Sunday, January 23 - Thoughts on Fluency Partner Practice

I have about 8-10 students practicing 3.5 or 4.0 level fluency passages every week, and testing with me.  About a week ago, I realized that several students were only gaining a few words a week.  What could be the problem?  They probably were not practicing.  So, I assigned a more fluent reader to listen to these students.  They were to listen to the passage one time each day, keeping their eyes on the text to make sure the student was reading accurately.  I was impressed by the improvement of 20 - 30 words improvement after practicing with a peer for 5 days.  One student said he could "hear" a difference in his oral reading.  Repeated readings work, but students have to practice!  Reader responses were positive, and no negative comments about reading to a peer or listening to a peer have been made.  I think it's a great way for classmates to support each other in their learning!  Why didn't I think of this before?

Our Kindness Chain is growing, little by little.  I have very "mature" students, who don't seem to want to engage in this and other classroom activities.  I've also implemented Poetry Folders with my class, so they all have fun and engaging text to reread with a partner during work time.  Again, some students seem to withdraw.  I know that I can't let that stop good practice.  I will have to insist that they participate and do their job.  Stay positive, I tell myself!

Kindness Chain

January 14 - About 4 more links were added on Friday.  That is a far cry from our 24 students!  It reminds me to have the students who have completed a link to share with the class.  Hopefully, that will encourage the rest!  So many things to keep going in the classroom each day. I just can't remember to do it all!

Kindness Chain January 13, 2011

Today students were given a strip of paper to add a link to our school's kindness chain.  Students have two days.  The only requirements:  be kind and make it something you have never done before for that person.  Two students made links today.  My message was to flow positive energy through their thoughts, words and actions.  The positive talk is keeping our classroom positive!

The Energy Bus - Focusing and Finding a Vision for School 1/12/2011

Today I referred to the energy bus in my morning message.  I asked students to think about their future, their classroom. Rule #2:  Desire, Vision, and Focus Move Your Bus in the Right Direction.  Some of my students don’t have a focus or goal.  I think that’s why they “float” through the day in a noncommittal way, constantly crossing the rules line.  They completed a visions sheet for their behavior, academic success, friendships and classroom.  I'm not sure just writing it down will change anything for them, but I think I am gaining understanding into some of my student behavior problems.

The Energy Bus Tuesday, January 11, 2011

I finished The Energy Bus last night.  In a desire to create more positive energy I got motivated to share it with my class.  I introduced the first rule.  Rule #1:  You’re the Driver of Your Bus.  I read a bit of the reading to support it.  Students seemed somewhat interested.  I asked students who weren’t focused to think about where their bus was.  I light-heartedly told them they were in the ditch, and needed to get back on the road.  Almost every transition or every 30 minutes to an hour, I’d ask the kids to think about their bus.  What would they need to do as they walked down the hall, walked to the bathroom, worked with a partner.  I was motivated by the positive way students responded.  There was more positive energy in the room.  We were gaining focus.

New Year's Goal - January 4, 2011

My New Year’s resolution for the master’s program is to reflect more.  Yesterday was a good day back.  Students seemed eager to learn.  They were engaged during the polygon activities/discussions.  They were also engaged during the reading and discussion of our technology and space learning.  Yet, the reading lesson gets long; I need to find ways to break the afternoon up, and get the kids up and moving.  So, today students acted out our vocabulary; gravity, rotate, and revolve.  Tomorrow they will spend time in groups on a vocabulary game I made.  I just read another small article about the need for hands on, authentic activities, and I am working to create more meaningful learning.  I still have disengaged boys.  Today one told me he got in trouble in Spanish and Music because he was “bored”.  I feel society’s lack of good TV, students’ belief that they don’t need to work hard/plan for their future, and the single parents’ busy lives on their lethargy.  I desire to set the bar high and demand performance; I wonder if they will see/feel a difference, make a connection, and see a purpose in school. 

Classroom Help

January 9, 2011  I visited with my principal last week about a few boys who won't work for me.  It doesn't seem to matter if the activiy is more learner centered or curriculum centered.  I don't see them staying engaged in learning, and he gave me some suggestions that I am ready to implement this week.  Because they are neighbors and spend a lot of time outside of school together, I will probably request that they not be in the same classroom next year.  It was a struggle for me to ask for help.  I've taught a lot of years, but realize some changes in our schedule this year don't allow me to handle things as I would have last year.  I hope that his ideas will help.  I also asked for advice from a coworker about my reading groups.  She will come and observe my classroom on Wednesday and help me problem solve.  She also gave me a promethean chart that she uses during small groups.  I spent a fair amount of time today filling in student choices.  I believe that by providing clearer choices this work time will be more successful and conducive to learning.  Tomorrow we will make a T chart outlining student and teacher jobs during small groups.  I will have students practice what it looks like and sounds like.  We will hopefully give it a go on Tuesday.