the swing of things

We're back at it here in the high desert of New Mexico! Today marked the beginning of week three of teaching and I couldn't be happier (with some things, there are still those that are in need of a good overhaul, but I'll get to that later)!

In the past two years of my teaching, one area that I really struggled with was classroom management. While I happily made my way through each day, I knew that things were not their best, but I was never 100% sure what to do, or how to articulate what was going on to get help from outsiders. Well, this year I am feeling a million times better about what is going on in my classroom procedurally.

This year my school began implementing a behavior management strategy called 1-2-3 Magic. I must say, it is kind of magical. While I am still refining some of the ins and outs of the method, I am no longer putting energy into disciplining my students and explaining to them what was going on. Let's face it, they're five and they don't care. Now I can simply look at them and say 1 (or 2, or 3) and typically they'll mutter an "okay" and stop. Magic I tell you! This past Friday I didn't need to count for anyone! At the end of the day I am not musing over what went wrong, about whether or not my students hate me, or what I could have done differently (with regards to behavior). They're misbehaving, I say "one" and they typically stop.

In addition to our management magic I have some stellar routines going on. Last year I tried using chimes in my classroom as an attention getter, but I was horrible at being consistent with them. This year I ring the chimes, everyone stops what they are doing, they put their hands in their laps, and they look at me. I start counting down from 3 and by 0 they are silent and looking at me. I say rule check and they are silent and looking at me. When we use white boards if we are moving on to something else that does not require the boards they automatically sit on them and burry their markers in their laps (today I didn't even get to tell them what to do, I turned on the projector and they started cleaning their boards and sat on them right away!). So, management is coming along quite nicely. It only took me two years of bumbling around to figure this one out (at least for the time being).

Another area of struggle for me in the past has been teaching math. While there are numerous math teachers in my family, I have always struggled with finding ways to make math exciting when all we are doing is writing numbers, counting, naming shapes, etc. I think that this is coming along pretty well this year as well. I am much more cognizant of getting manipulatives into the hands of my kinders and using rhymes and story telling to keep them engaged in lessons. I think our grasp of routines has also helped with our math lessons. They know when manipulatives are tools and not toys, and they have learned that if they are playing they need to draw circles instead of using bears, cubes, or blocks. I still have some learning to do in this area, but I think we're coming along nicely!

The one area that got me today was center time. I had planned out my centers, but I had visions of my students from last year when I was doing this. I must elaborate, I had visions of my students from the END of the year last year when I was planning. Kinders at week three of school have very different abilities when compared to kinders at week 36 of school. Lesson learned, I will need to play around and finagle some, but we'll get there eventually.

All in all, I am very happy with where we are as a class this year. I cannot wait to see my kinders grow, learn, and excel this year. It is always so exciting to watch them as they grasp new skills and have aha moments. 

In addition to my new group of kinders, I have a new group of grade level teachers. So far they have made teaching so much more enjoyable! We work together very well and get along perhaps a little too well (it takes forever to lesson plan, but we have a great time doing it!)! They truly love their students and they are invested in their classrooms. We talk every day and share ideas. We are helping one another grow and become better teachers every day.

I have heard from friends that year three of teaching is the best, and at week three, I must say that I agree.

planning

Today when my grade level came together for a planning session a wonderful thing happened. We planned out the remainder of the school year. I am in heaven. Our language arts pacing was already determined by the district, but math has kind of been moving along on a week-to-week basis. One of the other teachers was getting worried about whether or not we would be able to cover all of our required material in the remaining months of school, so we sat down and figured it out. I love, love, love the fact that I can now plan as far in advance as I can find the time to. I can sort and file worksheets accordingly. I can, in essence, be a planning nerd. There, I said it. I'm a planning nerd. And I'm okay with that!

And now I'm off to an evening of grad school. (This is partially why I am a planning nerd, so many things to do, so little time.)

five little jack o lantern ghost witches

Oh goodness. Next week is Halloween. The kinders are super excited. Lesson planning for next week is rough and plans this week have gone out the window. Thank goodness it is only a three day teaching week.

Next Thursday, all of the kindergarteners from my school are going to the local nursing home to provide some entertainment for the residents. That means that starting today we have roughly 7.5 hours of practice time that we were able to fit into our schedules. This means that I have crazy Halloween songs going through my head all day, we have props to make, and the kinders are going to complete some art projects to decorate the halls of the home. 

Everyone is excited about meeting the "special grandparents that live in the special home" and so in the time leading up to and immediately following our song practice sessions the kinders are amped. That means our learning takes a hit. But, they are loving it and I think that the folks that we visit will love it too. In the meantime I have jack-o-lanterns, witches, ghosts, and Frankenstein running through my head. 

As an added bonus though, this field trip will also count toward a service learning project that I need to do for grad school. Sure, it may be double dipping, but my students are being reminded of the Navajo tradition (and hopefully every other culture out there's tradition) of respecting and honoring their elders. I think that this is an important tradition to instill in our youth, and so we're talking about why we're visiting the home - it really is about more than the fact that we get to trick or treat while we're there and show off our fancy costumes.

Oh life, sometimes you work out so well!

push

Curriculum. It's kind of a bummer. Or at least when you are told to use certain materials to meet the curriculum and standards.

This afternoon I met with my fellow kinder teachers and we talked math. We started the year following the new materials that the district purchased, and now that we are almost a quarter of the way through the year things are starting to crumble. We were chasing the curriculum as opposed to nurturing our students.

In the first eight weeks of school we have pushed through numbers zero to ten. We have worked on group and number comparisons. We have worked on the concept of one more. We have worked on ordinal numbers. But what, we were wondering, do our students actually know? When we boil it down, not much. We keep on pushing and pushing, instead of building. After we wrap up chapter two next week, we're getting down and dirty. We will still use the resources that the district purchased, but we will shuffle through the chapters to find what fits the students needs. We will build on basic skills so that our kinders have a solid foundation when they move on to first grade.

The starting point: number sense. We are going to dig deep and make sure that our students understand the story of each number. We want them to know that three plus two equals five and that two plus three equals five. We want them to cut and paste and make art to demonstrate these skills. We want math to become more hands on, to be paced to fit their five and six year old minds, and we want them to feel successful.

Granted, I have a super bright bunch this year so things have been going pretty well. But when we saw that the next chapter is counting and recognizing numbers to one hundred, a red flag went up. Our students need a stronger base before we push to that level. We will compose and decompose numbers and then move on to adding and subtracting them. This may seem like a bigger push than counting to one hundred, but these are skills that are integrated and build upon one another. Our students will know (hopefully) why they are doing different things and build a conceptual understanding of numbers. We may be thinking big, but we have big dreams for our little learners.

sped on by

It all started with a speed workout this morning. Then I was engulfed in sped all day long. Special education that is. 

One of the graduate courses that I am taking this semester is an introduction to special education. I am learning about the legality of the system, the exceptionalities that students may be diagnosed with, and the implications for me, a general education teacher. As with all classes, I have assignments to complete, and today seemed to be the day when I was able to get them done - or at least started. 

This morning I was observed by my instructor during my morning meeting. I was able to share with her one of my most favorite times of the day - the time when we all say good morning, get to share a little bit about ourselves, do a group activity, and work on our literacy development. I am always excited by this time of day and it helps to get our class started on the right foot. This assignment will continue through a process of feedback from her and my reflection on that feedback.

My instructor left right as we were beginning language arts time, and from there the morning took off. We flew through different activities, focusing on high frequency words (have & is this week), the letter a and the /a/ sound. Reading and listening comprehension. Facts about flowers. Comparing and contrasting. And, before I knew it, the kinders were lining up for recess. This is how the majority of my mornings go. I become engaged with my students and before I know it, it is time for a break. I love it!

After recess the students worked with my assistant, as is usual and I worked on preparing some materials for a lesson that will be given next Monday when I am out for a training. The students worked on their letter sounds while I listened in the background and checked in on their small group projects. When lunch rolled around we were in a rush to line up and get to the cafeteria in time, because once more, we were engaged in our assignments and forgot to look at the clock.

At lunch time I was engulfed in sped work again. Another assignment for my class is to interview someone from the special education team. Today was my lucky day as our educational diagnostician was on campus. She only stops by occasionally, but I wanted her perspective since it is the one that I know the least about. We sat and talked throughout my entire lunch, meaning I only ate a few bites of my delicious salad. My kinders were great coming back into class and my assistant did her amazing thing where she got math class started so that I could at least eat my salad.

Math was a breeze, reading 1 Hunter, by Pat Hutchins and practicing numbers that are one more than the previous. The kinders were really engaged and involved in the counting of animals and figuring out what the number would be if there was one more animal. They then completed their worksheets with flying colors. Once again, time flew and before I knew it we were being called to the cafeteria for a fund raising assembly.

And, just like that the day came to a close. We had a short intervention session where I worked with some students on one to one correspondence (counting in normal people terms) and then I brought out the smarties. I'll need to share about smarties another day because for me, my day will continue with more special education. Tonight I have class to learn even more about this field of education so that I can improve my practice!

Happy (crazy) Wednesday! I hope that yours sped on by as well.

go team

As a second year teacher, I am a protege to an experienced teacher, my mentor. We meet every Tuesday afternoon to discuss the happenings in kindergarten, how things are going on my end, school goals, and any questions, concerns, or difficulties that I am having. This is a time for me to absorb all of the knowledge that she has to share, since she is retiring at the end of the school year.

Today, we began our discussion talking about assessments. We spent yesterday and today doing language arts and math assessments that will produce the data that should drive our next quarter of instruction. As we were discussing this, I mentioned that last week I took the time to copy the weekly assessments that we will need to do in language arts, the benchmark assessments for language arts and math, and a couple of other little things that we will use on a regular basis. The next step was how to get copies for our whole grade level. And my question was answered with action.

My mentor took me down to the main office and she taught me how to fill out work orders for our district print shop. Our fellow kindergarten teacher also happened to be in the office, and so we sat down and filled out all of the work orders - about 14 in all. Yay for teamwork! If I had been trying to do that on my own it would have taken a good 30 to 45 minutes. With the three of us we were done in 15! Go team!

As an added bonus, this helps us to be better organized for the rest of the school year - and if you know me, I love organization!

sometimes it is okay

Collaboration. I know that I have ranted about it in the past. But, sometimes it is okay.

On Wednesdays, during my planning period, I have a grade level meeting during which my two fellow kindergarten teachers and I plan for the coming week. We review what has worked well for us in the previous week and changes that we might like to make to have our classes run a little more smoothly and effectively. I have really grown to enjoy this time with my fellow teachers, who are, unfortunately, both planning on retiring at the end of the school year. They have taught me a lot in the past year, and these collaboration sessions have allowed me to grow as a teacher and become more effective in my practice.

Last year, I was soaking up all of the knowledge that they could throw my way. This year, the tables have turned a little. Our school has become more technologically advanced, providing each classroom with C.O.W.s (Computers On Wheels). We all have laptops, document cameras, and projectors. This allows us to access the digital resources that were developed to match our mathematics and language arts curricula. Therefore, this year I provide technical advice, and they continue to give me an abundance of ideas to help me teach a concept in a new way that may make more sense to struggling learners. This year, we collaborate, we all have different strengths to share to help one another out.

As I said, sometimes, it's okay! 

appreciation

I am fortunate in that the state of New Mexico mandates that kindergarten teachers have an assistant in their classrooms. This opens up a whole new world of opportunities for me. Last year neither my assistant nor I were really sure about what we were doing or how to really collaborate as it was the first year that either of us had been in the classroom. We meandered through the school year, figuring out what worked and what did not, and basically managed to stay afloat. This year, it is a completely different story.

We have flow. The students know what that flow is. They know that they will not get away with things like asking one of us for something and then turning to the other if the first says no. We are equally in charge of the classroom. During language arts the students work together on a whole group lesson and then break up into centers. As students rotate through the centers they work with me on one skill and with my assistant on another (and a third group works on sustained quiet reading). Six weeks into the school year we have the routine down. Students know when they are working with which teacher and what those expectations are. As I said, we have flow - not just my assistant and I, but our students as well.

That flow was put to the test this morning as my assistant had family obligations that took her out of the classroom for a couple of hours. First thing in the morning, the students asked, "Where is Mrs. S.?" I let them know that Mrs. S. had an appointment and that she would come to school later. We worked through the first part of our morning routine and then centers came. I walked the entire class through what they would be doing at Mrs. S.'s center without her. They handled it like champs. After I got my group situated, I checked in with hers and everyone was on task.

Pure magic. I couldn't help but imagine what my classroom would have looked like had this happened last year (it was not pretty by any means). Everyone had told me that the second year of teaching is so much better than the first (and each year after that even better), but today was the true test for the rules and routines that I have set up. I love feeling prepared and like I can actually do this on my own. But, even if I can do it on my own, I am so appreciative of the help and support that I receive from my assistant.

collaboration

Aaaahhhhhhhh. It drives me crazy sometimes. One of my graduate classes this semester is all online. I have taken online classes before where there are conversation components. This kind of collaboration is fine. I am required to respond to some people's ideas, however, my grade is not dependent upon their work. They do their work, I do mine, we get our grades based on our individual participation and ability to hold an educated conversation on the topic that we have been presented. This class is different.

With my Technology in Education course, there is real collaboration required. We read books. We work together to put together a report. And, each individual must respond to specific questions about the book. Our first group collaboration is due Monday (tomorrow). Last Monday I read the book, put together a basic summary, answered my individual questions, and posted it to the online server that allows others to make corrections, add their contributions, etc. I have heard from one other person in the group. Okay, two, since I can talk to the mister and he is in my group also. 

If you know me, this is stressing me out incredibly. There is school tomorrow. Followed by more school. Sure, we have until midnight, but I don't stay up that late. And I want to make sure this thing is done. I hate that my grade is dependent upon whether or not someone else does their work. I know that not everyone does their work way in advance, but come on people. Get it together. This is an easy assignment. Just type up a couple of sentences and get it done with. Then I can breathe easier. 

I know that I am a bit of a perfectionist and an overachiever. I admit it. That is why collaborations freak me out when I can't just call a meeting (one of our group members is in Florida). I want to do my part and get graded on that effort. I don't want to be graded on someone else's effort. So again, aaaahhhhh. 

Now that that is out of my system, it is on to things that I can control, such as cleaning the house, doing laundry, and getting work done for both the classroom and other grad school classes.

And once more, just because I can, AAAAAHHHHHHH. And, done.