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.

Recent Thoughts About Fluency

I had my first week of testing fluency for all students in their reading workbook.  Those who I'd consider my advanced or top readers read between 120 and 180 words per minute!  I was impressed with the inflection and pauses at commas and periods.  Even though they were booking it, I felt the selection was well read by them.  I encouraged the fastest readers to relax and slow down!  I let them know that reading at 140-150 words per minute is solid reading for fourth and fifth graders.  All of these readers had one or two nights to practice. 

My at-grade level readers had at least three nights to practice.  I felt that they did fine, but lacked the inflection and smoothness that I would like them to have.  They read about what a beginning fourth grade reader should have.  I thought with more practice, that their words per minute would be greater.  I was disappointed, because I felt they didn't practice as they should have.

I had two below grade level readers who were awesome on this reading.  They were being speedy, and cruised through a lot of words, but lacked inflection and reading with meaning that the first group exhibited.  On the other hand, I commend their willingness to practice.  That's the difference between these two readers and other at and below grade level readers.  Students are to practice independently, and some did not choose to.  Question:  How do I motivate them to practice their weekly fluency?