In my ideal layout I would want my students to be in groups of 3-4. It encourages group work, building of social skills, and learning to adapt when a student may not have an ideal group. I also wan…
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Makes these super easy reading pointers for your classroom or turn it into a fun hands-on activity for your kids to use while reading.
I am already getting ready for next year. I can't help it. I am a teaching/font/clip art addict. HELP. My school sets us up for this "getting ready for next year problem." Our kids find out who their teachers for the next school year are on THE.LAST.DAY.OF.SCHOOL. Yes- some of you still have weeks of school left, and I already have my finalized roster for next year (minus new students). Crazy right? With that in mind, I have made a list of things that I want to make/buy for my classroom next year. Shhh- don't tell the hubby because all he sees are dollar signs :) I LOVE looking at classroom pictures. There are two classrooms that I am especially drawn to- Kristen's Classroom: Jessica's classroom: I love how incredibly CLEAN (as in clutter-free) and organized these classrooms are. I also like the black. Don't get me wrong I love color, but I think the black helps the colors you do have stick out more. Enough rambling- so to go along with my current theme (Jungle- with cool colors- blues, purples, blacks) I created a new set of Alphabet cards for above my SmartBoard. While I was on that kick- I went ahead and created some with different backgrounds for different themes! Each packet has two different color backgrounds: If you are crazy like me (and I say that with all the love in the world) check them out in my TPT store:
Teaching students the power of their words is so important, especially early on in the elementary years! Giving students an opportunity to practice using their words for encouragement, kindness and to bring others joy is something that we as teachers can so easily build into our day. The Compliment Box is one of my favorite […]
Discover what loose parts are and why you need them in your classroom. Download a FREE list of over 150 loose parts resources you can use to set up age appropriate investigation areas and learning invitations to start loose parts play in your early years setting.
This year, I wanted to be intentional with my third graders as it relates to relationship. We started that on the first day of school. One of the things I’m most passionate about when it comes to academic achievement is building to mastery.Some students LOVE the first day of school, but not all students are...Read More »
Amazon is a teacher's best friend! Each year my list of must haves for the classroom grows so I'm here to share more of my Amazon classroom finds!
Are restroom breaks an issue with your class this year? Sometimes the issue is your schedule, other times it can be an avoidance behavior with your "frequent flyers", and in some cases there is a medical reason. Look for patterns when this is an issue for your class. You can do this easily by having a chart like the one in the picture above. Use the same chart with your class or give each student their own chart if it is an issue with a small group. Students circle the day of the week and write the time they left and returned. Looking for patterns will help you get to the cause of the frequency of the breaks. Did one of your students always ask to go to the restroom when it was math time? Is it avoidance behavior or the time of the day when math is taught? Do two students ask to go at the same time or close to the same time? This may be a social issue. I just added the chart to my Busy Teachers Forms and bundle of Teacher Forms. If you previously purchased one of those, you may go to "my purchases" to download the form for free. Want just the form? You can get it here. Sources to make my blog post graphics can be found HERE. Click HERE to read my blog's disclosure statement.
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Establishing consistent accountability when using the workshop approach to teaching and learning may seem daunting at first. After all, your students are producing, and consuming an immense amount of content during workshop on a daily basis…far more than you can (and want) to grade. The good news is, you don’t have to grade every activity. I know what you’re thinking…”If I stop grading every single thing…there won’t be enough accountability.” The reality is, there are other far more efficient ways to establish accountability and boost meaningful student growth. One of these ways is routine student self-reflection. If you’re ready to bring more student reflection to your classroom, these tips can help you establish routines that maintain consistent accountability in your workshop classroom. Creating Rubrics Together A foundational rubric will help you and your students create a common language that can make ongoing assessment more meaningful and fluid in your classroom. Begin by pulling the rubric your district requires you to use, or write a rubric that communicates your parameters for each level of understanding in your classroom. Rewrite this rubric in your own student-friendly language so you can share these parameters with your class. Making a slide or poster for each level on your rubric so it is easier for students to digest may be helpful. Set aside time in your schedule each day to create a one-week series of work sessions when you and your students can rewrite the rubric again as a class using language that is actually produced by your students. You may opt to: Have all slides/posters on display simultaneously while students rotate to stations where they work in groups to make meaning of each level of understanding. Students can then write their interpretations on the slides/posters, which can be aggregated on the final day. Display one slide/poster each day and host a class conversation that facilitates meaning-making for each level of understanding. Record student ideas as you work toward a common, and final definition for each level of understanding. At the end of these series of work sessions, you and your students will have a rubric that is unpacked by them, rewritten by them, and ready to be used by them. Working together as a class to write a final rubric that will be adopted as the foundation makes conversations about assessments more meaningful and productive. Rubric Drawers Once your class rubric is created, you can make it easy for students to consistently reflect on their work by submitting any assignments to “rubric drawers” that are marked with the definitions for each level of understanding. This built-in practice of self-reflection builds students’ intrinsic motivation to reach higher and produce quality work. If you notice your students have a tendency to submit work to the “wrong” drawer, this signals they need a follow up lesson on the type of work quality required to achieve each level of understanding. Using exemplars (examples of each level of understanding from a particular subject area or activity) can help students build a stronger definition for what work quality looks like. As students build their ability to accurately assess themselves, you can also have them attach a short note of justification for their self-scoring. This will provide insight about any misconceptions they may have about their work or the rubric levels your class has written. If you want to track the score students give themselves on an activity, provide a special pen or stamp that allows them to mark their score before placing it in the drawer. In addition, you can have students submit work with the help of a partner. Once an activity is complete, a student can briefly confer with their assigned partner to get feedback, and make a decision about which drawer a piece should be submitted. This provides an additional layer of motivation for students to reach higher, as they know a peer will be reviewing their work quality. Reflection Letters Another routine that can boost student growth through self-assessment is the writing of reflection letters on a routine basis. Students thrive when they know they have an important role in their assessment process, and will be eager to read your response. Begin by creating a prompt that asks students to reflect specifically on different areas of the assignment that will support their goal setting and goal progress. Also direct students to refer to their rubric to self-assess, and provide justification for their assessment as part of their reflection process. This routine will remind students the importance of keeping the rubric in mind as they complete their work each week, which will foster stronger performance. Set aside time to read these reflection letters and write brief responses which may include your own score using the same rubric, and comments that support your scoring. This written dialogue further emphasizes the value you place on student work and growth. If you find the need to differentiate this letter writing process to support the unique needs of students in your classroom. Here are some differentiation ideas: Have students dictate as you record their reflection. Have students circle their score on a rubric and mark evidence with color-coding or sticky notes. Provide sentence frames to scaffold independence. Self Assessment & Reflection In Your Classroom Ready to give self-reflection a try in your own classroom? Here are a few editable tools to help you get started. Once you’ve established student self-reflection routines in your classroom, stop by and share your experience. I look forward to hearing about the growth your students make, and the freedom you feel from teaching in a workshop classroom where accountability and engagement are off the charts.
As a new teacher, you try your hardest to learn all of the new procedures and cultural norms of your school, but many times it can be hard but what if all of the veteran teachers poured their knowledge into you? Well, we’ve compiled the best advice from veteran teachers and here you go. Don’t […]
When I moved into my first classroom, I remember coming across a couple books by The Mailbox filled with pages after pages of amazing classroom ideas! So when they asked if I wanted to collaborate with them for their #BeTheDifference campaign, I was beyond excited! They sent me the most adorable package (look at that wash tape!!!!) …
Budgets are tight, so you have to be as resourceful as possible in the classroom. Here are some of our favorite upcycling hacks for the classroom.
Pedagogia Reggio Emilia, a criança como protagonista do aprendizado. Ela é um sujeito dotado de capacidades para experimentar o mundo por si mesmo.
This Popsicle Stick Geometry Activity is the perfect STEAM project for a long, rainy afternoon at home or an enrichment activity in the classroom.
Activitat als ambients de cicle inicial. 1r trimestre del curs 2016-2017. Escola Pit-roig
Looking for classroom decor ideas? Try some of these meaningful approaches to freshen up your middle or high school classroom.
When my math coach and I sat down to plan my algebra unit I had no idea how well my students would do and how far we would be able to go with it. There have been several teachable moments throughout this unit where we've been able to go above and beyond the ideas that I had planned to covered. This unit has been interrupted by so many things including Benchmark test. My mind reels with the thoughts of what we could have done had we not had all the interruptions. It has been a real confidence booster for so many of students who struggled through our last unit on fractions. My math coach gave me a huge box of materials to be used for Hands-On Equations when we started planning this unit. I have to admit that the box was so overwhelming that when she first gave it to me I wanted to ignore it. I didn't want to take the time to deal with it. I am so glad I decided to deal with that box. In a matter of thirty minutes or less my students were solving some pretty big equations yesterday. They immediately understand what a variable is and its role in equations. They understood that an equal sign doesn't mean solve this problem and find the answer. They were able to see the equal sign as the middle point on a scale where each side of it had to be balanced or equal. I was so incredibly proud of them, but even more important they were proud of themselves. They had been so scared of this unit just because it was called Algebra. But by the end of our time together yesterday they were all saying how easy algebra is. I was thrilled because algebra has always been my strong point in math, but I never really understood the why. I never saw the equal sign as the middle point of a scale. I was just able to regurgitate what my teacher was doing. Because of that teaching algebra has always been one of my low points. I didn't have the knowledge to explain it the way I need to. That changed yesterday. So what is Hands-On Math? We started class with some discussion about what an equal sign meant. I let them share their ideas and then I brought out my scale - though I use that term loosely because it is not an actually scale. It just looks like one. We started with a blue pawn representing X on one side of the scale and a cube representing 5 on the other side. Students were immediately able to see that in order for the scale to be balanced then x had to equal 5. From there I followed the book that comes with this kit. This little book made my job incredibly easy. According to this book, you can use this kit to teach students as low as 3rd grade how to solve algebraic equation. I might have rolled my eyes when I first read that, but after just one day I totally believe it. You can see from the picture above how we slowly stepped it up. Students were given their own scale and pieces so that they could manipulate the equations. Students were writing the equation and solving for X with ease. They were primarily using guess and check yesterday. I did show them how to solve without the scale or using guess and check at the end of class. Again they were scared when I told them what I wanted to show them, but as soon as I did it I heard lots of "Oh! That's easy!" They will begin practicing it on their own soon. I can't wait.
Student engagement is my number one goal in the classroom. None of the academic goals can be achieved without student engagement. It is essential! My biggest advice to you is to decrease teacher talk and the time students spend in their desks.I want to share some more specific ways that I keep my students engaged
Teachers can use these pick a student sticks to call on students in class or distribute classroom chores fairly! So easy to make.
One of the things on my plan for the summer was to redo our schoolroom. Princess has moved into "middle school" and wanted to have a school desk, rather than a table for her daily work. We searched quite a bit and found these adorable and customizable school desks online. The best part is that they are adjustable in height, so they work for both kiddos, and will grow with them even through their high school years. I also ordered matching chairs from the same company, but they were shipped separately and have not arrived yet. The kids LOVE their new desks, and so do I! We continue to use our workbox system, which we love. This will be our 3rd year using it, and I wouldn't change anything about the way we initially tweaked it to fit our family. The only change is that this year, Super Tot wanted to move away from his Tot Trays and start having Preschool "Sissy Boxes". Princess works her boxes in order and removes the number as she completes a box. Super Tot's boxes will be more like his Tot Trays have been in the past. I will simply be using the boxes, rather than trays. Each box will contain an activity that Super Tot can do in any order (and as many times) as he wishes. They will not be numbered, and they will be out all week, as before. The only change will be how they are presented/displayed. This is what the boxes look like for Princess. You can read more about the system here. Here are a few more photos of our new set-up. Super Tot's area showing his desk, workboxes, etc. I have had these drawers for many years, and they were purchased at The Container Store. They no longer have units with the wooden top, but these are similar. I use these to store various supplies for Super Tot's schooling. The top of the units hold coloring books and various resources I use for Super Tot's school. I have a milk crate with various activities sorted by letter that I use for his "Letter of the Week" lessons. This is the front of our school room. The crate below the calendar is for library books. They go in the tote bag when they are ready to be returned. We go to the library every Monday. The bookcase under the white board contains various Bible resources, as well as general resources such as dictionaries, our thesaurus, etc. The cubbies have white board & calendar supplies, as well as other misc. items. Another new thing I am implementing this coming year is calendar time. I am very excited for Super Tot to start each day with Bible time, followed by calendar time to discuss the days of the week, months, seasons, weather, etc. I used several ideas I found online and combined them to create our own personal calendar. I am blessed to have an incredible teacher space in our current home. All of our texts, teacher manuals, and my planning items for this year are on my built-in desk. This is also where I have my daily quiet time. Our family computer is on a small desk in the corner. I often receive e-mails inquiring about how I store my various Tot School/Preschool supplies. I have a closet in our guest room that I use for school storage. It contains two large metal shelving units. They may not appear to be very organized, but each shelf and container contains a different theme, skill or type of supply. We have various bookshelves in almost every room of our house containing our personal home library. They are not organized as well as I would like, as we have moved shelves in a hurry and just placed the books back on. Reorganizing them is still on my agenda this summer. We also have baskets full of books in several rooms. Here are a few of the shelves containing most of our school resources. Our homeschool space isn't perfect, but I feel so incredibly blessed to have the room and resources that we currently have. We expect to move into a smaller urban home in a couple years, and I know that will mean a much smaller school space. I feel confident that the organization of our current space will make that transition and downsizing easier, and I know that we will be able to make our actual work space fit into whatever home the Lord provides.
Forty ideas to inspire you!
You'd think that now that I've left education that maybe I would stop with these posts, wouldn't you? Well, I've been wanting to do this post for a long time, and it just so happens that I have a little time on my hands right now. I've been snapping pictures for awhile of tips that have been successful in my classroom and that have saved me time. I couldn't leave those pictures unused without sharing them with people who could potentially use them. So here goes . . . 1. Keep a reasonably hidden stash of basic supplies in the Teacher Work Room You see, my classroom was a quarter mile (roughly) from the teacher workroom, and most every time I visited that room, I left my brain back in my classroom. This little stash kept me from having to hike that extra half mile to my classroom and back when I forgot things. As any teacher can tell you, the teacher work room is always missing something. Teachers like to walk off with the very thing that you need. For crying out loud, teachers will even take that three foot by three foot paper cutter back to their classrooms, and there it will sit until you no longer need it. It's frustrating. Do I sound bitter? Because I'm trying to keep that under wraps somewhat. Anyway, in my emergency kit I kept paperclips, a pen, a pencil, an eraser, a highlighter, a black felt tip pen (for tweaking my originals), a ruler, Post-It Notes, and Dryline Correction film. The only thing I didn't keep in my mailbox is a stapler, and that was because staplers have a way of walking off. 2. You need a Pair of Pliers. If you can swing it, a whole tool kit, but at least a pair of pliers. I once wondered on this blog when talking about the beginning of the year school supply list "WHY do teachers ask for so many dry erase markers? Really! Eight dry erase markers?!!!" Well, I'm here to tell you, YES, EIGHT. And honestly, a nice even dozen would be even better. The reason is because the students use those markers on their student white boards when we are doing guided practice. You would not believe how fast you go through these markers in the course of a school year. It's frightening, really. Anyway, I always keep a pair of pliers at the ready because some students have, ahem, self control issues, and they press too ding dang hard when they write. Teachers simply cannot afford to throw away a dry erase marker that is not for reals all dried out. So when Little Sweetie presses too hard and then comes up to me and shows me his (or her, but to be honest it is usually a him) marker with the tip pressed all the way in, I just hand him the pliers and tell him to get digging. It works too. They pull the tip back out and get on with the lesson. I simply could not have lived without pliers in my math classroom. 3. Assignment Strips are thebomb.com This is one of those things that I believe I dreamt up on my four minute commute home. I was muttering to myself, "Why the ding dangit can't my students copy the assignment from the board onto their papers without missing problems? It is not rocket science. Is it really that hard?" Well, you know the answer to that question is, "Yes. It really is that hard." I throw my hands in the air and submit. Okay. Fine. I will give you the assignment written down for you, but in the end it is going to benefit me more than it will benefit you because I have demands. This assignment strip must be glued to the top of your paper, not stapled or taped, and you MUST WRITE YOUR NAME ON IT! I know this will tax you inordinately, my Little Pretties, but it must be done and it must be done with a smile on your face. It can be a pained, fake smile, but it will be a smile. By the way, yes, they do think I am crazy, but they are fine with it. Crazy entertains them just as much as awkward adolescence entertains me. 4. Give your students neat freak standards for how their homework will be done, and they will follow them. This tip came to me via a student and her former elementary school teacher. I was in love with it as soon as she told me about it. It's pretty simple, but students have to fold their paper in half twice horizontally, and then twice vertically, which will give them 16 boxes on the front of their paper and 16 boxes on the back. Granted, my assignment strip takes up four of those boxes, but there's still room enough for 28 problems. This is a good thing because I tend to assign a lot of homework, and this limits me to 28 problems. Most days they don't have 28 problems, but they can, and that's good enough for me. Also, sometimes they will need more than one box for a problem. I also like them to highlight the box borders. I love this method because the homework is neat and easy to grade. It is also obvious right away if they just copied their answers from a friend or if they showed their work. And it's just pretty. 5. Keep a Substitute Binder with the basics This will save you time when you do sub plans because everything is there and you don't have to go searching for it. The basics for me were a general schedule, seating charts, phone list, room list, emergency drill procedures, map of the school with evacuation route, and the names of teachers to ask for help and their extension numbers. This is an example of one day's sub plans. I kept sub plans in a folder on my computer, named by date, and that saved even more time because I could just change what I needed to for that day. I had a few different versions--full day, early release schedule, and half day. 6. Sorting pencils, crayons, and markers by color is awesome. A couple years ago I raided my girls' stash of old, used school supplies, and sorted them by color into these five-drawer units. Whenever my students needed specific colors for their notebooks, finding the colors was fast and easy. Then last year I was also fortunate enough to have desks with little baskets under the chairs. I used those baskets to put students' white boards and a supply box which I filled with a pack of markers, a pair of scissors, a highlighter, a dry erase marker, and a mini white board eraser. This saved a lot of time when they needed to access their supplies. As you can probably imagine, although I did not have the foresight to see this coming, students were unable to keep their supplies inside their boxes. I was constantly finding markers on the floor. Constantly. There was no way I was going to start searching through boxes to find the right box for each rogue marker, so my solution was to just put them in a temporary home where students could retrieve them when, if ever, they realized that they were missing a certain color. It worked exactly as I had planned. It turned out that my sevies were very conscientious about keeping the supply boxes stocked and organized, but then my eighth graders would come in and purposely put red caps on blue markers and such just to annoy them. It was sort of amusing watching this back and forth. My sevies would get so upset. "Mrs. Scott, the person that sits at my desk keeps mixing up all the markers and lids, and I've fixed them like five times! Can you please tell them to stop?!" And honestly, ain't nobody got time for that. It was an object lesson in letting go for my sevies. A painful one. In addition to the markers by color, I had these little drawer units for the stray and extra highlighters, dry erase markers, white board erasers, and scissors. I love these drawer units for organizing my classroom because they make it fast and easy to access supplies. 7. Designate a specific area on your board for the daily schedule. They will never stop asking you "What are we doing today?" Even when you write it on the board above the daily schedule. I've gotten to the point where when they ask the dreaded question, I simply point to the board. I'd like to tell you that that settles that, but it does not. They like to complain just to hear themselves complain. They will go on and on, "But I don't want to r-e-e-e-e-a-a-a-d. I'm too l-a-a-a-a-a-a-zy." To which I respond, "Well you have a personal problem then." Regardless, they like to know what they will be doing every day, and even if they complain about reading the agenda, they will still read it because they want to know. 8. Library book bins are the perfect way to corral composition notebooks. I have tried many different ways to manage storage of notebooks for multiple classes, and this ended up being the best solution for me. I assigned five students to each bin and every student put their notebook in the same place every day. That way it is fast and easy to locate their notebooks when they come in the next day. I bought my bins here. 9. Replace regular glue caps with Tap-N-Glue Caps. These things are amazing. I'm not kidding. There is no need to remind students to close their glue bottles because it is automatic. You just press down and drag, and just the right amount of glue comes out. It saves so much glue. You can find them online here. With six math classes using these 8 oz. bottles, I only had to refill my bottles once this year. The glue caps come in two pieces like this. The pointy piece is the part that keeps the glue closed. When they press down on it, it allows a small amount of glue to come out. When they lift the bottle off the paper, the bottle closes automatically. This is what the underside of the glue cap looks like when the pieces are put together. The only drawback to these caps is that the first set of students to use them every day have to pick the glue boogers off the caps to free up the flow. And honestly, it's not a big deal. You will never have to take the caps off to unclog the glue bottle. In fact, I make it very clear at the beginning of the year that students are not to unscrew the glue caps, under no circumstances, EVER. To do so would risk my wrath being unleashed on them in a very unpleasant manner. 10. Number all your decks of cards and every card within that deck. You would think that this wouldn't be necessary, but trust me, it is. Save yourself the headache of trying to figure out which deck the stray card goes in, and just do this. Or better yet, have your students do it for you. That's about it. Those ten tips were some of the biggies for me, and they really made a difference in how smoothly my classroom ran. Now that I've shared with you what worked, I'm going to show you one of the many things that did not work for me. I know this is hard to believe, but the Bieber Fever pencils did not work. I was hoping that the students would be so horrified to touch these pencils that they would come to class prepared every day. Nope. That is not what happened. I had 144 of these suckers made especially for me, and every last one of them disappeared. Some of the girls secretly love Justin Bieber, and the boys just love to torture the pencils as if their voodoo pranks would directly transfer to the Bieb himself. One of my students brought the remains of one of these pencils back to me. He had found it in a vice in the wood shop classroom. It suffered greatly. And I had such high hopes . . .
Entrando in una Scuola di Reggio o in un istituto che segue Reggio Children non potrete fare a meno di notare questo bizzarro elemento: le cose appese al soffitto. Disegni, foglie, lavoretti, rami: di tutto di più. E non è uno sfizio delle maestre: dietro ci sta una ragione ben precisa, e ora ve la sveliamo. La hanging art delle scuole di Reggio Emilia: la ragione per la quale nel Reggio Approach è previsto che i bambini appendano tutto al soffitto Le ragioni essenzialmente sono due, e anche se sembrano semplici in realtà sono fondamentali per il Reggio Approach, e combinate portano a questa esplosione di lavoretti sui soffitti delle classi. Innanzitutto, nel Reggio Approach, come nel metodo montessoriano, l’ambiente in cui i bambini imparano è al centro dell’attenzione. Deve essere bello, a misura di bambino, in tinte naturali, ed è pensato per favorire l’interazione, l’autonomia, la curiosità e la comunicazione. E, soprattutto, questo spazio scolastico prende forma e di modifica in base ai programmi educativi e a ciò che i bambini fanno durante l’anno. Sì, un po’ come in tutte le scuole (dove compaiono cartelloni durante l’anno), ma in maniera più concreta e meno “cartellonistica”. In secondo luogo, per le Scuole di Reggio l’arte è fondamentale, così come tutti i linguaggi non verbali. Non solo nell’Atelier (il laboratorio creativo sempre presente), ma anche in classe la creatività è sperimentata costantemente, e le mani dei bambini sono sempre impegnate in questo senso. Unendo queste due peculiarità, capirete che arte+ambiente porta alla necessità di spazi dedicati proprio a questa creatività da esporre. Ed ecco perché nelle classi gli angoli dedicati all’esposizione dell’arte e le opere d’arte e i lavoretti appesi (o al soffitto, o a rami, o ad alberi…) sono moltissimi. Il bello è che puntando sempre ad una estetica pensata e studiata, questi angoli di arte appesa sono effettivamente meravigliosi, e si capisce come possano andare a favore dei bambini: gli studenti possono infatti avere sott’occhio tutti i giorni i loro lavori, le loro opere, che da singole vanno a formare con quelle dei compagni dei bellissimi complessi. Così, i metodi per appendere l’arte sono davvero ingegnosi, e rendono le classi davvero piacevoli e vissute. Guardate ad esempio questi ambienti. Qui per appendere fotografie e ritratti dei bambini sono stati utilizzati gli appendiabiti salvaspazio dell’Ikea… (foto 1 http://journeyintoearlychildhood.weebly.com/journey-blog/intentionally-designed-environments) Qui invece una ruota di bicicletta con i suoi raggi si è trasformata in un appoggio alternativo… (foto 2 http://fairydustteaching.com/2013/01/reggio-emilia-hanging-art/) Qui, anche solo per rendere più piacevole e naturale l’ambiente, si è portato addirittura un ramo nella classe… (foto 3 https://it.pinterest.com/pin/121175046197929084/) Mentre qui il ramo è stato sfruttato fino in fondo, e quindi utilizzato per appendere le fotografie dei bambini. (foto 4 http://fairydustteaching.com/2013/01/reggio-emilia-hanging-art/) Sara Polotti
I have been participating in the Montessori Notebook Setting Up Your Home Montessori-Style e-course and I've been working hard to improve our home areas for Caspar (8yrs). We still use and love our ca
There are three kinds of teacher-decorators: those who were born for Pinterest, those who can’t, and all the ones in between (such as the broke, the tired, and the I-have-no-time-to-decorate). However, making a classroom appeal to middle and high school students doesn’t HAVE to involve serious crafting or expensive, time-intensive projects. Check out these tips from me and Bonnie from Presto Plans as you prepare your classroom for the fall (or at any time of year that you want to give it a boost!) You might also like Sara's more recent blog post, Inside My Farmhouse Classroom Makeover. 1. Have a color scheme (if you can) Sara: My principal gave each teacher the paint for one accent wall, so that shade of turquoise inspired the rest of my blue decor: milk crates, bulletin board borders, etc. It helped unify the room to make it look pulled-together instead of random. I've also learned about the importance of contrast. Even a full-blown rainbow color palette can look clean and cohesive (instead of cluttered) if you pair it with black or white to balance it out. Bonnie: If you are looking for inspiration for colors that look great together, check out this Pinterest board. There are lots of combinations that will help you choose colors when you are shopping for classroom materials. 2. Stick to a few favorite fonts Sara: Just like businesses create a brand, you are creating a classroom “look” or persona that you will be known for... or, at least a mood you will create. (Friendly? Professional? Fun? Minimalist?) Try to pick a few fonts that most of your labels, signs, and other wall-hangings will consistently use. For example, I used the Google font Crushed to make and laminate labels for my whiteboard (see below), along with mint-colored painter's tape. 3. Make your classroom library a focal point Bonnie: Your class library should draw students in and works well as the focal point for any English classroom. Here are a few things you can do to make your library stand out: Give bookshelves a makeover by rolling them a new coat of paint and/or taking the shelves out and attaching wallpaper or scrapbook paper to the back. Put a few floating shelves on the walls near your library area where you can feature particular novels recommended by students. Add comfortable, flexible seating near a library to make it more welcoming. These items can be more expensive, so shop around online or scour garage sales until you find seating that may work. Use old books as decorations! When a book is unusable, find a way to repurpose it. One easy way to do this is to cut out the pages and write a reading-inspired quote in black permanent marker on top of the page. Frame the page and put it on your bookshelf! Sara: If your classroom library is small, nonexistent, or needs some attention, check out this blog post for more ideas about how to strengthen it. 4. Display student work Bonnie: Use student work as decor by making a framed gallery wall. All you have to do is pick up some inexpensive 8x10 frames (check your dollar store) and arrange them on your wall. When you get a piece of exceptional student work, add it into the frame! If you don’t want the hassle of buying and hanging frames, order a pack of mixed color picture mats and use them to frame student work on a bulletin board. Sara: Another way to get student work on display (while also practicing literary analysis!) is to have them complete this Quote Illustration and Analysis assignment; students use Canva (or any tool you wish) to make an inspirational or literary quote come to life. The results are stunning! 5. Use author-inspired decor Bonnie: Find ways to incorporate the authors you will be studying into your classroom decor. You can do this by featuring fun facts or by sharing quotes by the author. For example, I use an interactive Shakespeare Hashtag of the Week bulletin display that exposes students to one quote from a Shakespeare play each week. If you don’t want to make your own, you might even consider assigning an author to each student and having them develop a bulletin display with a biography, fun facts, and quotes that you can swap out weekly. Sara: Don't forget to interject moments of literary ALLUSION or author-inspired inside jokes as well, like my favorite light switch art... 6. Make your posters work together Sara: On at least one bulletin board or section of wall space, add some symmetry or consistency by hanging posters in a similar style (color, font, or other), or by displaying images that have a common theme. For example, check out these posters of stylized quotes to get some English class wisdom on your walls. Bonnie: If you are looking for some ideas of common themes you could use for posters, try some of these ideas that could work in any English classroom: funny grammar quotes or fails, literary terms or genres, author quotes, famous lines from literature, idiomatic expressions, or jokes using puns! To read more about my favorite bulletin board ideas for middle and high ELA, check out this blog post. "English is Weird" poster set 7. Make displays that are EASY to update Sara: Two of my favorite bulletin board spaces were ones that took VERY little effort in updating, so I didn't have the self-imposed pressure to redo the whole thing multiple times per year. For example, my Word Nerd Challenge is quick to update on a Monday morning because all I have to do is add this week's word to the list. (I made each word tile a magnet that can go on my whiteboard!) I also made low-prep Quote of the Week flipbooks of reading and writing quotes, which students often asked to flip FOR me. I used Command hooks and spiral binding to hang it on a cabinet. Do you have additional ideas? Tell us in the comments!
Use these math worksheets to help children learn how to tell time to the half hour. Print the worksheets and write the time shown on the clocks.
This paper gondola is a world-class paper craft. Learn how to make your own paper gondola with these simple instructions.
Primer día de clase del curso 2015-16
When I started using Whole Brain Teaching, the second thing I hung up after the Class Rules was the Clip Chart. There is a wonderful ebook by Rick Morris dedicated to describing this Clip Chart and the details, so I will overview it broadly here. Here is the inspiration from Rick Morris for the Clip Chart I created: And here is a picture of my Clip Chart in action: I start each child off on "Ready to Learn"~ it is bigger for this reason, since it has to hold all 26 clothespins. From the beginning of the day, students have the opportunity to "clip up". I make a simple "cutting" gesture and then an "up" gesture with my thumb as I see them doing great work around the classroom. I have even worked the "clip up" instructions into class songs that I sing around the room throughout the day... more on songs later :) When I see a student making not-so-wonderful choices, I have them "clip down" discretely. I do not make a loud announcement, but all of the students seem to know it's happening regardless. There are no consequences for "Make Better Choices" but for "Teacher Choice" I do have students write about it on our school's Stop and Think Sheet or do some sort of "Classroom Service" to repair the harm~ this could be cleaning up, wiping out and organizing book bins, sharpening pencils, etc. What I love most about this clip chart, as opposed to my former green-yellow-red card system, is that a student is not trapped on "make better choices" all day~ when I see them making good choices, I immediately have them clip up. The other main reason I love the clip chart system is that it rewards those kids who go above and beyond. If someone is a class leader with "Class-Yes" or "Teach-OK," I do tell them to clip up in a loud enough voice so that others can hear and are inspired to copy their positive model. If they end the day at "Super Student" they get a star on their clip. After 5 stars, I have them peel off their stars (they can place them on their name tag or notebook) and they can choose something from the Treasure Box. I actually had a little girl today say that today was one of the "best days of her life" because she was a Super Student~ how awesome is that! Here is the Clip Chart pdf printable!
Before reading please note that I typed this in word and copied into blogger. Some words are underlined for no apparent reason and I can't figure out how to change them. Also some of the images I got are from Let the Children Play, which is an awesome blog that I suggest anyone to follow. Thanks here you go..... I believe in a curriculum that is child based and gives each child the opportunity to explore and discover in ways which are exciting and interesting to each individual child. By using such a curriculum, I believe children develop a love for school and learning. I view children as capable and competent and I hold a strong image of each child. I also feel passionate about the concept of teachers as researchers-- also adapted from the Reggio approach. As a teacher it is crucial to my practice to constantly become involved in research on issues concerning child development, government policies and education in order to become a knowledgeable advocate for children and to constantly grow in my own practice. The Reggio Emilia approach to education is based on the following fundamentals: The child as a protagonist, the child as a collaborator, the child as a communicator, the environment as the third teacher, the teacher as partner, nurturer and guide, the teacher as a researcher, documentation as communication and the parent as partner (Cadwell, 1997, pp.5-6) The child as a protagonist- the Reggio approach emphasizes the importance of having a strong image of the child. This means believing that children are capable and curious. Children have a natural desire to explore the world around them and make sense of it. With the Reggio philosophy children are encouraged to become researchers and to explore their environment and world around them. Teachers also introduce materials such as working with glass or hammers and nails that other education approaches may not introduce because Reggio teachers believe that children are capable of working with these materials , with the proper guidance. The child as a collaborator- children collaborate with each other, with teachers and with parents on projects and activities. Small group work is very important. When children are able to work in small groups they benefit both emotionally and cognitively. Emotionally they are given the chance to work with others and express their ideas to a group of peers. Cognitively children are able to witness how others solve problems , thus learning that there are several ways to solve a particular problem. It is also important for them share their opinion s as well as receive compliments or constructive criticism about their own work. Children are able to construct their own approaches to learning by collaborating with their peers. (Ed. Giudici &Rinaldi, 2001, pp. 251-257). Children also collaborate with their teachers. Teachers listen and take in consideration children’s ideas and thoughts. The children and teachers often work together when choosing materials, making plans , and developing ideas for projects. The child as a communicator- this approach promotes the concept that children have a hundred languages. Children have the right to have access to quality materials and mediums for expression. Teachers understand that there are many ways that children can tell a story or express ideas. To name a few, children may use clay, paint, natural materials, blocks, dramatic play, poetry, songs and wire to communicate their thinking. All children , regardless of age, ability , or interest are able to communicate in some way. This is one reason I feel this approach is not only good for young children but also older children and children with disabilities. The environment as the third teacher- as a teacher who has worked in several different Reggio schools , I have witnessed how important the environment is and how much influence it has over children’s learning. This approach encourages very organized and aesthetically beautiful environments. Schools resemble that of children’s actual homes and place s where they can be comfortable. There are many “intelligent materials” available that provoke thought and encourage exploration . These materials are organized thoughtfully so that children can gain the most from them. Every aspect of the space is thought out with intentionality and purpose. I have learned from this approach to always ask myself many questions , when setting up a room or redesigning one. All materials and spaces should be engaging and inviting. I believe that creating such an environment is very beneficial to children. Reggio teachers take a lot of time organizing the environment in their classrooms on a both an annual and daily basis (Strong-Wilson, Ellis, 2007, 40-47). Each year it is important to organize a classroom with materials that are developmentally appropriate for the children with which teachers are working. When organizing the environment at the start of a new school year, it is important to collaborate with colleagues and to share suggestions and ideas about a new environment. A lot of thought should be put into every aspect of the environment. With every new addition the Reggio approach has taught me to, as k questions like: “what is the purpose of this?” ‘What might the children learn from this?” and “what are my initial hypothesis about how this space may evolve and what lessons will be learned?” I believe in making choices with meaning behind them. The physical characteristics of any school environment reveal a great deal about how children are regarded and the value assigned to the processes of teaching and learning that characterize the setting. The Reggio Emila school environments are noteworthy, not only because they are aesthetically and intellectually stimulating, but because they convey a respect for the interest, rights, needs, and capacities of those who use that space (Edwards, Gandini & Forman, 1998, p. 266). I share these goals to promote a learning environment and for the comfort and stimulation of the children who I teach. -Teachers as partner, nurturer and guide-. The Reggio approach to education values children as partners in their own education. Teachers respect and listen to children , always taking in their ideas and thoughts on long -term and short-term projects , as well as their input on daily routines and events. Teachers in Reggio Emilia , and those who model their style after those teachers , are dedicated to extensive professional development opportunities. These may include meeting frequently with their teaching team and other teachers in the school, attending conferences and workshops on early education and researching on their own about what the children are learning and the children themselves. Reggio teachers are continuously evolving their practice based on research and experience. These teachers are knowledgeable and prepared every day when working with children. They provide children with provocations to further their learning and are able to listen to children and take what they hear from the children to help guide explorations. Unlike many teachers who use the direct instruction model, Reggio teachers consider themselves as researchers right along with the children. They do not stand at the front of the class teaching lessons and giving problems. Instead Reggio teachers learn along the side of children. They allow children to come up with their own problems and their own way of finding the solution. These teachers do help children stay on task by asking open ended questions to facilitate thought and discussion. Teachers as Researchers- Teachers are constantly reviewing with one another information that they have learned from their children and discuss ing ideas about what the children’s theories and hypothesis may be. They also meet together to discuss strategies for sustaining a project or for working with children in a specific learning group or on a long-term project. Teachers also meet with a pedagogista, who helps teachers develop ideas for projects. It helps teachers to be able to have a conversation weekly with a very experienced teacher to talk about projects happening in their room. Children attending schools with pedagogistas benefit greatly from their teachers having this valuable planning time and the school investing so much into the work of the children. Above: From the Hundred Languages of Children Exibit Documentation as Communication: Documentation is very important to Reggio teachers and school communities embracing this approach. There are many reasons why documentation is important. One reason is that it is a way for teachers and children to reflect on their work. It serves as a reminder of the history of a school and projects. It is also a tool for teachers to use to connect theory and practice. Documentation usually is more than just telling a story about children. Often times it also connects the children’s story to child development research. By composing documentation , teachers are able to organize their thoughts and research topics that are relevant to their learning group. Documentation also helps communities and visitors gain a stronger image of children by showing the in depth and complex mental processes of which children of all ages are capable . It also serves as a communication tool between a school and parents. Many Reggio inspired schools use not only museum quality documentation for wall displays, but also use digital documentation to communicate with parents. Daily digital stories or journals are often used to communicate with parents about their child’s day. These stories contain pictures, transcripts of children’s conversations and connect practice and theory. By connecting practice and theory daily, teacher’s help parents better understand their child ’s development, the educational philosophy , and how the school promotes thought and interacts with their children. Documentation also shows children that teachers and parents value their work. It is very important for Reggio teachers to show children that they are important and valued. The parent as partner: Parents are partners in their children’s education. They are seen as a valuable and essential part of the school community. Parents are welcome d and encouraged to participate in school activities and projects. They are also encouraged to collaborate with teachers and other parents on projects to help facilitate learning (New, 2007, p.8).
This Sudoku Bulletin Board Set is sure to be a hit with your class! It contains two different puzzles (Irregular Sudoku and Classic Sudoku) with a hard and easy version of each.
Students paint rocks inspired by popular children's book to create a colorful landscape design,
Over the years, I have created dozens of anchor charts in my classroom. I am a huge proponent of creating anchor charts with my students, and I strongly believe that the perfect anchor chart isn't always pretty. The posts below feature many of my anchor charts.
voice level chart for the classroom
Hi, friends! Happy Weekend. 🙂 Today I am joining with 150 amazing teacher-bloggers to bring you simple and promotion-free ideas for your classroom. Today I’ll be sharing about a way I include self-assessment into each of our lessons. One of the great things about fifth graders is that they are ridiculously honest about their learning....
Desarrollo de la capacidad de estructuración (Comprensión) 1) Logro de la identificación de objetos y personas. Se partirá de las siguientes acciones: – El niño/a ante la orden “d…
Are you nervous about starting the school year? Or are you excited to get things going? Even though this is my lucky 13th year teaching, I still get anxious to go back. It’s a combo of nerves, excitement and anxiety about getting back into a different routine. I still have dreams that the class is out of control, I forget that I am scheduled to teach or I oversleep. Recently, I asked readers to share their top tips for starting … Read more... →
