Saturday, September 30, 2017

Seating Charts in 18 easy steps!

Long gone are the days where I simply put my kids in rows based on their last names.  That was a simpler time.  

Instead, let's focus on the eighteen easy steps to creating the perfect seating arrangement.  While eighteen may be a slight exaggeration, it's sadly not too far off when I think about all the different factors that go into creating a seating chart.



First, accept that the perfect seating arrangement does not exist.  Kids have moods. They fight with friends.  Their needs change, often.  There will never, ever be a perfect seating arrangement.

Second, accept that the seats the kiddos get in August shouldn't be the same seats they're at in May.  I change seats (and class jobs) roughly once a month.  It keeps kids on their toes and when I have to separate students due to behaviors, it's not glaringly obvious because everyone gets a new seat.

Third, accept that you will make changes to the seating chart. I try to block out thirty minutes to focus on this task (yes, it can take that long to make a seating chart) and always, always do it in pencil.  I create a super rough sketch of my four tables and label based on the colored lanterns (how I distinguish my tables).  Then I get to work crafting a new seating arrangement.



When making a seating chart, there are a few important things to keep in mind:

1. First and foremost, who needs to be up front to see?

Many of my students need glasses.  Many don't have them, leave them at home (both accidentally or on purpose), refuse to wear them, or have broken them and are waiting on replacements.  Place those kiddos up front. 

2. Do any students legally require special seating?

Double check IEPs and 504 plans for this information.  In nine years of teaching, I've had students with limited hearing that need to be seated close to the board.  I've had students who are very close to being legally blind, so they obviously needed to be sitting close to the board as well.

3. Where are your RTI students?

I double check my RTI (response to intervention) case load and make sure those students are somewhere I can strategically check on.  It doesn't necessarily have to be the front of the room (though that helps), but I want to make sure I can get to them quickly without tripping over backpacks, furniture, or other students.

4. Who is helpful?

I like to put these patient, kind, thoughtful students near my RTI or special needs students.  They can help without being discouraged and don't get easily frustrated with their peers.  I also tend to put these students by their peers that might require extra attention or energy.  Some kids are more emotionally draining than others. Some kids display annoying behaviors (pencil tapping, kicking, etc) and seem to bother everyone.  While we do a lot of talks about social and emotional goals, maturity does play a factor. 

5. Who is fighting?

With twenty five students, there are going to be some conflicts.  I try to minimize the class outbursts by separating students that are often at odds with one another.  We also talk about that it's okay not to be best friends with everyone, but we need to be kind to one another.

6. Who needs limited distractions?

This is my first year in third grade and the distraction factor is definitely playing a huge role in my classroom seating arrangement.  I don't have anything super distracting up on the walls (just things we've made together), but there are still students that zone out and try to focus on what their neighbors are doing instead of their own work.  I try, whenever possible, to have these students face the front of the room.  I also think about which students tend to stare at the clock (because they're waiting for lunch) and seat them with their backs to the clock. 

7. Do I have an equal(ish) balance of boys and girls at each table? 

While I don't have an even split of girls and boys (because I have an odd number of students), I don't like to have all girls or all boys tables.  I also don't like to have table groups with one boy and five girls (or vice versa).  In a perfect world, I have 3 girls and 3 boys at each table, but this isn't always an option (see points one through six).  More often then not, it's a 4-2 split and that's as good as it's going to get.

8. Who asks questions, often? 

I don't discourage questions.  I do get annoyed when I'm asked the same question over and over again or the questions in no way pertain to the lesson I'm teaching or the topic we're discussing, but I also know that asking questions is scary and I don't want to shut students down for fear they won't ask questions again.  There are students who ask questions only during whole group time, but several that will only ask for help during partner/table work.  I try to sit those kiddos at the outside areas of their tables so I don't have to climb over others to get to them.

9. Who are my GATE and TAGS students?

I try not to put my GATE and TAGS students together (Gifted and Talented) because they tend to work at a more rapid pace, get excited easily, and work ahead without helping neighbors.  Since things come easily to these students, I don't always have them right next to my struggling students because the GATE/TAGS students quickly get fed up when their neighbor "doesn't get it".  I try to have one GATE/TAGS student per table (when possible) so that every table has an "out of the box" thinker. 

10. Is anyone new to country who needs translation help?

Several of my students are English Language Learners (ELLs).  A few are new to country.  These students are literate in their home languages and want to participate.  However, one doesn't learn a new language over night.  Study after study has shown that it takes five years to be immersed in a language before one is fluent.  I get these students for only one of those years.  Yes, my instruction is in English but I also do my best to translate so they understand the directions, assignment, or task.  If another student is bilingual and can help translate, I absolutely have them help.  I also rely on Google Translate and apps to help my students participate in class. 

11. Who are best friends? 

Sometimes best friends work well together and well, sometimes it's a disaster.  I model this concept with my work wife Ms. H.  We do not sit next to each other in meetings because we mutually are responsible for getting one another off task.  Instead, another friend, Ms. S has to sit between us because she tells both of us to shush and keeps our group on track so we don't get the dreaded "teacher face" from our admin.  You know, this face:



They laugh at this silly scenario, but we both reinforce that it's true.  We need to both make the choice to request to sit away from one another so we can both do our best work.  We save our chit chat for the lunchroom.

After those eleven big things are taken care of, I start to look at the student reply cards.  Because I firmly believe they should have a say in their classroom environment, I allow students to give suggestions.  I have them divide their note card into four spots:

1. Your name 
2. Special considerations (need to sit up front, need a translator or can translate)
3. Who do you want to sit close to because he/she helps you? 
4. Who do you need to sit away from?


We do have the conversation that their input is merely suggestions, but that I'll do my best to grant their requests as long as they realize I'm juggling the requests of twenty five students.  I also have the "tough love" chat about the simple life fact that we all don't get what we want sometimes.




Then I start to flip through the cards to double check that I didn't miss any of those first eleven factors.

At this point, a majority of my class has been placed on my rough draft of the seating chart.  I then start to flip through the cards and see if there are any glaring concerns that I missed.  

I think look at the kind and helpful students who I may have placed near peers that exhibit frustrating behaviors.  There's always that one kid and often times he/she is acting out for heart breaking reasons.  But isolating these students can make it worse.  So if I know that I've put a student near a peer that can be exhausting, I look at that student's note card to see who he/she wants to sit by and do my best to accommodate those requests.

This is my second year of using tables instead of desks and I love it.  The layout is more conducive to classroom discussions and projects.  The seats can change quickly and students aren't worried about someone else being in their stuff because there is no designated spot for each student.  Instead, each table has crates that I've zip tied together and each class supply has its own designated space. 

When it comes time to change seats, I have them gather all their materials onto their chairs.  No major furniture is moved, there is no heavy lifting, and all students can participate in the seat shuffle. 

So there you have it folks, eighteen easy steps for making a seating chart! 

How I feel when people tell me teaching is so "easy" because I'm only working six hours a day:

 

Monday, September 18, 2017

Beginning of the Year Letters

One of my favorite beginning of the school year activities is for students to write a letter to their future selves.

I review components of a friendly letter and offer minimal support.  I use this as a chance to see their background skills in writing and guide my future mini-lessons.

The letters are pretty enlightening.  Yes, I get to see their writing skills and yes, it's clear to see which teachers didn't really emphasize writing in second grade.  It's also another chance to learn a little bit about them.  Several have told me that they want to be a teacher just like me, which is sweet.  Several have also shown me that they didn't follow directions with how to organize their paper, so that's been very helpful too.

I don't take a grade on the assignment, so that puts students at ease.  I do however, read each one and take notes about student strengths and weaknesses.  I record these notes in a Google doc so I can quickly access it from any school computer.  While it's more work to type the data in twice, it also means I don't have to lug around a huge stack of papers around to all my meetings.

After I make my way through this stack:



(I'm about half done)

I'll seal them in envelopes.  We took a "brain break" and decorated envelopes.  



(It was nice to give them a chance to be creative and exercise the right hemisphere of their brains.  I also know I have a very artistic and creative class, so they loved this opportunity.  Plus it was only 10 minutes, so it can't really be viewed as "wasted learning time".)

I then take the envelopes:



And  hide them until May.  A majority of my students forget about them, so it's a fun surprise at the end of the year.


Sunday, September 17, 2017

Wait, What?

I blinked and it is week six of the school year.

I'm not quite sure how that happened, but I'm loving third grade.  I'm definitely still adjusting to the difference in ages.  When I plan activities, I'm thinking about where fifth graders are at the end of the year and quite frankly, that's a big difference when compared to where my third graders are right now. 

We've already had our back to school rodeo night:


Sorting into houses:



Potluck:




As well as received our first book orders, had book fair, and completed benchmark standardized testing. 

We've had fire drills and a practice lock down.  We've had our first Reading Rangers graduate, assemblies, I've been observed by several different teachers, and been in lots of meetings.  

Things are going well with my mentee, who is another third grade teacher in my pod.  I also have a student teacher and I'm learning how this teaching relationship works.  Both my mentee and my student teacher are doing great!

Bring on week 6!

Craft-a-poluzza

I shall affectionately call this weekend my own craft-a-poluzza.

Friday afternoon was spent at Applebee's with a few coworkers, followed by a relaxing evening at home.  I did some laundry, graded the one assignment I had to, labelled some new books for my students, and washed my make-up brushes (living the dream, I know!).

Saturday started with breakfast with a family member, then shopping for baby showers until the early afternoon.

My friend Mrs. K has a birthday next month and I wanted to make her a new Disney wreath for her front door.  I used different sized grape vine wreaths to recreate Mickey's iconic outline:



I also wove in leaves to give it a fall theme.  I didn't attach the leaves on purpose so she can take them out and hang up Christmas lights or hearts for upcoming holidays.


I took it over and surprised her with it. 
  
I also finished a baby shower scrapbook, a baby onesie, and the next project in {Rule 11}.  However, since the gift hasn't been delivered yet, I'm keeping that one under wraps for now.

I also enjoyed a nap, friend time, went to a house warming party, and painted my nails in preparation for next week.

I didn't do a lot of school work this weekend but that's okay because work-life balance is important.

What to do with those extra Scholastic book orders....

Don't get me wrong, I love Scholastic and their book orders.


I don't love that I always seem to have extras and feel bad just throwing them away.

So, instead we sort!

One of the first reading standards we cover (or review) is the difference between fiction and non-fiction texts.  

I make an anchor chart with the kiddos:

I grab a few books off the bookshelf and model previewing the text, thinking aloud if it is fiction or non-fiction.  I do a few, then ask for student input.  They did a really good job this year identifying if a book was fiction or NF based on the back cover, front cover, and text features. 

From there, I use some left over Scholastic book orders, glue, scissors, and construction paper to have the kids create a sort.  I use this as an opportunity to teach (or review) making a T chart:


(Image from {fellow blogger})
 
Students worked with a partner to look at the book orders (which secretly gets them excited about reading) to find five examples of F or NF books.  They cut them out, glued them to their T charts, and then explained their thinking to their neighbors.

I walked around listening to their conversations and interjecting when necessary.  

Instead of just teaching procedures of how to use the scissors or the glue sticks, I like to have them practice immediately so there is a purpose to the directions.

Sunday, September 10, 2017

Working for the Weekend

I've shared earlier that one of my {goals} for this year is to have more of a work-life balance.

Having a social life doesn't mean I'm not an effective teacher. It means that I realize there are more important things than work.


Last weekend was jam-packed with a friend's wedding festivities.

Friday night consisted of happy hour with friends from work.  




B was working on his fantasy draft, so I brought him home pizza.

Saturday we saw friends, went out to dinner, and went dancing.





Sunday we set up for her wedding at Mount Charleston and celebrated her magical day.











Monday we dropped our friends off at the airport and then I headed to another friend's bridal shower.  

A magical four days of teaching ensued and then it was the weekend again!

Friday night was low key with laundry and laminating new centers:


Saturday brought a lunch date at Olive Garden, grocery shopping, a nap, then a friend's birthday celebration.



Sunday brought putting the finishing touches on an upcoming baby shower, another nap, football, walking the pup, and a relaxing evening.

A busy week lies ahead, but next weekend is full of craft plans, family time, and more naps.



In the upcoming weeks, we've got a baby shower, 2 more weddings, friends in town, and an all day teacher conference (but it's close and paid!).




Saturday, September 9, 2017

Organization in a tiny classroom

One of my least favorite parts about being a teacher is moving classrooms.  When I made the decision to move down to third grade at the end of last year, that meant moving to a smaller sized classroom.

I took several of my tables and all my bookcases with me, but had to give up tables, a wardrobe, and a filing cabinets.

I love using tables, but it does mean I have to problem solve in terms of their supplies.

To compensate, I've purchased crates for storage:



To help them stay organized, there are distinct areas for all of their supplies.  The top section holds their reading binders and library books.  The bottom right section holds their math notebooks and math folders (where they keep old homework and problem sets to use to study).  The last section holds their science notebooks and text books.  The black bin holds writing notebooks, warm up journals, and clipboards.  The plastic colored tub is full of table supplies (and color coded).

It's working fairly well. It's an adjustment for them to not have their own personal space, but it also keeps our classroom clean, makes tidying a breeze, and allows them to move around without worrying about someone else in their desks.  I did allow them to have pencil boxes so they still feel that sense of ownership.