We've started the semester off running. In math we started learning how to measure using metric units. I finally finished up my units of MIF for y'all, and it is up in my tpt store. It isn't as in-depth as I think I would like for it to be, but for this unit I really did stay close to the unit in the book.
Click to go to my store and check it out!
We spent the first two weeks measuring things, comparing their measurements, and really trying to understand what those measurements meant.
We also spent a lot of time re-teaching expectations.
Our school follows the PBS (Positive Behavior Supports) behavior model.
We have four key things students are supposed to be be cognizant of: being RESPECTFUL, being RESPONSIBLE, being SAFE and being a LEARNER. (our Tiger Stripes)
They say those things in their pledge every morning, and we as teachers constantly use those words when dealing with behavior (Was that safe? ... Were you being respectful?) It helps them be reflective.
So coming back into the semester, we of course talked about resolutions and goals, and that lead us into our four Tiger Stripes.
Our school follows the PBS (Positive Behavior Supports) behavior model.
We have four key things students are supposed to be be cognizant of: being RESPECTFUL, being RESPONSIBLE, being SAFE and being a LEARNER. (our Tiger Stripes)
They say those things in their pledge every morning, and we as teachers constantly use those words when dealing with behavior (Was that safe? ... Were you being respectful?) It helps them be reflective.
So coming back into the semester, we of course talked about resolutions and goals, and that lead us into our four Tiger Stripes.
It is worth noting as well that I have a student teacher this semester. Not a student teacher.
A co-teacher.
The University where she is from (and also my alma mater) is changing their program from a "student teacher" model where they slowly take over concepts to a co-teaching model where we are both constantly teaching, and she starts right away.
It has been quite the juggling act to figure it all out.
Because I went through the traditional "student teacher" model, and that's what I've known. We received VERY little training on co-teaching. So I'm literally winging it. Sometimes we do what I call "Halfsies" ... I'm sure there is a better term ... but it works out well because we are departmentalized. So I can teach the first lesson, she can watch and hear the vocabulary I want her to use, and then by the third group, we split the class in half to do the mini-lesson.
What I'm finding challenging is me being able to give her feedback/comments if we're both teaching at the same time.
I think we've finally gotten the students into an understanding that we are both the teachers in the classroom.
A co-teacher.
The University where she is from (and also my alma mater) is changing their program from a "student teacher" model where they slowly take over concepts to a co-teaching model where we are both constantly teaching, and she starts right away.
It has been quite the juggling act to figure it all out.
Because I went through the traditional "student teacher" model, and that's what I've known. We received VERY little training on co-teaching. So I'm literally winging it. Sometimes we do what I call "Halfsies" ... I'm sure there is a better term ... but it works out well because we are departmentalized. So I can teach the first lesson, she can watch and hear the vocabulary I want her to use, and then by the third group, we split the class in half to do the mini-lesson.
What I'm finding challenging is me being able to give her feedback/comments if we're both teaching at the same time.
I think we've finally gotten the students into an understanding that we are both the teachers in the classroom.
Another thing I am struggling with are parent concerns.
Last year they were very legitimate. The students I had last year did not have the prior knowledge of this program, or the high expectations that came with it. It was hard consoling parents, but I had a reason to give them for their child not doing well in math.
This year, it seems that there are few students who are not quite working up to the level of this program. They had it last year, but not in kindergarten. Their parents have expressed concern because their student has a "C" as a grade, and they aren't happy with the grades.
This is hard, because I don't want to give a false grade. And I also firmly believe a "C" is a good grade. While possibly not what a parent wants to see on a grade card, it is what it is.
Last year they were very legitimate. The students I had last year did not have the prior knowledge of this program, or the high expectations that came with it. It was hard consoling parents, but I had a reason to give them for their child not doing well in math.
This year, it seems that there are few students who are not quite working up to the level of this program. They had it last year, but not in kindergarten. Their parents have expressed concern because their student has a "C" as a grade, and they aren't happy with the grades.
This is hard, because I don't want to give a false grade. And I also firmly believe a "C" is a good grade. While possibly not what a parent wants to see on a grade card, it is what it is.
So I decided I needed to be more proactive. Because we are departmentalized, it can be hard to get information to and from each other as teachers. So I decided to make up some quick notes so that I can write things to parents quickly that can be stapled to progress reports, or sent home that day. Which ever.
They're just simple, quarter page notes. But I'm hoping it will keep me more accountable.
Lastly, I made up a Groundhog Day page FREEBIE
It is just a page of informational text, a little history, what Groundhog Day is, how it's celebrated, etc. And then a page of questions. I think it could be used as a close-read or just as a quick thing to cover Groundhog Day.
It is just a page of informational text, a little history, what Groundhog Day is, how it's celebrated, etc. And then a page of questions. I think it could be used as a close-read or just as a quick thing to cover Groundhog Day.
Our 100th day of school is on Groundhog Day this year!
So we'll have to see how all that will work!
Happy New Semester!
