First week of School Activities
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Recognizing Birthdays
Student Jobs
A Very Special Present from a Student
Around Christmas Time, we were talking about the Caga Tió. This is a tradition in Barcelona in which a Yule Log gets beaten with a stick and "poops" presents. The students thought this was HILARIOUS (Me too)!
I very casually mentioned that I was looking for my own Caga Tió online but couldn't find one. Sure enough, the next day two 8th grade girls presented me with the Caga Tió. I was extremely excited but also touched by the gesture! |
Having a positive relationship with my students is of the utmost importance for me. Knowing my "kids" is the best way to be preventative with classroom discipline issues. I make every attempt for students to feel important and valued in class - by recognizing their birthdays, by respecting if they don't want us to sing to them, by asking for input into what classroom jobs they may want to help with. There are too many to list! I don't know how I can quantify the quality of these relationships.
Class Motto & Logo
Todo es posible (Anything is possible)
This logo was also added to my Back to School letter for parents.
I'm thinking of adding this to my email signature!
This logo was also added to my Back to School letter for parents.
I'm thinking of adding this to my email signature!
Classroom Objectives & Can Do Statements
Can-Do Statements by proficiency level are posted in the classroom.
We refer to these often so that students know exactly what are reasonable expectations for them.
Learning goals are posted on the front chalkboard.
We refer to these often so that students know exactly what are reasonable expectations for them.
Learning goals are posted on the front chalkboard.
Rules & Procedures
Beginning of Class Routines
I have a music video playing when students enter class. I play the same video for one cycle
After I see that most of the class is there (or after the video), we go through the following slides:
After I see that most of the class is there (or after the video), we go through the following slides:
Class Instagram Feed
Routines, not rigidity, are extremely important - to students and to me. It makes the classroom a less stressful place for everyone because we all know what to expect. Last school year I "branded" of the Todo es Posible motto and logo. I work to be careful of providing structure without being too rigid. The time spent teaching the procedures is DEFINITELY worth the time saved in the long run!
Signing Out a Book from the Classroom Library
Student Supply Area & Paper Turn In Area
Selecting Groups
This year, I retooled the country partner sheet. For the region with the most countries, I will use those partners for a longer period of time than the Caribbean. Students select DIFFERENT partners by country. They must work with at least one person of the opposite gender. Their back up copy is kept as a photo on their iPads.
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Transitions Between Activities
Magic Hand Clap and the "Hay un Cuento" song
Magic Hand Clap and the "Hay un Cuento" song
Procedures for Non-Instructional Tasks
I made some changes this year. Based on student feedback from last year, I changed some of the student jobs. I created a job application (a Google Form) with their first and second choices. Next I decided AGAINST a complex check out system for books in my classroom library. Admittedly, over time I have abandoned certain non-instructional management strategies because they were too cumbersome to manage. Thus, the selfie with the book was created. Students love taking selfies, and it is EXTREMELY easy for me to manage. Next, I've been relying on posting my rules and procedures using canvases or other visuals. I've noticed that having a tangible, visual reminder alleviates a great deal of confusion - which is a sanity saver for me.
Parent Contacts with Behaviors
Student Self-Monitoring of Behavior
Students are given opportunities and tools to help them to self monitor behavior. For example, I have a 6th grader this year who is receiving services for Autism. One day, he had a meltdown in class in relation to students taking turns. The other students did not know what to do. I talked to him very calmly, we did some deep breathing, and I sent him to "go get a drink of water". Why get mad at these behaviors -- which I have done in the past. The students are 12 years old and do not have the coping skills that adults do. Behavior "blips" are a great opportunity to discipline. Discipline comes from the Latin word for "to teach", i.e. Take advantage of every teachable moment.
Having a relationship with each of my students is my "secret" to managing their behavior. I'm a big proponent for treating students with respect, integrity and understanding. Because of the mutual trust and respect we have, students have gone so far as to police each others' behavior - or behavior that I may have missed. When I dealt with an issue of academic dishonesty earlier this year, the guilty student and I sat down together and talked calmly about a logical consequence for his behavior. This was MUCH more effective than yelling at or embarrassing him.
A Tour of the Room: Flexible Seating
This year, I got rid of half of my desks, and the seating has evolved based on students' needs and the activities. I thought that it was important to keep some desks since there are some students who "must" have a desk. I decided to bring in my old kitchen table (pub height), some stools, my childhood coffee table and end tables, and eventually an old chair and ottoman. I also have many cushions and a yoga mat for students' use.
Why?
Why do we "individualize" our instruction but not classrooms to meet students' needs? Why do our seating arrangements look more or less the same as they did when I was in middle school in the mid-1980s? It seemed very paradoxical to me. At the end of last school year, I asked my students for input. If they could design the space, what would they want? How would it flow? What was already working in our space, and what needed to improve? As a result, a 6th grader made a spec drawing of how she and her classmates envisioned the learning space.
Over the summer, I researched deskless classrooms and flexible seating. After lots of reading and soul-searching, I decided that, although it would be additional work for me, flexible seating would be the best fit for my students.
Why?
Why do we "individualize" our instruction but not classrooms to meet students' needs? Why do our seating arrangements look more or less the same as they did when I was in middle school in the mid-1980s? It seemed very paradoxical to me. At the end of last school year, I asked my students for input. If they could design the space, what would they want? How would it flow? What was already working in our space, and what needed to improve? As a result, a 6th grader made a spec drawing of how she and her classmates envisioned the learning space.
Over the summer, I researched deskless classrooms and flexible seating. After lots of reading and soul-searching, I decided that, although it would be additional work for me, flexible seating would be the best fit for my students.
Last year, I took a big risk in getting rid of my teacher desk, and I don't miss it at all. I also got rid of my filing cabinets since most of my files and materials are digital. Looking at how to make the classroom an even more student-centered learning space, I pared down the amount of furniture, gave more options in seating, and we now move furnishings as we want and/ or need.