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First Day of School

So, one of my Practicum teachers invited me back to the classroom in September to give me the opportunity to see what the first day of school looks like, especially since I start student teaching in the spring semester and will miss out on this opportunity. 

-The teacher started by going over the rules of the classroom. There are four rules: be considerate, use your time wisely, always do your best, and listen. The teacher would show examples of these rules by acting it out and showing students what not to do.

-The teacher went over how to raise your hand and talked about rules when talking in class. The teacher would have students practice by asking questions (what would you call a bicycle with one wheel? etc.). He would also go over arm-holding techniques in order to ensure students hold their hands up high (I just thought this was an interesting way to keep students engaged and amused)

-Be Considerate: the teacher would demonstrate ways how not to be considerate by walking down the aisles and knocking stuff off of the desks

-Listen: the teacher demonstrated this one by asking students questions, and then as the student was talking, he would look around the room distractedly in order to show that he was not listening

-Rules for the hallway: no noise because you have to be considerate of the other classrooms. If students were told to walk to the top step, then the would go down the stairs and continue to their destination. If students were told to walk to the drinking fountain, that meant the would continue down the hall (use markers to indicate directions)

-The classroom is set up in three different sections, so students are classified by rows. You have the locker row (close to the students’ lockers), middle row, and window row (close to the windows), pretty straight-forward. In order to have students practice standing and sitting in class, the teacher had hand symbols that would indicate which rows would stand up and which would sit down. This was actually very interesting to see because students practiced standing and sitting by observing the symbols that the teacher was giving through classical music (he was essentially conducting students to observe his signals and stand or sit using the music, which the students had fun with)

-Students practiced walking by walking around the halls of the school. Students were told to walk in line heel to toe and to pay attention to the student in front. The teacher also demonstrated what happens when you aren’t paying attention and showed students what not to do (bumping into people, talking loudly, etc.)

-Expectations for writing your name on paper: students are expected to write their name and number in the upper right corner. When passing papers in class, students are to pass it to the right, and keep on passing it until it reaches each row at the far right. Then, the person in the first row passes it back, and they continue passing it back until the last person holds all the papers and sets in on the large table that is in the back of the classroom (Students practiced this by passing magazines that were placed on the desk that the students were allowed to look at as a morning warm-up)

-For supplies: the students were provided with supplies. Students were given two notebooks, one for Science and one for Social Studies. Students also had a math workbook, a homework folder that included blank paper for study guides (the teacher said he would demonstrate how to do study guides), a math folder that contained graph paper, a blue folder (one side was for Science and one side was for Social Studies), a Space and Spanish folder (green, with the same idea of using each side for each subject), ad a writing folder with paper in it

-Reading rules: read slowly, be there, picture it, focus on the details. The teacher also reminded students to ask questions. He modeled how to read and talked about how students should be dramatic (like a storyteller), pausing on periods, reading the words, and acting things out based on the tone you read in

-The teacher also talked about practice Spanish in class by learning words each week (on top of what students would be learning during their resource time)

-Snacks: the rule with snacks was simple... It has to be something that doesn’t get on your fingers, neat (something you can eat without fussing with it), and it can’t make noise/mess (don’t need work to eat it--like peeling something). Students can bring this for lunch, but for snack time in class, these are the rules

-The teacher told me the main focus for the first week is slowly getting into things (doing light teaching in Math, Science, Social Studies), but focus on not slipping up with rules and procedures. The goal is to have students get comfortable with the changes and keep going over things with them. This is also the time to do a diagnostic check to see where students are

-The students would have a break in the morning (they went outside to do some yoga, and did some running for about 5 minutes

-When asked about when to start preparing for the first day of school, the teacher told me that he starts in August, but recommended starting earlier since he has been teaching for a while and doesn’t need as much time to prepare

Basically, this is everything that I observed in the early morning, early afternoon (before lunch) in the classroom. I wish I could’ve gone back and seen how things would progress over the week, but time constraints got in the way as school started up again and I didn’t have much free time to go back and visit. 

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President’s Game

This is essentially the map of the President’s Game. The objective is for the team to complete the outline of the president for their team. This is a great review game for Social Studies, but can be used to incorporate questions from any content, whether it is Science or Math. For each correct answer, you draw a line connecting two stars (and if students get in arguments over it or break any rules, you take away a line). To ensure that every student has a chance to participate, the teacher would go in order of asking questions, and would alternate between the teams. If one team missed the question, the teacher would go to the other team before discussing the answer. 

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Lessons Learned from the 5th Grade

This will be another clump that will include activities and lessons that I observed in the classroom.

-When doing review with Math, the teacher would tell stories in order to have students work out problems (essentially, Math sentences, but students tended to be engaged and were amused by the stories)

-For reading, the teacher would meet with different groups that were assigned different books to read at home

-This was one of my favorite lessons. Students were asked to write scripts based on different options for a writing prompt (I remember one prompt had something about going into the wrong restaurant, and students were given the option to brainstorm an original idea if the options didn’t appeal to them). So, students were to work individually on writing scripts and including enough roles for classmates (since they were put in small groups). After students wrote the scripts and did editing on it (this was done over the span of a week or two), students then got into their groups and got to practice reading each script of their group members. This was then recorded and students made sound effects in order to make it sound like a radio show. The teacher also had student listen to radio shows during this time (including: “Ghost Hunt,” “Three Skeleton Key,” “The Most Dangerous Game,” just to name a few... I believe that audios can be found on YouTube)

-This was another interesting lesson. For motion, the teacher had students think about stopping a cart. The teacher assigned students roles (there were two students who would push the cart and then have to stop it), as well as student who would sit on the cart (which would start off with 2 people and then would switch to 6 people).... Just to note, the cart that I am referring to was a large cart that had a flat, rectangular shape to it, not a shopping cart. The students who were pushing ranged from size, and students had to measure how long the stopping distance was and how the size of the cart as well as the size of the pushers had an impact on being able to stop the card. The student were to push up to a certain point before being told to try to stop the cart.

-Students drew layers of the Earth using a compass

-Students would use First in Math in class 

-When learning about different types of rock, the teacher brought in rocks for students to examine and identify based on characteristics discussed in class for each rock

-Students made crystals in class (I can’t remember what was used, but I’m sure this could be found online)

-Students had a planet project where they presented facts on the planets in groups (and they were given certain guidelines for what information was needed)

-This was another thing that I really liked. Students worked in groups to make elevators. They had to measure out dimensions and use wood and wood glue to construct the pieces, including a tiny lift that they had to control using gears (?). I can’t remember exact details and materials, but I remember students working in groups to cut pieces of wood and measure things out in order to construct this. The goal was to see if their elevator could actually work and lift an object (I did not get to see the end result of this project)

-When learning about Social Studies or Science (which was usually after recess), lessons tended to be in discussion form where students were presented with information and used background knowledge to engage in the lesson and ask questions

-Words of wisdom: “The end of the day call for the most energetic teaching”

This classroom was interesting to observe because students had a lot of opportunities to do activities that were creative and involved using the arts. I remember the teacher telling me about how students made instruments that they played, and before I left, they were talking about filming a movie. 

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Lessons Learned from Kindergarten

Okay, so this is probably going to be another list because I’m going to clump information that I’ve gathered from my time spent during my Practicum, but this is everything that I wrote down with my time spent with Kindergartners, ranging from lesson ideas to simple tips for the classroom.

-Mornings would start off with a song related to something being taught in class (seasons, special occasions, etc.)

-The teacher would also count with the students in the morning using a hundreds chart (there was something that she would do called fancy tens and fives where the students would be active by jumping every time they got to every 10th number and would clap for every 5th number-- so essentially, counting off by 5s and 10s)

-The students would have writing workshop (they got to use pens for this and were given space to illustrate things to go along with what they were writing)

-During reading, students would be paired off. Reading would start off individually, then students would read in pairs, with each student picking a book and reading it to their partner (students were encourage to choral read as well)

-The students made “castle people” out of aluminum and other material (yarn, buttons, etc.). Castle people was a unit following fairy tales and focused on knights, queens, princes/princesses, etc.

-In order to review material covered in Social Studies, the teacher would play the President’s Game (I will try to post this later and explain it more in depth)

-The students had a journal for science and would write sentences 

-The teacher had students write about the seasons and used the writing and illustrations to be made into a book

-The students made little flaps when studying the seasons and used trees to demonstrate the changes after reading a book about how trees change as the seasons do

-This next one was one of my favorite things that I saw because it’s a great way to talk about art in the classroom. The teacher gave students postcards of different artists that contained a piece of their art. The objective for this was that students were given an egg-shaped paper and were told to put their own twist on the artwork (interpret it and be inspired by the piece that was given). Some of the artwork included Van Gogh, Matisse, Picasso, Monet, and Jacob Lawrence, just to list a few.

-There was a STEM activity the teacher did using recycled material to have students build castles

-Whenever painting was involved, the teacher would put a plastic bag in cups that would be filled with paint in order to minimize messes and make it easier to clean up later since you would simply throw the bag away instead of having to wash all the tiny plastic tubs

-Around Easter time, one of the things that the teacher introduced to the students was Faberge eggs (because the art museum had a display and the teacher showed the video that was on the website providing information and background on Faberge eggs). Students would then create their own using jewels and markers

-In order to combine art with Math, students created symmetry eggs

-King Bidgood’s in the Bathtub was a favorite read in the classroom

-The students worked in their writing by creating a joke book (the students were given a new joke everyday that they would read together and that the teacher would demonstrate how to write on the blank lines before turning it over to the students). They would write the question in pencil and the response (joke) in red pen

-Students would have puzzles that are strips of paper with numbers at the bottom that they have to put in order (the activity was counting by 5s). I unfortunately do not have the sheets for this, but I’m sure something similar could be found somewhere

-I thought this was another thing that the students really enjoyed. The teachers had students work on a project outside of class where they had to create something out of recycled material. The students would bring it in, and the teacher would spent the day (I think this was done on Earth Day) having students share what they made and explain the materials used to make it. There were some creative constructions that ranged from rockets, to a candy machine, flowers, lamps, and animals (just to list a few)

-Students wrote letters for Mother’s Day and created a huge card that had a tea cup and included a bag of tea (”You’re tea-rrific!)

There were many things learned and many lessons that were great, but I unfortunately didn’t write everything down and can’t recall all the details. I hope this is helpful or sparks ideas, and I will try to find time to elaborate on things if need be!

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Lessons Learned from the Third Grade: Additional Content

Okay, so during my time spent in this classroom, I got to observe other people who visited the classroom and taught the students (whether it was a substitute or other educator). 

One of the most interesting things that I observed was when the class had an educator come in and talk about moods with the student. I remember her showing a video (I can’t remember what it was called, but if I end up finding it, I will share) and passing out a sheet of paper that had the students rate their mood (this was done around midday at school before lunch). The students were then given about 10-15 minutes to write a letter to someone that they are thankful for. After the students finished writing, they partnered up and read the letters to each other. Before the educator left, she requested that the students go home and read their letters to the person they wrote it to.

The second thing that I am going to talk about was something that I saw with a substitute teacher, and it was a great way to transition and give students a brain break through movement. Before reading, the substitute had students “get the wiggles” out by singing “wiggle my waggles away” after suggesting different exercises/dance moves for the students to do in order to move for a few minutes. During the word hunt students were doing for the story they read about the Olympics, she had students partner up and work together to get it done after students read a few pages by alternating between the pair. 

Going back to lessons the teacher taught, there are only a few activities that I will mention since I didn’t really get to observe much of the other subjects except for the one day where I was in the classroom for a full day and had the opportunity to observe Math and Science. 

-One of the activities the teacher had for Math was place value bingo, which was a station for math rotation (like the reading, this was also divided into four activities, one which included a worksheet, using technology to practice math, and a fourth activity that I cannot recall). For place value bingo, students would choose laminated cards that had six digits and the teacher would have to read off a number and they would have to place a marker (counter) on the place value that matched (for example, one hundred thousand would be read by the teacher, so students would have to place the marker on the 1 in 100,000). 

-The other thing that I observed during a Science lesson was when the students were learning about living things. For this particular lesson, the focus was on the food chain. The teacher had laminated pictures of the sun, a plant, grasshopper, mouse, snake, and hawk. The teacher had students come up and hold the cards and had them think about the food chain. The start was the sun, which creates energy. The teacher then had the other students directing who would go where. Next in the chain was the plant (identified as the producer), and then the grasshopper (herbivore), mouse (carnivore), snake (carnivore), and hawk (carnivore). The students also went over the terms producer, herbivore, and carnivore while also talking about interdependence between the different parts of the food chain. A brain pop followed the lesson. 

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Lessons Learned from the Third Grade

In the fall of 2015, I had the opportunity to spend a semester with an amazing class of third graders. During the few months spent in the class, I would write observations of activities that took place during the Literacy Block, and I wish that I had taken more notes in order to share what I’ve learned, but I am going off of what I’ve kept in a notebook. I originally hoped to start this blog a year ago, and planned on posting things on a daily basis, but for my first few posts, I’m going to clump many activities into a single post. These are the things that I learned during my time spent with a third grade classroom:

-The teacher had four stations during the Literacy Block: Word Work, Writing, Read to Self, and Listen to Reading (using RazKids). There would be two rounds each day, with half an hour dedicated to each round.

-At the beginning of the year, the teacher reads “First Day Jitters” by Julie Danneberg, and at the end of the year reads “Frindle” by Andrew Clements

-For Word Work, students are given sorts based on level, with students being distributed between three groups: the green group, yellow group, and blue group. One of the sorts includes pictures with the words. At the end of the week, the teacher goes through the vocabulary and administers three vocabulary tests for each group.

-For word work, students have the option to choose from 5 activities pasted in the back of their notebook during the block spent doing word work. One of the activities includes using two different colors when writing the word (one color for vowels, one for consonants). 

-The word wall is used frequently. Whenever a new story is started in class, the teacher goes over vocabulary terms with the students, asks who knows what the word might mean as well as examples (when going over the word “creature,” students get to list examples of what creatures are), and then later adds the words to the word wall. There are also words added from other content areas, like Math and Science.

-Writing Prompts that students write tend to be assigned (writing a thank-you note to the principal, writing related to stories being read in class, like drawing an animal and writing a story about it...)

-In order to gain attention from the students the teacher would say this (and students would join in):

Open them, shut them, open them, shut them Give a little clap (*clap*) Open them, shut them, open them, shut them Put ‘em in your lap (*hands in lap*)

-The teacher uses a “Me Bag” to introduce herself to the students and has the students makes their own bags in the first week, which they bring in to share on Friday

-The teacher has students act out the rules and practice classroom procedures

-The teacher uses hole punches as a reward system in the classroom (10 punches gets you extra recess, a homework pass, candy, etc.)

-Word Work: students would be given sentences that needed to be corrected (grammar and punctuation). 

-Students have separate binders/notebooks for different content areas

-Students would have vocabulary hunt sheets for a reading from their textbook

I have a few more things to share, but since this post has gotten so long and mainly focuses on Language Arts/Writing/Reading, I’ve decided to include other activities/observations in another post.

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Introduction: What I Hope to Accomplish

Dear Reader, 

If you have stumbled upon my blog, then this was either recommended by an educator or you happened to find it. This has actually taken me longer to start up than I thought it would. This idea sprang to my mind after sharing activities that I observed with my classmate, and it was suggested that I make a blog about it. I’ve been wanting to start this for a year now, and have finally managed to sit down to start it. Basically, the one thing that I want to accomplish with this is to share lessons and other things that I’ve learned from being in the classroom setting in hopes of shedding light on teaching and preparing myself for becoming an educator. I wanted to share activities that I’ve seen in the classroom that I thought were interesting, activities that keep students engaged and are different ways to practice different concepts across the curriculum. I hope this comes of use to those who find it.

Thank You