Setting Students Up for a Successful Year - part 1

IT ALL STARTS from the moment you say HI!

How do you greet your students?
What are they doing those first few minutes of the first day?
How do you handle what they are doing?
 

My students come into our building all at one time.  I direct them to their lockers.  Then with the classroom door closed behind me, we sit on the floor.  RIGHT THERE IN THE HALL!
    I believe that the hallway is where we can start a successful day of school.  So on that very first day, we sit there.  We talk about how to start a successful day.  We discuss why it starts here.
    **Routine of putting backpacks away....getting what they need out before coming in ... attitude makes a different to our brains readiness to accept new learning...etc.
   Then I open the door.  I show them two icons on the door.  The first is a smiley face.😊 I explan how they are going to give me a high five ✋ in the morning, touch the smile and say, "I have a great attitude for school."  The second is clipart of a backpack. Again they are to touch it and say, "I have everything out of my backpack."  Sounds silly. I know. But it has been a reminder for many students who just drop everything in the locker and start to walk in the door. "OOPS...didn't bring in my waterbottle!"  If the attitude is not quite there, I can take note, and follow up.  This instruction time includes explaing why we do this in the mornings.
   Then we practice entering the room and head to the front of the room where we sit in an oval for our first class meeting of the year.  They have noticed by now that there are no names on desks.  That is the first order of business.  We play a game, "Find the best seat for me."  Basically, I talk to them about choice in our room. First choice they have is to find their best fit seat.  Discussion revolves around issues like, sitting by friends, sitting by the door or windows. The sizes of chairs and desks.  If I had different types of seating that would be another part of the discussion.  It is a discussion. I ask them to give me pros and cons of the various options. Then I play music and they walk the room, sitting and moving until they find where they feel they are most comfortable.  I ask them to not just find a spot and sit.  I want them to ask themselves, "Can I sit here all day?  Is the height good for working? Does the light bother me? Will noise from the hall bother me?" etc.
   Lastly, out come the sharpies.  They claim the desk as their own. This is the 5th graders FAVORITE part.  "We get to write on our desks?!?!" YES!
    (SIDE NOTE: I will never go back to name tags in the upper elementary.  Love the simplicity of the names being written on the desks instead.)
   I have only had a couple times where two students wanted the same spot.  I allowed them to talk it out and only asked questions to help them figure out the best solution.
 
These two excersises set up a few components of our classroom from the get go.
    *Come into class prepared both mentally and with supplies
    *During each day, we will have choice but it is most important that is the best fit for their individual growth. 
    * Routines and procedures have reasoning behind them. 

I hope this inspires you to think about routines you have set up and how do you introduce them from the very moment students walk into your building that first day.

Kim

Classroom Theme 2017

I don't change the "theme" of my room every year.  BUT this year, I just needed a change! Maybe because I wasn't changing rooms or grade levels for the first time in 6 years.  I also had the same 2 themes (superheroes or extreme sports) for the past 7 years. I looped with two classes (4th grade to 5th grade) twice, hence the need for 2 different themes.  I wanted the students who were in my room two years in a row to have something new to look at.  BTW side note...I LOVE LOOPING!!

After much thought and discussion within Encouraging Teachers Facebook group, I decided on a modified Emoji classroom theme.  Modified because I simply could not see a classroom full of smilies all year round without it being a bit much.  There are LOADS of items on TPT for emoji classrooms and through Creative Teaching I found some borders.  They also have a couple sets for the classroom. However, as previously stated, I didn't want it to be all yellow circle faces.  I am not against smiling. Just thought it was too much of one thing. Here are pictures of what is up in my room.

close up

Brag Board (closet)

This is for our exit tickets. I choose a few to tweet.

check in and out area

 

Tech BB

Jobs 

Thanks for taking a peek into my room.  Since, I had to create many of these items, I decided to share my Emoji, Tech, App Classroom Decor on TpT for others who might like them.  

click on title above in order to link to this product


What are you doing to spruce up your room this year?  

Kim

HELP! What to do next?

Differentiation 101, part 4

All right, we set expectations....
                      We conducted some class meetings to get buy in....

How do we manage the times when students fall short of the expected?

Follow through! 
   We have all been there.  It is exhausting, frustrating, aggrevating...just to name a few emotions that hit teachers when it is the 253 millionth time to ask someone to practice walking down the hall in a respectful manner.  But if we don't, they know they can do it as they want.
Therfore, BE CAREFUL what expectations you DETERMINE are important.  KNOW why they are the ones you want to set.  You will have to follow through. 

Another way to follow through is use your class meeting time to discuss what the students notice is going well and what as a class we need to work towards.  They know what is working and not, especially if they were part of the expectations set up.  Get ideas on how to address times when they are not following through on their expected behaviors.  THIS IS GOLDEN!

Secondly, CELEBRATE! 
   How does this work for those who fall short?? Everyone likes to be seen as doing the right thing. Students work for you better if they feel you are going to recognize their efforts. Therefore, use your superpower of postitve reinforcement!  Be sure to recognize and note when it goes well for individuals as well as the class. Find more positives than negatives.  We all know this, but if you are like  me....reminders are always a good thing, especially that last quarter!

Kim

Dot Cubes Games

Rollin', rollin', rollin' get them dice a rollin'... (Sung to the tune of the theme of Rawhide)

Hi, my name is Kim Remmers and I have an dice addiction!

As you can see, I have a few.

How many people have played Tenzi? (Raising hands won't help here. But a shout out in the comments would.) It is a simple yet engaging game.  While at The Nebraska Association for Gifted (NAG) conference several years ago I learned about it.  Now, we play it in my classroom every so often to practice vocabulary, fact practice, concept review.... As soon as the students see me pull out the box (pictured in the left hand corner of the picture above), they immediately get excited.

I have to confess here, I have bought a couple sets of actually Tenzi die and I have the 77 Ways to Play Tenzi card set.  I love the ideas they spark! However, I am a poor teacher and pastor's wife who wanted 30 sets.  I did find somewhere on the vast internet where I could buy die in bulk.  I wish I could remember where I found them. Sorry! Racked the brain and no such luck. I always have enough for each student to have their own.

THE BASICS: 

Basically, to play the game you roll all ten die and look for a specific number or combination of numbers.  As you find them, you put them to the side.  In the 77 Ways to Play Tenzi, you can find various ways to stack, place, or form pictures with the die. I will share some ideas here later. Once you have all the die with a particular number or pattern, then you shout out, "TENZI!"

WAYS TO PLACE THE DIE:

1. Boneyard pile - simply shoved to the side.
2. Tower - stack one on top of the other.  If they fall, you start over.
3. Pyramid - four on the bottom, 3 next level up, 2 die then finally 1 at the top (I have seen where the number of dots matched the level.)
4. Assending or Desending - start with 1 and 6. (only need 6 die)
5. Double Trouble - two sets of die
        *pattern: alternating pattern (AB or AABB or AAB)
        *larger pyramid or tower
6. Picture patterns: 77 Ways to Play Tenzi (They are not paying me, I just feel they should get credit.) contains cards that have a pattern in which to place the die. The students could make their own.

QUICK START IDEAS FOR THE CLASSROOM:

1. Vocabulary practice - Rote disguised as fun! Everyone looks for a particular number, lets say 2s.  As they find a two they say the word and definition.  Guess what they have said it about 10 times by the end. Next word, new number.

2. Fact practice - Simular as above but as they find the number they say the fact they need to practice.  This can be done where they say the same fact or a series.  In a series, they would say, 1X9 is 9; next time they roll the correct die they say 2X9 is 18.  For each die they do the next fact.  Four die in the pile means the fact is 4X___ is ___.  I always write on the board the number we are trying to roll and the target practice.

3. Partner Quiz - This is another way to do the above.  The first partner to roll the given number or has the most of that number gives a vocabulary word or fact.  The other partner must respond with the definition or answer.
    Alternative play: There is only one set of die between the pair.  One person rolls and quizes the partner with the same number of  vocabulary or facts as the amount of die with the specific number on them. The other partner answers that many questions then roles switch. They can create a pile of used die or all 10 are always rolled.

Want more ideas? I have a resource coming to Teacher Pay Teacher with additional ideas and resources to use with sets of die.  The games are explained in more detail with direction cards incase you would like to use it as a center/station.

HAPPY ROLLIN'

Newest Read

The post title is a bit misleading as I have not technically been "reading" Ron Clark's The End of Molasses Classes.  I actually listen to it now and again. That is what I did on this first day of 2017 during my 3 hour drive home from Hays, Kansas this morning.

https://www.amazon.com/End-Molasses-Classes-Unstuck-101-Extraordinary/dp/1451639740

A couple points made me think about my teaching and how I can take what Ron Clark has to say into my classroom.

*Study Skills - Be delibrate in teaching them! DUH! I think I have done it.  Then I listened to his suggestions like taking one page of notes and ask the students to show you how they studied.  WOW! What you will see will be amazing.  So....looking myself in the mirror so to speak. I have NOT taught them quality study skills.  

    My goal: taking time each day to spend 5 minutes to delibrately teach these skills.

   How does this play into differentiation?? 

      Some of your students will need to have an outline that gives them the specifics and how to do this without your direct help.  Others have never needed to study, my husband.  They need to be made to study because when they get to college it may not be so easy.  So, how do you get them to see that it is important?  They need to be given deeper learning, higher language/vocabulary.  Anything that is just out of their reach so they have to engage their brain.  *Write a summary of the notes adding how this concept will change their life or be useful.  *Write a 7 word jingle or gist that will help them remember it.  *Find synonyms or antonyms to vocabulary and explain how knowing these alternatives help them to understand the original word.

*Use Music - Well, I do this but in the book it pushes it to new heights. I have even given them a choice of writing a rap or song for a project.  I have only had a couple kids actually do this.  But if the entire class worked together to develop a song that reviews or teaches a concept then it will STICK.  Again, nothing new, but a reminder that there are things we can take to deeper learning if we invest just a bit more.

     My goal: In our next social studies unit, I plan to use this technique to have students engrain the causes of the Revolutionary War.  I am sure there are songs out there. But if the students do it, it will stick.

   How does this play into differentiation?? 

     Use students talents...someone is good at writing, another has rhyme down to a science, the music lover can suggest a tune to write the song to, and the musician has rhythm or musical note knowledge to add to the project.  Everyone has a place to add what they are good at doing.

Here's the deal....

    SMALL STEPS  => BIG GAINS

  Sometimes as teachers we get a new book or go to PD and want to do it all.  FIND the one or two tweaks to your instruction.  If you go in a 180 degree directions the likelihood of you continuing is not in your favor.  Looking for that small tweak or addition that works into what you already do well, then you will come out on the side of success.  That is best practice for you and your students!!

As always, I would love to have comments, especially if you have read this book or visited RCA. 

Kim

Simple Tweaks

www.clipartkid.com

Simple Tweaks

  

    Our district just had 1/2 day PD in which they brought in speakers to present on differentiation.  I was not in attendance due to a trip planned four months ago to visit our son in New Hamphsire. Teachers seem to have a way of always finding excuses for why the information they receive isn't going to work. 

        As I have blogged before, it is a mindset. So, I want to say, we can tweak what we are doing and it will help kids! 

 tweak - to change something slightly especially 

                                in order to make it more suitable.

Keep in mind this definition.... change something SLIGHTLY to make it more SUITABLE.  We all want the best for our students. You, me, WE can do this so that ALL students are challenged to grow this year.

DOABLE TWEAKS:

        1. Adjust the number of assigned problems.  
             *They know it they don't need to keep showing it.
             * If they don't know it, practicing it wrong only leads                to firm set wrong procedures.

        2. During guided practice while you are walking around,                change the problem, question or thought by increasing or            decreasing the deepth of knowledge.
                 EXAMPLE: In math, if practing multiplication of                      fractions. Give the class a problem to work such as                  1/2 X 2/3.  Student who do it in their heads and                    are done in a nano second...give them 24/10 X 5/9.                  When they finish, check to see if they have made it                  into a mixed number if not....play with their heads                  by telling them it isn't correct yet. They don't                    need to be told to change the improper to mixed                      numbers. It is something you already taught.They                    will can and will do it. 
       
        3. Change the vocabulary on a page you type up. Up the
           verbage for those who need to stretch that vocabulary.              In directions for students who struggle with reading, cut            out flowery language, bullet point it and add
           illustrations if necessary.

        4. Assessments - This one most of you probably do but I am              putting this in here for those new teachers.  Multiple              choice: struggles take away two answers. Give them 50/50            off the bat and don't try to trick them! Vocabulary: High            students make it a crossword, fill in the blank, or other            interest building activity rather than multiple choice.              Short answer: make it fill in the blank with a word bank            for lows but for your children who need a challenge have            them be creative writers instead of simply answering the            question they need to answer from a certain point of
           view, perspective, or genre. Don't make whole separate              test have them pull from a hat and tape that to the test            so you know what they were to do. 

        5. LOVE USING INTERACTIVE NOTEBOOKS!! My low students need              fill in the blanks or partially complete items to add. No            big deal, but how do you keep those who are to quick for            their own good. When done they are to highlight the key              words or in a space "tweet" the gist of it.  Then they              give that information to the class once everyone has it              ready to go. 

I am only giving you 5. No excuses for not trying 1. We don't let our students excuse their way out of learning. Why do we not do what we preach! 

What tweaks do you do?  I bet you don't even think about them.  You just do it! Share, so we can all make differentiation a long word that is not so hard to accomplish.

Kim

July is Time to Clean & Organize

Okay, I am a little CrAZy.  In July, I take a few hours a couple times a week (sometimes more when I get too involved) to work on fun for me teaching items.  My fun is not everyones fun, though.  Like part of last week, I spent my time learning all I could about Generation Z.  They are who we are teaching after all.  WOW!! Interesting....But that will be a post for a different day.

The other part of that time was spent organizing and cleaning...my classroom desk and desktop.  Well, truth be told the desktop is organized but NOT cleaned yet.  

What does this have to do with differentiation?

Differentiation is easier to accomplish if you can find what you need! So...take time now to organize all those items just sitting around.  We all have them.  

On the desktop:

   *Put everything in a folder.

   *Go through the folders and trash what you haven't used in a few years.  Okay, so as teachers we have an issue with getting rid of things.  SO...

   *Make a "Temporary Folder" that can hold the documents, PPTs, activities, etc. that you just can not part with at this minute.  Then over winter break or next summer feel better about trashing them.  

    *When going through the items in your folder mark items that you know are for scaffolding or extending learning. This will make it easy to locate needed items without opening every document to check it out.  A quick description will also be helpful. 

    *I am also cleaning out my Pinterest boards.  Hi, my name is Kim and I have an addiction to gathering ideas!!! I love collecting and sharing them.  But it is time to cut back.  So, each night I go through a couple folders or two boards.  

Angela Watson has a great blog, Cornerstone, and every once in a while she accepts people into her 40 Hour Work Week. In both of them, she is talking about organizing your day.  Sketch out what you want to accomplish and give it specific timeframes.  That includes the soak in the tub or reading on the hammock.  It simply allows you to get the rest and rejuvenation you need over the summer as well as being prepared for the start without the frantic chaos that sometimes faces us when we return. 

 Whatever you do whether it is putting items into folders or taking time to clean out the clutter, it will all help you feel a bit better when you start the new year.

KIM