During this week, teachers are supposed to offer more choice. The authors talk about different greetings. I've done different ways to say, "Hello" and the kids really seemed to enjoy it. I find that any of the greetings that require an inner circle and outer circle take too long. What do you all think? What greetings work well for you?
Do you assign seats for Morning Meeting? I haven't and it hasn't become much of a problem, but different classes = different issues. This might be the year! LOL!
There are different activities discussed in this chapter including Zoom, Hot and Cold, Follow the Sound, and Coseeki. Has anyone done any of these activities before? What is your favorite?
One of the most important parts of this chapter for me was the introduction of Logical Consequences, and the use of time out/rest stop/take a break. How do you use time out in your class? Do you have a special chair? I definitely would like to do this this year. I really liked the paragraphs under "When the teacher makes a mistake" because we are human, and I really like the fact that you address that if the child feels that there is an injustice, they can speak to you about it later. This should cut down on the arguing when you initially send a student to Time Out/Rest Stop/Take a Break. What do you all call it? Does Time Out have a negative connotation?
When the authors wrote about paradoxical groups on page 130, it reminded me a lot of The Daily 5, but it doesn't sound like we'll be using Daily 5 much. However, students still need to be able to work independently during things like Math Tubs or other small group intervention times.
I really liked the Self-Portrait book idea on page 131. I'd like to do that this year so that they can be added to the classroom library.
What are your thoughts?
Monday, June 30, 2014
Tuesday, June 24, 2014
Week Two - Primary Grades
I really like how they mention autonomy in the beginning of the chapter. The students have learned so much, and they're ready to be doing things on their own, but it's not The First Two Weeks of School. There's still so much to be learned. As it says on page 82, "So much has already happened, so much has been shared. It is easy to forget that it is still early in September [or late August for us!] -- still very much a time of transitions."
I also feel like this is the perfect opportunity to do Chris' PRIDE lessons - thinking about abstract ideas (positive attitude, respect, etc.) and discussing what it looks and sounds like in different areas of the school.
I usually tend to skip all the little games they suggest, but I'm rethinking that because on page 81, it says, "Rather than scheduling separate times to teach children how to follow the rules, we plan activities -- from games and group initiatives to math and spelling lessons -- which will provide opportunities to apply the rules. Children rehearse, discuss, practice, and reflect on ways to honor the newly articulated rules." I love that.
Sometimes, though, I wonder if this trains children on how to respond. Do you notice how children KNOW what to say when you ask them what they should have done, yet they never do that thing they should've done? They know all the right words to say. How do we help them DO the right thing instead of just SAYing the right thing?
The goals for this week include creating class rules/promises and having games and group activities after which the class will debrief and reflect.
Primary Grades
This part of the chapter begins to talk about sharing. This is something I tend to skip during Morning Meeting in the interest of time... However, I want to make sure that I am having students share and talk during the content area lessons. If students choose Show and Tell for their Frog Card reward, we do it during Morning Meeting. When a student is the Student of the Week/Star Student, he or she shares the poster during Morning Meeting on Monday. Students always accept three comments or questions about their share item.
During the Responsive Classroom course, they talked about how to facilitate QUALITY comments and questions. Starting on page 87, the book begins to talk about this as well. I have to say, I haven't done that. I pretty much allowed any comments or questions. But I really think that discussing comment quality would help me reach my goal of having students be able to speak with one another. Another important part of comments/questions is teaching the sharer how to respond. The suggestions in the book include, "Thank you," "Congratulations," and "I'm sorry." This book doesn't go into HOW to facilitate deeper questions. I'm wondering if it is explained in the Morning Meeting Book?
The games they suggest include Tag. I'm somewhat disappointed that our kiddos aren't allowed to play tag, but I understand the safety concern on our playground. All of these games are detailed in Appendix C on page 189. There is a whole list of games with descriptions AND the age levels they are most appropriate for. What a great resource!
Does anyone do anything like the quilt idea? I know Brandi, Nancy, and Maria did the helping hands watercolor activity. Are there other ideas?
I think this would be a great time to introduce the Math Tool Kits for guided discovery, as well!
Rules & Routines
The book suggests beginning work on class rules on Day Six. I can't wait to generate the list with my new kiddos. And I can't wait to add "TRY HARD!" and talk about what that means. I hope that will inspire the kids. This part about stating the positive, categorizing the rules, and displaying the rules are all part of what Nancy shared at the beginning of the year last year. I also really love calling them Promises instead of Rules.
1. Care for Others
2. Care for Ourselves
3. Care for Our Environment
4. Try hard
One of the sentences made me laugh out loud: "This will be a place where we will enjoy doing things that matter to each and every one of us." It makes me think, "you WILL do this, and you WILL LOVE IT!" Haha.
Another rule suggestion is Be Safe. I know a lot of schools have three rules:
1. Be respectful (which is care for others)
2. Be responsible (which is care for ourselves and our environment)
3. Be safe
What are your thoughts on these?
I think a lot of this still falls in with the PRIDE lessons.
I also think the academics the book mentions falls within the things we talked about like the scientific process, doing experiments, etc. They suggest doing a study of something like spiders, leaves, butterflies, or rocks. Maybe we could study the classroom pets we plan to have? Like frogs? Or hermit carbs? I really like the ongoing collection of information and observations. This seems like exactly what we were talking about!
What did you all think of this chapter? What parts were important to you? Or new to you?
I also feel like this is the perfect opportunity to do Chris' PRIDE lessons - thinking about abstract ideas (positive attitude, respect, etc.) and discussing what it looks and sounds like in different areas of the school.
I usually tend to skip all the little games they suggest, but I'm rethinking that because on page 81, it says, "Rather than scheduling separate times to teach children how to follow the rules, we plan activities -- from games and group initiatives to math and spelling lessons -- which will provide opportunities to apply the rules. Children rehearse, discuss, practice, and reflect on ways to honor the newly articulated rules." I love that.
Sometimes, though, I wonder if this trains children on how to respond. Do you notice how children KNOW what to say when you ask them what they should have done, yet they never do that thing they should've done? They know all the right words to say. How do we help them DO the right thing instead of just SAYing the right thing?
The goals for this week include creating class rules/promises and having games and group activities after which the class will debrief and reflect.
Primary Grades
This part of the chapter begins to talk about sharing. This is something I tend to skip during Morning Meeting in the interest of time... However, I want to make sure that I am having students share and talk during the content area lessons. If students choose Show and Tell for their Frog Card reward, we do it during Morning Meeting. When a student is the Student of the Week/Star Student, he or she shares the poster during Morning Meeting on Monday. Students always accept three comments or questions about their share item.
During the Responsive Classroom course, they talked about how to facilitate QUALITY comments and questions. Starting on page 87, the book begins to talk about this as well. I have to say, I haven't done that. I pretty much allowed any comments or questions. But I really think that discussing comment quality would help me reach my goal of having students be able to speak with one another. Another important part of comments/questions is teaching the sharer how to respond. The suggestions in the book include, "Thank you," "Congratulations," and "I'm sorry." This book doesn't go into HOW to facilitate deeper questions. I'm wondering if it is explained in the Morning Meeting Book?
The games they suggest include Tag. I'm somewhat disappointed that our kiddos aren't allowed to play tag, but I understand the safety concern on our playground. All of these games are detailed in Appendix C on page 189. There is a whole list of games with descriptions AND the age levels they are most appropriate for. What a great resource!
Does anyone do anything like the quilt idea? I know Brandi, Nancy, and Maria did the helping hands watercolor activity. Are there other ideas?
I think this would be a great time to introduce the Math Tool Kits for guided discovery, as well!
Rules & Routines
The book suggests beginning work on class rules on Day Six. I can't wait to generate the list with my new kiddos. And I can't wait to add "TRY HARD!" and talk about what that means. I hope that will inspire the kids. This part about stating the positive, categorizing the rules, and displaying the rules are all part of what Nancy shared at the beginning of the year last year. I also really love calling them Promises instead of Rules.
1. Care for Others
2. Care for Ourselves
3. Care for Our Environment
4. Try hard
One of the sentences made me laugh out loud: "This will be a place where we will enjoy doing things that matter to each and every one of us." It makes me think, "you WILL do this, and you WILL LOVE IT!" Haha.
Another rule suggestion is Be Safe. I know a lot of schools have three rules:
1. Be respectful (which is care for others)
2. Be responsible (which is care for ourselves and our environment)
3. Be safe
What are your thoughts on these?
I think a lot of this still falls in with the PRIDE lessons.
I also think the academics the book mentions falls within the things we talked about like the scientific process, doing experiments, etc. They suggest doing a study of something like spiders, leaves, butterflies, or rocks. Maybe we could study the classroom pets we plan to have? Like frogs? Or hermit carbs? I really like the ongoing collection of information and observations. This seems like exactly what we were talking about!
What did you all think of this chapter? What parts were important to you? Or new to you?
Sunday, June 22, 2014
Week One - Primary Grades
I love that on page 31, it says, "It is not always easy to restrain ourselves during these early weeks from leaping ahead and unfurling the year's full-blown curriculum which has been incubating in our heads all summer." That's so true. Usually we're so ready to jump in, but these first 6 weeks are so important. And even though there are not pre-made rule posters, it is important that the kiddos know boundaries.
The list of basic expectations that this book suggests are:
1. Arrival
2. Transitions
3. Lining up & moving through halls
4. Bathroom procedures
5. Recess
6. Activity/work times
7. Lunch
8. Signals
9. Work-sharing
10. Whole-group meetings
11. Quiet time
12. Cleanup
13. Dismissal
I also really like that within the first week, "each child will present his/her work to the group at least two or three times." That's something I really want to work on this year - sharing.
For signals, I use a music wand. My expectation is that when students hear this sound, they raise their hand and look at me... it really helped me not raise my voice to get the students' attention. I also used that magic wand that spins, lights up, and plays a sound to signal to the students that it is time for Morning Meeting. What do you guys use?
What are your thoughts on this chapter?
The list of basic expectations that this book suggests are:
1. Arrival
2. Transitions
3. Lining up & moving through halls
4. Bathroom procedures
5. Recess
6. Activity/work times
7. Lunch
8. Signals
9. Work-sharing
10. Whole-group meetings
11. Quiet time
12. Cleanup
13. Dismissal
I also really like that within the first week, "each child will present his/her work to the group at least two or three times." That's something I really want to work on this year - sharing.
For signals, I use a music wand. My expectation is that when students hear this sound, they raise their hand and look at me... it really helped me not raise my voice to get the students' attention. I also used that magic wand that spins, lights up, and plays a sound to signal to the students that it is time for Morning Meeting. What do you guys use?
What are your thoughts on this chapter?
Friday, May 30, 2014
Key Terms
What are your thoughts on Morning Meeting, and its components (Greeting, Sharing, Group Activity, and Morning Message)?
What do you think about Guided Discovery? Do you already do it? What kind of materials do you use Guided Discovery with?
Do you use Academic Choice? How? If not, do you see yourself using it?
Do you brainstorm hopes and dreams in the beginning of the year? How important is it? How do you display them? Do you check back in and reflect on the hopes and dreams?
What behaviors do you model? What behaviors would you like to model this year?
Do you already role-play in your classroom? With what kinds of situations?
Logical consequences are huge for the Responsive Classroom Approach. What are your thoughts? Do you already use them? What does that look like for you?
Do you have Quiet Time in your classroom? How long? What activities are allowed? What are the benefits you have seen?
What do you think about Guided Discovery? Do you already do it? What kind of materials do you use Guided Discovery with?
Do you use Academic Choice? How? If not, do you see yourself using it?
Do you brainstorm hopes and dreams in the beginning of the year? How important is it? How do you display them? Do you check back in and reflect on the hopes and dreams?
What behaviors do you model? What behaviors would you like to model this year?
Do you already role-play in your classroom? With what kinds of situations?
Logical consequences are huge for the Responsive Classroom Approach. What are your thoughts? Do you already use them? What does that look like for you?
Do you have Quiet Time in your classroom? How long? What activities are allowed? What are the benefits you have seen?
Introduction
What do you think of this chapter?
How important do you think the intentions (pg. 3-4) are?
What do you do in your classroom already for introductions? How do you introduce students to each other? How do you introduce yourself to students? How do your students introduce themselves to you? What are things you already do? What are some things you'd like to try?
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