Rules, Rules, Rules

Teacher confession here:  I hate going over all the rules the first day.  The kids tend to be experiencing a Taylor Swift-range of emotions and are quite frankly overwhelmed.  Simply sitting and receiving information isn't the best plan.

Instead, I switch it up with a few hands on activities.

The Scavenger Hunt

Instead of pointing out everything in the classroom,  I have students find a partner, grab a clipboard, and go on a scavenger hunt.  I stand back and let them find things around the classroom.  

Granted, I don't have the scavenger hunt made yet. I've got to set up my classroom first...but I've got last year's to revise.

They'll talk about their answers as a table and then we go over the answers as a class. It's a perfect time to incorporate listening and speaking norms. I model standing up, facing the class, introducing myself, and speaking clearly so the class can hear.  From there, students will practice public speaking in a non-threatening environment.  Finding different things in the classroom (pencil sharpener, telephone, etc) is completely safe.  They are almost guaranteed to have the right answer and as a class, we can practice cheering and applauding one another.  At the end of the activity, not only do students feel more comfortable in the room because they know where things are, but empowered because they found them with a partner and were celebrated for their correct answers.

While yes, this takes more time in comparison to me standing in front of them pointing things out.

But here's all the things the lesson also teaches or incorporates:

1) Teamwork (they work with a partner)
2) Using materials appropriately (they'll use clip boards and practice putting them away appropriately)
3) Movement (I don't sit well and neither do they)
4) Sharing ideas
5) Celebrating others (class cheers)
6) Agreeing with others (hand signals)
7) Active listening
8) Shared sense of ownership over our classroom 


The Rules

While every teacher has basic rules in mind about the classroom, it's important that students feel that they help create the classroom   (and that includes the rules).

To do this, I set out large pieces of paper with the following questions:

1) What do I expect from my teacher this year?

2) What do I expect from my classmates?

3) What do I need to have a good school year?

4) What does it mean to be a good student?

5) What do I expect from myself this year?

6) How should I treat other people and materials in this classroom?


I lay the papers out around the room and introduce the concept of a gallery walk.  I split the class into smaller teams (not with their table teams) and give each group a pack of markers. Every student will have a different color (for accountability).  I go over answering the question (spelling doesn't count, which puts many at ease), talking at an appropriate volume, and that I'll be setting the timer (usually for 2 minutes).  

At the timer, I call for everyone's attention.  I go over capping the markers and looking for direction.  I go over the rotation pattern because the students will be rotating to each large piece of paper.  I have them silently practice rotating to their next piece of paper.

Before immediately writing down their own answers, I introduce my expectation that they'll read their classmates answers first.  If they agree, they just put a check mark.  If they want to add more, they can add bullet points underneath.  If a student's idea is not on the sheet, that's when he/she may add a new comment.  I have them review my expectations as a group.  I then give them 90 seconds at their second rotation.

At the timer, I go over the expectations for transitions again.  I repeat this after each rotation.  I have them repeat the expectations to one another.

After all the questions have been visited by all the groups, I bring the class to the carpet.  We look at each sheet together and discuss what stands out.  From there, we create the rules.  (Spoiler alert, I already know what the rules are. Most of the time they come up with exactly what I want them to do but if not, I gently guide them to what I want to emphasize.)


School Rules

School rules and expectations are a little different because they're set in place by administration. 

However, just because I can't change them doesn't mean we can't have fun going over them.  I split the class into eight teams (different pairings then their table teams so they can mingle with each other) and give them a sheet with true/false statements.  As a group, they go over the statements and mark their answer choices.

I then teach answering procedures using {the cups}.

I don't love when everyone shouts out answers.  By using color coded cups (from the Dollar Tree), all students get a chance to answer without speaking.  

It's another opportunity to incorporate classroom procedures, but with a clear purpose (answering the game questions).  They answer with green (true) or yellow (false) cups.


Recapping Everything

By Friday of the first week of the school year, we've pretty much covered all the classroom procedures, rules, and students know where things are.  To recap everything, I once again split the class into teams to teach kahoot.

Kahoot.it is free for educators (my favorite) and requires some prep work.  You create questions and put in answer choices, marking which is correct.

Students will use iPads (assuming they're ready for student use) to answer trivia questions on the web-based platform.  Each game has a specific code, teams can create their own names, and they get points for how quickly they answer the questions.

Kahoot is great for reviewing concepts before tests, but I want the first time we use it to be for fun.  While it's not tied directly to academics, knowing the classroom procedures and expectations will save loads of time as the year progresses.  I'd rather spend a good chunk of the first week(s) setting the foundations in place for the rest of the year. 

Yes, it's important to get into the academics and the whole learning thing. But it's also important to ensure that there is a classroom foundation where students know the expectations, feel safe, and are empowered to take risks. 

Puzzles

Our first two days back at work were amazing. We did some great ice breakers, dived into data, and talked about how to move forward as a staff to continue to be awesome.

Seriously, we had memes like this from our admin.

One of the activities we did in our grade level Olympics (yes, seriously) was building puzzles.

However, the pieces were mixed up.  So, being the loud problem solvers that we are, we freaked out then ran around swapping pieces with other groups.  

The point wasn't to build the puzzles.  The point was to see how the team dealt with challenges and worked together.

I loved the message, so I bought some dollar store puzzles and began making a version for my own classroom.  I lettered the pieces on the back of each puzzle piece and carefully mixed up the bags.  B looked at me like I was crazy, but he should be used to teacher antics in the name of team building.

I gave the task to my students:

They did amazing!  There was no yelling, running, or fighting about the pieces.  (Unlike the teachers...)  They simply thought there was a mistake and moved on.  

I was beyond impressed with their problem solving abilities and team work.  Way to go munchkins!

Disagreements

Mid-August means my Facebook newsfeed and pinterest boards are filled to capacity with back to school activities and articles on teaching.

Normally I skim these articles, but this {one} about what to not do on the first day of school. I re-read several times.  It rattled around in my brain and I struggled with some of the information presented.

I struggled because I fundamentally disagreed with some of the points being made.  That disagreement made me question if my teaching philosophy was skewed and my priorities were off.  However, after far longer than I'd care to admit, I came to the decision that those points in the article were not ones I'd accept.

So what did I have such a strong reaction to?  

These apparent "no no's" of the first day(s) of school:

"Discuss Class Rules"

It's not the first thing we do, but it is discussed.  We make our classroom norms together with a gallery walk and anchor charts.   We read some picture books on class norms and create our expectations together.  I think having defined schedules and expectations helps students feel comfortable because they know what the boundaries are.  Plus we create them together, so they feel an immediate sense of ownership.

"Assign Seats"

I make it clear to my munchkins that we will switch seats (and class jobs) often.  However, I don't want the first impression in fifth grade to be a popularity contest and students scrambling to sit by friends, leaving others out.  I'd rather everyone has an assigned seat because that helps cut down on anxiety.  Everyone belongs.  Everyone has a safe space.  Everyone is included.

"Make students introduce themselves"

I don't make students stand up and share their life stories, but they do have to introduce themselves to their table teams.  One of the activities we did at DENSI was finding things in common with our team.  We had to find 10 statements that were true for all our members of our team.  I think I'll cut it to five, but I want students to have conversations about what they have in common.  

I'll also have them do "Find Someone Who" over the first few days of school to help them bond with one another.  

"Assign homework"

Their homework on the first day is filling out their agendas correctly and having their families go over the welcome packet.  They also do silly "math about me" and "me as a reader" interest surveys so I can gain more information about them in a not so creepy way.  They've got homework, but it's fun.  They need to get back into the routine of school and that involves (meaningful) homework. 

I agree with other portions of the article (make sure you smile, greet all students) but these four "no no's" were actually must do's for me.

Fellow teachers, what are your thoughts?!

Embracing the Doodle

One of the break out sessions from DENSI 2015 was on doodling as a strategy for note taking and I had the opportunity to try it out yesterday at my {math training}.

Before attending this training, I was skeptical.  I love note taking, but was worried students might be drawing and zoning out instead of doodling as a way to itemize what was important.  

Tracy, a fellow DEN member, shared two books on visual literacy that are pending in my Amazon cart.  

She mentioned that children start out as visual learners (pictures) and those pictures slowly fade away.  The argument is made (both by her and in a TED talk) about bringing back these doodles.

She shared that there are three distinct benefits:
1) Power:  Students feel in control with their doodles and take ownership over their notes.  I'd even have them share their doodles with one another.

2) Performance:  Connections are made between the brain's hemispheres during doodling, thus storing information in long term memory and leading to higher recall and understanding, which leads to higher performance.

3) Pleasure: It's fun to doodle.

(Example of a doodle from a TED talk)

For setting this up in the classroom, she focuses on stressing that this isn't drawing, it's doodling (so there is less pressure).

Here is her ice breaker to introduce doodling:

1) A pair of students share one piece of paper that is folded in half.
2) One student begins the drawing on the folded line by adding a simple shape.
3) For two minutes, students do not speak but build off of the picture.
4) After the timer, students share their work with their table team.

We'll be doing this activity during the first week of school!  Not only does it aid in team building, but also retention, helps students focus, and builds creative problem solving.  I'll also use it to discuss strengths and challenges, focusing on the next time it's done, it will be more comfortable because learning is a process.

She said the timer is set for two minutes, but not displayed to students.  Students should focus on each other, not how much time is left.

I gave doodling a try at my math training and enjoyed it. I am excited to give this a try with my students.  I think we'll start with doodling in pencil, then slowly add colored pencils as well.  Since my students share classroom supplies, I don't want the doodling to become a fight over specific colors. 

This is one of the new changes I'm trying this school year.  

What new strategies are you trying?

I wish they knew...

Last year, I did #Iwishmyteacherknew and #Iwishmystudentsknew with my class.

It was a very eye opening experience.  I will probably do some version of this within the first few weeks of school as a team building activity.  I stumbled upon this and thought it perfectly captured so many of my thoughts as a teacher:

What would you add?

Rejuvenated

As I previously shared, I am looking for a change.  I've been at my school for five years and since we're transitioning to year-round and that's not something I desire.  The 17 mile commute (each way) is taxing and I'm looking for somewhere closer to (my new) home.

I found it.

I showed up at the school and was sent on a tour with the school's two coaches.  We clicked immediately (and not just because we had the same polka dotted 31 bag!).  The school has a very strong reading program and so many books.  We actually had our interview in one of the literacy labs and being surrounded by books is just fine by me!  I met the grade level and I think we'll get along just fine! 

The school has very high standards and believes in transparent data, which is a great thing.  The students should know exactly where they stand and how they're growing academically.   There is a huge emphasis on teamwork and collaboration.  

The interview was with the principal, assistant principal and grade level.  I was at the school for about an hour and left feeling so excited about the opportunity.

I've spent the last twenty four hours in nervous anticipation, wavering between telling everyone how great I think the interview went and keeping my nerves to myself, in case it doesn't pan out.

We were doing our CRTs today, so all my technology had to be turned off.  My cellphone also died, which only contributed to my anxiety.

Luckily, my fears were soothed about five o'clock this evening.  I was offered the position, which I immediately accepted.  I have to tell my administration tomorrow morning, which will be a hard conversation.  I'm headed to my new school after work to sign my transfer paperwork to make everything official!

I'm excited for this new opportunity!  I will miss some of the awesome coworkers (they know who they are!) but this just means we'll have to prioritize happy hours next year.

Onward and upward!

New Year's Resolutions, Classroom Style

Like I don't know, 95% of America, I've made my new years resolutions to start next week.  However, I started thinking about my classroom and resolutions that we could make there.

We talk a lot about goal setting and academic growth.  We will have a behavior assembly first thing in January because some of their choices are not appropriate and attitudes are escalating quickly.  I expect the hormonal shift around testing time (March) but I'm pretty sure this group came in sassy and with attitudes.  It's been a long, uphill battle to get the talking under control this year.


They're also getting new seats and assigned seats for all subjects, not just my homeroom.  That means their desks will have 4 names on it: whole group, small group AM, small group PM and science.  That way there's more accountability and less theft (fingers crossed).

So I think I need something like this:

I'll have them fill out their own reflective sheets and we'll make our own chart.  This image is from a primary classroom but I think the idea can be adapted for fifth.

We'll hit the ground running in 2014, testing is coming up and we've got to prepare them for success in middle school!

1st Week Idea

I admit it, I'm guilty. I am guilty of trying to condense the entire first week's worth of ice breakers and procedures into the first day of school.  I think I do this because I'm so eager to get to the part of the school year where students are learning and eagerly sharing ideas with one another. I'm ready for the part where my classroom runs smoothly and I don't have to go over how to set up notebooks and center expectations.  However, I've also learned through trial and error that the first week(s) of school need to be spent going over procedures and expectations so the rest of the year can run smoothly.

I stumbled upon this great idea on pinterest and immediately added it to my first week lesson plans.

Essentially, students are completing a Venn Diagram about themselves and a buddy.  Pretty simple idea, but then I got to thinking about why this would be important.

1: It's a great, non-threatening review of Venn Diagrams and what it means to compare and contrast two people.  Since the comparing and contrasting of two individuals is a cornerstone of RL 5.3, it's a sneak peek formative assessment.

2: It's a non-threatening format that students are familiar with.  It doesn't involve notebooks.

3: It's a great way to establish speaking and listening norms.  I would model this with a co-teacher to show students what is expected in a conversation.  We could also model appropriate voice levels, thus reviewing another classroom expectation.

I wouldn't do this the first day of school.  Instead, I foresee this as a great Tuesday through Thursday activity.

At our school, we use Kagan grouping structures, which means I have my students in groups of four to six that change every six weeks (or so).  In each group, there is a "high flyer", a medium student, a lower student, and usually a student with an IEP (since I am inclusion).  The students work together and learn from one another.

On the first day, I would have students interview their "shoulder partner" who is the person sitting next to them.

The second day would be devoted to interviewing their "face partner" who is the person directly across from them.

The final day would be interviewing their "kiddy corner" partner.  Then they will share out with the group and make a four way Venn Diagram (I'd provide the templates) about their table teams.  

From there, we would do a gallery walk to learn more about the other table teams.

During this fifteen minutes, I would monitor for appropriate voice levels and have the opportunity to teach Kagan structures and group expectations.

I'm excited to give this new idea a try!  I also plan to repeat it within small groups once we start switching during the second week of school.

How would you make this activity even better?