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?
This is Nancy, for some reason, it says Pam. I too, use a chime to get the attention of the students. I taught it during the 1st part of the school year, and we practiced to see how quickly they could stop and look at me. I didn't have them raise their hand. It has worked like a dream! I would also suggest that you keep your attention signals to no more than 2 different ones. It tends to confuse them, as well as a quiet signal if you use those.
ReplyDeleteNancy, do you find that you consistently use your chime throughout the year? I totally dropped the ball this year. In previous years, I used it all year long.
Deletei use a chime with 2 different signals. i find the need to practice from time to time...at least with 5th grade. I sometimes forget to use the chime and then regret it later because I tend to speak loudly to get attention instead of relying on the chime.
ReplyDeleteI do the same thing!
DeleteI like the suggestions for teaching the boundaries.
ReplyDeleteWhich boundaries? At recess?
DeleteJenna, I just started reading this book and am amazed at the things that I sometimes forget to do, that are so important. Also can you explain to me your hoe punch frog thing that you guys do, I really need to have a better rewards system this year.
ReplyDeleteWell, on Pinterest (I know, *GASP*), I saw this catalog of rewards that were not junk toys in a treasure box. It was a catalog of things like wear a hat in the classroom, use special supplies, switch seats with someone for a day, use the iPad for all of the independent work, take your shoes off in the classroom for the day, etc. I made one so that it went with my theme (frogs). And then I thought about how kiddos would earn it. I see a lot of those punch cards or sticker charts, but there were usually too few punches than what I preferred, so I made a frog card (made on PowerPoint) of twenty frogs. Students get one punch for being on green or orange for the day, and they get TWO punches for getting on red. It's pretty hard to get on red in my class, so it's a big deal. Anyway, when they get all of their frogs punched, they choose from the catalog. Nancy and I both used it this year, and I've used it for a couple years before, and the kids really seem to enjoy it. Stinky Feet (taking shoes off in the classroom) is insanely popular. Anyway, I'm happy to share the catalog I made. It was pretty easy to make if you wanted to make one with your ocean theme. And a fish card would also be easy to make quickly. Let me know if you want me to help you make any of those things :)
DeleteJenna, the boundaries I am referring to are the list of expectations that you had for the kids.If the kids don't know what is expected they have no "boundaries" they constantly move the boundary.
ReplyDeleteOh okay. Yes, I agree!
Delete