gave each student. They read the book into their phone and it gave Mrs. L an opportunity to go around to each student and work independently with them. Another observation I had was how much more attentive the students are at this hour! Wow! What a nice change. I asked Mrs. L about her choice to do DI first and then phonics, followed by calender time right before lunch. She explained to me that at first it was just a way she had to adjust the schedule to fit in grade level, but that it ended up being a great change. At first I thought it was a little odd to do calender in the middle of the day, but once she explained this to me it did make sense. After they go to lunch and recess, they finish up calender if necessary and then go immediately in to math which makes sense since the calender time is full of numbers, patterns, etc. Also, since calender time tends to be a bit repetitive, it may be beneficial to use the time when they are most attentive for phonics, reading, etc.

That afternoon I was able to witness a perfect example of family involvement in the classroom! Each student in KB has a "bug jar" that they work to fill up by good behavior. Mrs. L and her assistant will reward their students for various behaviors by putting a bug in their jar. When a student fills up their bug jar, they get to put a big bug in the class bug jar. Last week, they finally filled up the class jar! One student's mother came in to give the class a party for this accomplishment! It worked out perfect because they were not able to go outside for recess on this particular day because of the weather - ah! The mother led the class in a game of musical bugs (chairs) and they got candy as they got "out". Then she led them in an activity of making spiders out of crackers, pb, chinese noodles, and M&M's. It was really neat to see the class being rewarded and having fun. They were very respectful to the mother and followed her directions. I know that you won't always have parents that are willing or able to come spend an hour in the middle of the day with your class but how nice when you do!

90 minute lesson complete!

And... it didn't go that great to be honest! When I got to class Thursday, Mrs. Lacey warned me that KB was having a crazy week and that they were being a little unruly so proceed with caution! I did but she sure was right! I know that this is a common possibility in any school-in any classroom so I think it was a good opportunity to learn from. It also made me realize just how important getting those procedures down pat is. On days like the day before their Book Character/Halloween parade, there is still teaching to be done and things to learn. If the students know their procedures forward and backwards, like the KB students do, it makes is a little bit easier to get them back on track.

My lesson was on sorting by two or more attributes. I started by sorting a group of shapes on the SmartBoard by color, shape, and size. (*side note: I got so tickled during this part because the SB was messing up on me, which is a pretty regular thing and all at once as if they had rehearsed it for days the students all shouted "its not you Miss Jennie! Its the SmartBoard!!!" It was cute.. this is what their teacher always says and I think they were looking for any excuse that day to shout) Instead of doing math rotations that day, they each did a sorting activity at their table that modeled the one we had done as a group. This worked okay but I was kind of disappointed that the shapes and criteria to sort by (they were precut by a parent volunteer) were the exact same as the ones we had done on the SB together. I think it would have been a better learning experience if they had different ones.

I also finished up a writing lesson that had been started earlier in the day during grade level instruction. After my lesson was over, I was reflecting particularly on the management skills that I still need to work on. Chapter 6 of Lemov is a great resource and I went back to read over parts of it after my lesson. I think the 100 percent technique is extremely important. As a guest in their classroom, the students (who are very very well behaved on average) see people other than their lead teacher as someone who will let them get away with less than 100%. I know it will be easier when it is my own classroom to use this technique but I will not forget what I have learned from teaching this class. To get 100% response from students, the teacher must enforce the rules 100% of the time!

This week, my partner and I are going early in the day to watch Mrs. Lacey teach phonics which she claims is her favorite subject to teach. I am looking forward to seeing other subjects and other times of the day!

Another Try

Thursday, my partner Lindsay taught her 90 minute lesson which included the math rotations. I was grateful that she and Mrs. Lacey put me in a small group rotation with a similar activity to the one I taught in my 60 minute lesson the previous week. I wanted to tweak the lesson and figure out exactly how to keep the students engaged. This week I had the students pull out 5 dominos (instead of having 10 - cards the previous week, but same idea) and stressed the "rules" of the game before I even handed out the dominos. At the kindergarten age, I think it is so important to remember to give very details rules and instructions before anything is handed out, before anyone moves to their next location, etc. It worked much better this week.

I really enjoyed the guest speaker in class on Thursday night. I couldn't help but relate what she said to the children in the class. There is no doubt that the most advanced children in the class have been working on reading, writing, numbers, letters, etc for a long time at home. She said something about the fact that a lot of parents think that once they start school, they will begin to learn but as we know this is not the case! The two most advanced children in the class talk often about the learning experiences they have at home and on the weekends. This is why I think the book bag activities are a great idea. It shows parents that continuing to teach at home does not have to be difficult, but it does take a conscious effort. I also think that sending home a newsletter each week that highlights what is being taught could be beneficial for families, particularly if it included suggested activities. There are so many great online resources out there that could be brought to parent's attention.

This week I am teaching my 90 minute lesson and I look forward to getting continued feedback from my cooperating teacher. She is so uplifting and positive in her critiques and I really respect what she has to say!

Lesson #2

Yesterday was my second lesson and I taught a math lesson on more than, less than, and equal to. It certainly didn't go perfectly, but I learned a lot from it. I find a lot of the Lemov techniques to be helpful and plan on practicing them throughout the rest of my field placements to become more comfortable with them. The most important thing I learned from yesterday's lesson is how important setting behavioral expectations both prior to and during the lesson are. I think I will start to work them in to my lesson plans so that I have some sort of script in mind.

As we know, the Kindergarten teachers at SES work on their lesson plans as a grade level team. Although I have only seen the math and writing lessons, I am impressed with their ability to keep them different and enjoyable for the students. As I was reading about Lemov's "J-Factor", I thought about this. It is easy to incorporate joy in to the lessons you teach if they are not repetitive. There is always a great mix of group lessons, games, activities, craft projects, and one on one lessons for the differentiated math groups. Another part of the J-Factor is Us (and them). There is a great sense of belonging at SES. The KB classroom community is a close knit group where and they are often reminded that they are to work together and have common goals. The school as a whole is another community they belong to. When I walk with the class out to the busses in the afternoon, it is great to see the children and teachers greet one another by name, even across grade levels. I love seeing this sense of community!

Another great day at SES!

Thursday was another good day for KB. I am starting to notice a trend! They are so well behaved. At recess, Lindsay and I noticed how bad the playground really is. We are looking forward to working on our advocacy project to clean up the area. There are a lot of dangerous roots, holes, etc that could be easily fixed with a little time and a little love. Lining KB up from recess was left up to the two of us that day and let me tell you its not as easy as Mrs. Lacey makes it look! When I asked her about it she explained to me how important the first few weeks of school are in drilling procedure. As one of Lemov's techniques, "Do it again" explains, doing a task again, and doing it right, better, or even perfectly, is the best consequence for not following directions the first time. The teachers at SES do not seem to hesitate to have their classes do something such as line up or walk quietly over and from the start, even if it means taking up time that would otherwise be spent elsewhere. Lindsay taught a great lesson on ordinal numbers that the class seemed to really enjoy. After her lesson, she called students over a few at a time while Mrs. White and I oversaw the rest of the class doing a rather messy activity! They used newspaper advertisements to find the numbers 0-10, cut them out, and glued them on a number line. This gave me a great opportunity to see the advancements that a lot of the class have made, and also see the children that are still lacking in skill and confidence. While one child went up to number 15 (and could have kept going if given the time), others struggled to get started at all. I can see what a struggle teaching a class of 20+ students on different levels can be. Mrs. Lacey some time during this activity to call students into her office one on one to work on some math skills. She says she really tries to do this as much as possible because this is when she can really focus and this is where a lot of the teaching, especially for children who are behind, is done. Another great thing I witnessed in the KB classroom last week was at the very end of the day. As Mrs. L called the students one by one to line up to go home she had them come by her and gave them one skittle each. Individually, she complimented each and every child on something they had done well that day. You would have thought she gave these kids a thousand dollars-each one lined up with the biggest smile on their face I have ever seen! When I become a teacher, I will be certain to do something like this every once in a while to boost the student's confidence and remind them that you care. : )

First lesson at SES

On Thursday I taught my first lesson and I think it went pretty great! Like I have said before, it is nice that we get there for the day at the end of lunch and the class goes directly to recess. While KB was at recess, I was able to go over the SmartBoard part of the lesson that I had not seen before. Mrs. Lacey is so encouraging and helpful so I was immediately put at ease. First, to APK, we reread a book about 10 warthogs that they had been reading all week. Since my lesson was on the number 10 this was a good way to move in to a new lesson. After we read the book together, we did several SB screens on the number 10 including writing the number, counting out loud, etc. There were several opportunities for students to participate and move around which I think they enjoy.
After the group lesson, they split in to small groups and I led the group on the SB with a game called Fishin Mission (which kindergartners looovee). It was nice to break down into groups of 3-5. Since the groups rotate through the centers, this gave me a chance to fine tune (work is still to be done trust me!) my direction giving skills. I found myself thinking back to a class discussion that "behave" does not describe a behavior. You have to explain your expectations clearly or you leave room for behavior issues. By the last group, I had figured out how to explain the game, the rules for behavior, and how to incorporate actual learning. Often times, I feel like when left alone to play a game in center, students are not learning anything. Although they enjoy it, they need someone there to monitor what is being done otherwise its just waste of (school) time. For example, in Fishin Mission, you are given a number of fish to drag into the net. As you progress through the game and move to higher levels, you have to not only drag a certain number of fish, but also a certain color. When you are successful at your task a message pops up saying "Great Job!", "Fantastic!"... "Way to go" etc and you are on to the next turn. Ok sounds fun? Educational? If I wasn't there, they would have just dragged fish into the net as fast as they could until the message popped up, paying no attention to what they were doing. I know I sound like a mean old teacher and I don't mean to come across like that. I am just saying what I observed. I am all for kids having fun and enjoying their school day... but you guys know what I mean!
Another Lemov technique I noticed being used in my classroom is 100 percent. Mrs. Lacey and Mrs. White have explained to Lindsay and I how much they worked on procedures the first couple weeks of school. Any visitor to this classroom can tell how hard these two teachers worked. The book explains how important it is to not compromise on your rules. Mrs. L and Mrs. W do not give anyone a break when it comes to being silent, lining up, being respectful, sitting in their square safely, etc. They take the time and energy to make SURE that every child is ready to learn. I respect this about them and think it is not only great for the culture of this class, but great for the future of the KB students as they progress in their school career. The language they have adopted from the 7 habits seems to be highly effective ;). All they have to say is are you being proactive? Are you making positive decisions? etc.
At the end of the day as they moved in to writing, I was able to witness Mrs. Lacey in her "element" as she puts it. While working on an example of their writing assignment, the class worked together to spell out the words in the sentence "I like blue cupcakes". They used several techniques that later Mrs. Lacey explained were from the Rode to the Code system of learning phonological awareness. She sent me home with an extra book full of explanations and lesson plans. I am curious if either of you girls have ever used this technique and what you think of it?? I welcome your feedback!!
As always, I am looking forward to another week at SES and I hope you both had great weeks!