Recently, I was able to attend the Ties Conference and came home with several new ideas of things I'd like to try in my classroom over the next half of the year:
Here they are in no specific order:
Flipped Elementary Classroom Resources:
https://docs.google.com/document/d/1ks2OyHMp7_ERXKoXe3_hSzZ_UF7PaJHfxg64EsLA7eg/edit?pli=1
https://docs.google.com/document/d/1Pi-CfFwk7NmUNLZbuOD-Ow1K3J3MxD1qc7yjEofbohE/edit?pli=1
iPads and Marzano:
https://docs.google.com/document/d/1xApBeaG1eHa1MKqUVY40c0LnZg2WSCyYF92tRJthmRQ/edit?pli=1
Scratch App-Computer Programing
http://technoconstructivist.wikispaces.com/Using+Computer+Programming+Environments+for+Student+Engagement+-+Scratch%21
Using One iPad in a Classroom to Achieve Success
https://docs.google.com/document/d/1bSft2eIhmwTZCp78cCfKxggrv8Kv95g5CEXRnh-kOuc/edit?pli=1
Tuesday, December 24, 2013
Current Progress with Classroom Management Strategies
Over the last few weeks, I've tried to sit back and analyze and implement what I would consider to be more effective strategies to improve classroom management. I think this is an area that is always evolving and there are always was to improve. I've based this implementation plan with the backing of Marzano's-What Works in Schools (Classroom Management).
The areas that I was focused in were:
Carrying out disciplinary actions- My focus here was to be more accountable with my students when it came down to a disciplinary action to take effect. I'll start by saying that most of my students are pretty accountable when it comes to their own ability to manage their behavior and discourse. My end of the relationship needed to be tightened a bit. The problem: At times, I fail to follow through with a consequence. If the consequence will be applied later in the day, I forget throughout the day and realize later that afternoon after the kids have left that I’d forgotten. The solution: For me, it has worked to write down the consequence and the action taken on a note card. The note card goes onto my computer, where it is visible to me all day. I look at the computer right before students exit to recess and give a quick reminder to the student about their consequence. Honestly to me, I would be in favor of another approach, just because the time between the action and consequence is so great, that the student might have a hard time remebering why they are receiving the consequence the first place.
Establishing and enforcing rules and procedures: I've begun to allow my students to be more accountable with each other. The use of Whole Brain Thinking Strategies has been one way to accomplish this task.
Teacher and student relationships: Problem: My learning goals were not being mentioned throughout our whole group lessons. The solution: I've implemented a timer, every 5 minutes of me talking, we stop and revisit the goal. It is a great accountability check for me.
The areas that I was focused in were:
Carrying out disciplinary actions- My focus here was to be more accountable with my students when it came down to a disciplinary action to take effect. I'll start by saying that most of my students are pretty accountable when it comes to their own ability to manage their behavior and discourse. My end of the relationship needed to be tightened a bit. The problem: At times, I fail to follow through with a consequence. If the consequence will be applied later in the day, I forget throughout the day and realize later that afternoon after the kids have left that I’d forgotten. The solution: For me, it has worked to write down the consequence and the action taken on a note card. The note card goes onto my computer, where it is visible to me all day. I look at the computer right before students exit to recess and give a quick reminder to the student about their consequence. Honestly to me, I would be in favor of another approach, just because the time between the action and consequence is so great, that the student might have a hard time remebering why they are receiving the consequence the first place.
Establishing and enforcing rules and procedures: I've begun to allow my students to be more accountable with each other. The use of Whole Brain Thinking Strategies has been one way to accomplish this task.
Teacher and student relationships: Problem: My learning goals were not being mentioned throughout our whole group lessons. The solution: I've implemented a timer, every 5 minutes of me talking, we stop and revisit the goal. It is a great accountability check for me.
Wednesday, December 11, 2013
Tech Notes
Recently I've used two tech related tools in new ways. For some, this might seem like old news, but for me, it seems like I am always finding something new out. First, I'll discuss reading. I began using the app Educreations a while back to help add some dynamics to my instruction portfolio. Last week, I put it into the hands of three of my students as an experiment. We were discussing sequence of events for our week's skill. I had the students draw and record the events of a story we had read. They were able to recall with the app and the results were interesting. Although the recording and drawing does take time, it was interesting to see the detail of characters within their drawings and also the characteristics they gave their characters while they were retelling the story. With time and practice, ( remember this is first grade) this would be a great alternative to worksheets, and/or the typical graphic organizer.
The second tool I began using was I tools. I received this from another first grade teacher, and it is great to have in the tool kit. It comes with the Math Expressions curriculum. Although it doesn't work with iPads, it is great to use as a whole group or on a computer.
The second tool I began using was I tools. I received this from another first grade teacher, and it is great to have in the tool kit. It comes with the Math Expressions curriculum. Although it doesn't work with iPads, it is great to use as a whole group or on a computer.
Thursday, December 5, 2013
Technology Goals
Classroom Goal: Differentiation
I have continued with my plan to differentiate more often in the classroom during whole group reading. I've found opportunities to change student requirements and have modified work for specific skills and fluency practice. Students have seemed responsive the new challenges that I have been providing them. These are at or near their ability level. I've noticed that my students who are "beyond" level are able to work more independently, compared to their peers who might be "on or approaching" grade level. I've also been able to incorporate several iPad activities that have challenged my students to think differently. Instead of having each student complete the same graphic organizer each week to show the application of a specific skill, they've had the option of using the Educreations app to show their understanding. For some students they have enjoyed this outlet and have welcomed the change.
During math, I've started a new "extra center" for two of my high achieving students. After they've shown that they have mastered a math concept, I have them working on a math operations story book, and a small research project based on their interests.
I have continued with my plan to differentiate more often in the classroom during whole group reading. I've found opportunities to change student requirements and have modified work for specific skills and fluency practice. Students have seemed responsive the new challenges that I have been providing them. These are at or near their ability level. I've noticed that my students who are "beyond" level are able to work more independently, compared to their peers who might be "on or approaching" grade level. I've also been able to incorporate several iPad activities that have challenged my students to think differently. Instead of having each student complete the same graphic organizer each week to show the application of a specific skill, they've had the option of using the Educreations app to show their understanding. For some students they have enjoyed this outlet and have welcomed the change.
During math, I've started a new "extra center" for two of my high achieving students. After they've shown that they have mastered a math concept, I have them working on a math operations story book, and a small research project based on their interests.
Wednesday, December 4, 2013
Technology Tool
I've been able to incorporate my technology tool several times in my classroom. The tool is titled "Screencast-O-Matic" and it is free to download. The tool serves several purposes. First you can record your computer screens movements to give various directions about a webpage layout, or you can use it to instruct students on how to understand a concept (similar to teaching through a flipped classroom model). Secondly, you can save your recording for future uses.
Through use, I've found that this tool does a great job at allowing me to move around the classroom while teaching. It would be great for a technology class, in which directions were needed to get through a website. With this program, all students can do is listen to your voice, unless you have a computer camera set up to view your face as you speak. Overall, for a free product, it's worth it.
Through use, I've found that this tool does a great job at allowing me to move around the classroom while teaching. It would be great for a technology class, in which directions were needed to get through a website. With this program, all students can do is listen to your voice, unless you have a computer camera set up to view your face as you speak. Overall, for a free product, it's worth it.
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