Intro To Placement

1. Describe one thing that you learned? To use the active board and document reader.  Whoopee.  I can't wait to start doing the neat presentations, and interactive lesson plans as well as the active vote feature for class voting.
2. What questions do you have and/or what do you still want to know? What do we have to do down the road a couple years to stay certified.  Pro Cert, NAtionals, Master's.  What is required?
3. What are you anxious about regarding student teaching/teaching? Staying creative throughout my career, and not keeping things fresh. Maybe changing grades every few years or when the opportunity arises to continually be challenged so I can challenge my kids.
4. What are you excited about regarding student teaching/teaching? Having my own class, my kids, my room, my school.

Franklin Teaching Journal

September 24, 2009

Last day of September Experience.  Have really enjoyed this 1st introduction to running a classroom, management, lessons, assessments, and a zillion other things.  If your a person who is not organized than run away as quick as you can because you will be buried and constantly behind.  Fortunately I am, and thrive on organization.  But I am flexible.  Timing is everything in teaching, so as not having bored kids or lessons that run short, and you need go to stuff to keep them engaged.  It is amazing how an experienced teacher such as my MT is, sees so much going on in the classroom.  She says its no trick, its just experience from seeing it all and how children react, and behave in a certain way that hones your detection skills as to what is going on or what the child is trying to tell you.  Amazing.  I will really miss my MT, and the children, and hopefully January will be here before I know it.  But until then I have another adventure to experience in another school, with another MT which I hope is as engaging is this past month has been.

Today’s learning goals, short “i” words, and in science predicting how our newly acquired seeds will grow.

10:56 Quick As A Wink short “i” words

12:20 Math Assessment today of Singapore Math.  What do you already know, is how it’s presented.

• Third planting of black walnut, douglas fir, Washington chestnut, and lavender today.  Kids know the drill by now.
• Quick game to kill some time, make other words by changing only one letter, silk, milk, mile, etc..
• Take one, pass it on, put your name on.
• Corrected math problems.  I think the kids did well despite the fact that its not our curriculum and the kids have not been formally taught some of the problems.

Franklin Teaching Journal

September 23, 2009

Staff meeting to discuss swine flu, precautions, and response to.  Art docent presentation.  This is a pull out activity with a volunteer.  PTSA rep discussed the big fund raiser, Jog-athon.  Expect to raise $30k.  Round table discussion with grade level teachers about Learning Goals. At end of day, resumption of staff and development meeting.  Review of goals and objectives from last year with the WASL scores.  Review of Continuous Improvement Plan.  While all the Quest kids did well well on the WASL’s, they are further judged to the Quest standard.  Most of their difficulties generally are in writing.  Their math and reading skills are excellent.  Even in 5/6 class the teacher reports poor writing, lack of punctuation, capitalizing, etc..  Reviewed on the web the Singapore Math curriculum and will test our kids on the sample tests provided on the web site.

One student who struggles with math on his own and getting started, when seated next to me (at the direction of the MT), and with a little encouragement, does very well with minimum intervention.  Not sure if it is a confidence issue, or a just starting problem.  Will need to think of a strategy to address this as I obviously cannot sit with him during math when I am teaching.

Learning Goals for today - Social Studies, Pledge of Allegiance.

10:00 Time FOr Kids - I led lesson about the newest Supreme Court justice.

12:20 Writing Workshop - Share student work with rest of class.

1:00 What does the Pledge mean.

• Handwriting - Review of all previous letters and formations.

Franklin Teaching Journal

September 22, 2009

Took over Bingo Math game and end of day routine from the MT.  Kids are testing us I believe in that our cinderella days are over, and need to reassert classroom management rules.  I need to use lower case letters, fewer words on the board which the students are having trouble copying down, and wider spaced.

Today’s Learners Goals

Math - 1st Subtraction story problems. 2nd Three digit addition.

Science - Parts of the brassica plant, and record observations.

10:00 What would Jessica do? short “e” verbs.

10:56 Chris, Leader of the Week math Challenge

12:20 Observing brassica LAWN Plant needs light, air, water, and nutrients.

1:00 Introduce next level matching game.

1:30 Library

2:00 Multiple Intelligence Game Bingo

Franklin Teaching Journal

September 21, 2009

Dog poop can make a disaster out of your lesson plan in the afternoon, after 3 kids tracked it into the classroom after PM recess.  I hope the evening cleaners can rid the room of the smell for tomorrow.  My luck my MT turned over the end of day routine for me after recess.  I like how with all the science today the MT made time to take the kids outdoors for a nature walk and how the kids were discovering seed pods.

12:20 Plant Parts That We Eat

1:00 Share Your Plants Reports in groups

• Posted Learning Goals for the day
• Math 1st - Adding up number strings, 2nd Subtraction using numbers that end in 0 for simplification.
• Science - Plant Parts We Eat
• Computer Science - Log On and Off practice.
• Math - Strategies, jump up, add the 10’s.
• Used the Star Reading results to group who should be reading red, yellow, and green books.  MT suggested two books for Book Walk.
• Plant We Eat - What part of the plant did food come from, flower, stems, leaves, roots, fruit, and seeds.
• Team share book reports on plants.

Intro To Placement

1. Describe one thing that you learned? Easy outline for a lesson plan. How not to teach to children by using sarcasm such as Fred has experienced in his classroom.  How you use words is so important, and how careful you have to be about how the listener perceives them.  Resist student comparisons.
2. What questions do you have and/or what do you still want to know? Is a totally quiet classroom the right way to teach?  Is being too picky about absolute silence  a waste of my energy, and counter productive to the learning process?
3. What are you anxious about regarding student teaching/teaching? My tendency to over-talk a subject I know well.  I need to facilitate more and talk less.
4. What are you excited about regarding student teaching/teaching? Community building with the students, the parents, and the school.

Franklin Teaching Journal

My lesson plan and lesson came off without  a hitch.  I received written praise from my MT (“Excellent first lesson”)for getting and keeping the classes attention, reflecting on the story with a mind to the exercise we were going to do, had my students speak up, and went back to students who did not have an immediate answer.  The speed of my delivery was good, and I followed up with asking if everyone understood the exercise of citing the problems that James and his creatures encountered, and how they solved these problems.  My lesson was organized, and was delivered smoothly.  Things to work on was alternating calling on boys, and girls.   I was very pleased with it.

• My MT introduced the “mystery walker”.  The leader of the week selected at random a mystery walker, and as we moved through the hallways the leader noted that persons behavior, with the MT’s object of quiet, considerate behavior by all the class as we moved about the building.  The reward was a S.T.A.R. ticket for the walker, should they prove to have excellent behavior.
• Math - I worked again with Chris on catch up.  Chris finds it difficult to concentrate and keep up with the work, and in some instances has not a clue as to how to go about solving a problem.  Working one on one I tried to raise his confidence in himself, and showed him some strategies to tackling problems.  He did well without the distractions of the classroom, and a path to solving the problems.
• Math - Math Families exercise were the students are given 3 numbers, and must show 4 ways to calculate them, 2 addition, 2 subtraction.  Ex. 7, 1, 8  7+1=8, 1+7=8, 8-1=7, 8-7=1
• When Your Done procedure.   Finish any work left in “working on” folder, and then may silent read.
• Writing Workshop - Staying on topic in their story writing.  MT gave two examples, one on topic, and one not.
• Did our second move of students that are distracted sitting next to each other.  Kenny moved away from Miranda who tended to mother him.
• PE Observation.  Kids behaved well and were actively engaged in the lessons.
• Music Class - Kids again well behaved  and surprising to me quick to pick up on recognizing notes.  Ta Ta, Tau Tau, etc..

Franklin Teaching Journal

September 16, 2009

Tomorrow I will do my first lesson.  As I have been reading James and the Giant Peach, I will lead a lesson exploring the problems and dilemmas  facing James and his creature friends, and how those problems were solved.  I got a quick lesson on using the document reader, and active board which I will use tomorrow.  My MT showed me a book on how information is processed in the brain , and how fidgeting is a good mechanism to help some students stimulate their brain.  My own bias would say that children should be attentive at all times and if they are fidgeting, they are not paying attention, but evidently this is not necessarily so.  The key I think is whether it becomes distracting to other students, so I expect I will learn to detect it with more experience.  Another tip for stimulating children and keeping them engaged is to periodically get them up and moving around.  The MT accomplishes this with stretching, and exercises generally everyday.

Graded papers and created a special math worksheet to help one student that is struggling in math.

I know have the general weekly schedule and will only document unique lessons for the day.

10:00 Short “e” words was covered with each student called upon to come up with an appropriate word.  Students that were unable to think of a word (met, pet, chef) were allowed time to think harder, and the MT came back to them.

10:56 Handwriting covered the letters, c, e s.

12:20 Prompted writing lesson.

• Pencils are taken from a central location by the sharpener.  MT says that students sharpening them throughout the day is very distracting.
• When instructing one grade they move up in their seats while the other class moves back or to the community table or the floor with clipboards.
• Handwriting - Students that can “test out”, that is have good handwriting skills may be excused from this exercise, and elect to read instead.
• Writing Prompt - Lesson stressed good story writing has a start, middle, and end with transitions to connect them.

Franklin Teaching Journal

September 15, 2009

The MT tried to explain how some children are allowed to fidget around during instruction.  At least the ones who are really listening and the fidgeting is just a physical activity.  I expect in time I may able to distinguish between good and bad fidgeting.  I am guessing it will be evident as I know my kids better.  I got very good marks from my MT, and a confidence builder that she expected I would be a very good teacher.  Yeah!  I do work well with my MT, and I have confidence in her abilities and am beginning to understand her style.

9:05 Announcements, Pledge

9:10 Math

10:00 TFK (Time Magazine for Kids)

10:30 Snack

10:41 Recess

10:56 Star of the Week Math Challenge

11:20 Wash Hands

11:30 Lunch/Recess

12:20 Science

1:30 Library

2:00 Silent Read, matching game

2:33 Recess

2:43 Daily agenda, pass back, pack up.

3:00 Read Aloud

3:30 Dismissal

• When is a good time to use bathroom review; individual work time, silent reading, lunch time, snack time, recess.  We will use the two finger horn sign for silent signal you need the bathroom.
• Time for Kids magazine.  Students read to themselves and then MT leads a discussion about the content of the magazine with questions at end.
• Leader of the week presents a math challenge problem that they bring from home.  They can collaborate with their parents at home.
• Science - Planting alfalfa, and rye grass. MT modeled procedure.
• Library - Have assigned seats. Reminded how books are put away.  Each student is given a place saver card for book walk.  Have three chances to find a book.  Must return before they can check out a new book.  Books stay in backpack and come back and forth to school each day.  Read to by librarian.
• Playing with velcro straps can be annoying.
• MT lead a discussion about the Think About It slips that are given for behavior problems if severe or after repeated verbal warnings.
• MT will at some point go one to one with students that have  Think slips.

Franklin Teaching Journal

September 14,2009

Knowing your kids is a book I just finished by Chip Wood, Yardsticks - Children In the Classroom.  Some notes from this read.

5 Year Olds:

• Move kids calmly, and unhurried.  Rushing creates frustration.
• You need to manage their day in lower grades.
• Connect with parents.
• Reversal of letters and numbers common.  Accept without comment.
• Use finger as word separator.
• Learn best through repetition.
• Need books with few words, lots of pictures, and something the children are familiar with.
• Learn phonics in small groups or with buddies with similar skills.
• Label classroom things.

6 Year Olds:

• The process is more important than the product.
• Eagerness, curiosity, imagination, drive, and enthusiasm are very high at this age.  They perhaps will never again match the quantity or intensity of this time throughout their lifetime.
• Learn best through discovery, love asking questions, and trying out new games, and ideas.
• Partner read.
• Phonics learning through guided reading with the whole class, and in small groups.
• They are moving on to chapter books.Story development is influenced by draing first their ideas.

7 Year Olds:

• Show great interest in new words.
• Rely on adults for reassurances.
• Still may tattletale.
• Have strong likes and dislikes.
• Like to be read to, board, and computer games.
• Need a quiet classroom.  Need to know how much time they have before transitions.
• Need humor to moderate their seriousness.

9:05 Announcements, pledge.

9:10 Math

10:00 Book walk, book shopping, partner read.

10:41 Recess

10:56 All About Me time for student of the week.

11:20 Wash hands.

11:30 Lunch/Recess.

12:20 Writing Workshop.

1:00 Silent read , and match games. (Match face to name puzzle)

1:30 Computer lab.

2:03 Music

2:33 Recess

2:43 Daily agenda, pass back, pack up.

3:00 Read aloud.

3:30 Dismissal.

• Math - Story math work, and geometric shape addition.  Story math used some coins to help in lesson.
• Thinking about plants vocabulary.  Students recall the facts and vocabulary they know.
• Writing Workshop - Spoke about hard to read writing such as. Incomplete erasing, missing periods, spacing between words, and messy writing.
• Writing Workshop - Finish one story before starting a new one.  Write about something that is true and had happened recently.  MT used one students story to review with class on.

Intro To Placement

1. Describe one thing that you learned? Deep inside, students want to learn, and it is our job to find that entry point into their brains.
2. What questions do you have and/or what do you still want to know? Time management techniques to get through your daily lessons, and get your kids to a specialty class on time.
3. What are you anxious about regarding student teaching/teaching? Misspelling a word on the board when writing down students responses to questions.
4. What are you excited about regarding student teaching/teaching? Getting in front of the class teaching, and interacting with my kids.

Franklin Teaching Journal

September 10, 2009

Did such a great job at read aloud, accenting my reading with drama that my enthusiasm caught on with the kids, and needed to settle them down again.  Must be a fine art to that or perhaps I should have let them interact for some time, while they shared their excitement with their classmates.  MT says you get a feel for these things with experience.  Who would have thought the watching James's giant peach rolling down the hill could generate so much excitement.  I have spent most all the recesses outside observing my kids for play habits, who are friends, and anyone that does not have a friend to play with.  So far everyone has someone.

9:05 Announcements, pledge, intro to the herbivores chart I made for the class to contribute to.

9:10 Math

10:00 Writing Workshop

10:30 Snack

10:41 Recess

10:56 Readers take care of books activate quiz.

11:20 Wash hands

11:30 Lunch/Recess

12:20 Science

1:30 PE  Class earned a 5/5

2:00 Music Class earned a 5/5

2:33 Recess

2:43 Daily agenda, pass back, pack up, read aloud.

3:30 Dismissal

• I like how activities are tied into each other.  A science lesson with reading, and writing.  Perhaps there might be opportunities to tie in Math as well and collaborate with music to see if that can tie in.
• 1st grade math was again card game concentration to make 10 with a partner.  2nd grade reviews previous days work sheets.
• Important for someone not to just say the correct answer but how they go it and if someone else got it using a different method.
• Writing Workshop - Step by step in the writing process. Beginners draw a picture and use short sentences to describe the story.  They become more sophisticated when the detail becomes more and the sentences turn into paragraphs.  The MT keeps track of the stories the students write and complete for casual reference to them and to show her interest ion the child’s writing.
• Did a quick past, present and future tense, stand by your desk exercise where student created the sentence, and called upon the next student to come up with one.
• Quick readers take care of books exercise.  MT uses repetition to review and ingrain in the students the desired skill.
• Science lesson was a continuation of the plant cycle with the students potting, and planting 2 seeds.  Students made a calendar to document their investigation of the growth of their seedlings. Started a work bank of new vocabulary, and what they know about plants which was aided by the movie we saw.  All done methodically and without too much mess.

Franklin Teaching Journal

September 9, 2009

Some factors on learning in our classroom I found to be conducive are the well lighted rooms, with tall ceilings, and large windows.  Lost three kids today who were later found in the office because of a recess confrontation with a student from another class.  Lead to some anxious moments when recess monitors and the classroom teacher cannot locate our kids.  Hopefully, a better communication system will be discussed to let the classroom teacher know when students are called inside.  Emphasis in class is not quantity of work, but quality.  Not a lot of endless worksheets with the same repetitive problems.

9:05 Announcements, Pledge

9:10 Math

10:00 Anna Banana exercise with short “a” words.

10:25 Short stretch break

10:30 Snack

10:56 Handwriting “o” and “g”

11:20 Wash hands

11:30 Lunch/Recess

12:20 Writing Workshop

12:50 Silent Reading

1:20 Daily Agenda/Pack-Up, Read Aloud

2:00 Early Dismissal

• Chris returns after missing a day.  Homework take home pack is adjusted, as well as make up work, with note to parents.
• Anna Banana short “a”, match game with how words are related.  One word has a short A
• Letters o and g are selected for handwriting practice as they both begin the same way.
• Writing workshop emphasis is on writing the entire time.  If you complete a story start another one.  Not time to read if you finish the 1st exercise.
• Short day LEAP afternoon for collaboration, announcements by the principal.  WASL test score out today.
• Setup tiered fact cards for students tonight.  Getting to know you theme.

Franklin Teaching Journal

September 8, 2009

Math lessons today included a game aspect to the lesson for the one section, and a practical aspect to buying things to insure you have the right amount.  Classroom culture is still very much low key with disruptions nonexistent. Students very much self-absorbed in reading when not directly involved with a classroom activity. I can see the second week that the shock and awe of week one has diminished and the new students are learning the routine and picking up their speed on exercise completion.  We did not listen to the Presidents speech on education as children this ager would probably not get very much if anything from it.

9:05 Announcements, Pledge, and instructions on fire drill later this morning.

9:10 Math - Again a split group.  Math is the only subject that we split the group.

10:00 Weekly book walk for students to get new books for the week.  Review again of Just Right books.

10:30 Snack

10:41 Recess

10:56 Active-vote was used for the 1st time this year on short quiz on Just Right books.  Children enjoy and all got through the technicality of using the voting eggs.

11:20 Wash hands

11:30 Lunch/Recess

12:20 Science - Introduction to plants.  Students made binders and did a Mind Map to link ideas together.

1:30 Library

2:00 Silent read.

2:33 Recess

2:43 Daily agenda, pass back, weekly homework packets handed out.  Student expected to work no longer than 20 minutes a night.  Note accompanied for parents to understand homework routine.  Pack-up

3:00 Read aloud done by me.

3:30 Dismissal

• Math exercise game was go fish math with 5 cards dealt to make 10.  2nd graders did money math and close to 100 exercise alone this time.
• Review again about Just Right books.  Read title, read back page, read 3-4 pages with 1-2 words on each page you do not understand.
• Ensure children are eating snacks if they brought them.
• Watched Discovery Channel movie on plants and did quiz at end.  I was surprised how they retained higher level science concepts.  Students did a turn and talk to compare thoughts on what they saw.  Asked to cite at least 2 things they learned from film.
• Brain Rest

After school all the interns met with our field instructor Jan Retag.  Last week in September there is no school but good time to observe other classrooms.

MT met with parents of prospective student for last seat in class.  Lael reviewed the Quest program with them and left them to decide if the program is right for their son.

Intro To Placement - Student Interviews

September 5, 2009

Student Interviews conducted during picture taking for scaffolding exercise.

Kelly - Seven years old, has two older sisters and loves the book The Fantastic Mr. Fox.

Layasri - Does not have any pets, attended Bell Children’s Academy last year, and has one younger sister Dahomey.

Sheel - Loves learning, reading and has a younger brother Sean

Amelia - Her favorite color is blue, loves Mac & Cheese, and her birthday is in July.

Shrihan - Likes soccer, his favorite color is dark blue, and has one younger sister not in school yet.

Gavin - is seven and a half, likes soccer, and loves anything that has noodles in it.

Emily - Likes working on her computer, jump rope, and the color red.

Savitha - Does not have any pets, likes astronomy, especially the planet Saturn, and loves to read, read, read.

Kaushik - His birthday is in March, likes the winter season best, and his favorite fruit is cantaloupe.

Kenny - Has a sister Kelsey, loves fried rice, and milk.

Miranda - Likes the color purple, any kind of eggs, and can count to 1,0000.

Tiffany - Likes the web site PBS Kids, likes art, singing reading, and her favorite book is Magic Rainbow.

Anna - Likes pizza, the color pink, and loves to ride ponies.

Paavnee - Likes oatmeal best for breakfast, guinea pigs, and having play dates with her friends.

Neo - Can tie his shoes, playing and watching basketball, and has a younger sister Laura.

Aaron - Would like a cat if he could have a pet, has flown to China, Las Vegas, Hawaii, and can do a flip on a trampoline.

Jasmine - Does not have a brother or sister but would like a sister, enjoys chess and doing puzzles, and is an expert on the monkey bars.

Eileen - Loves chocolate chip mint ice cream, the color lavender, and likes dragons.

Theo - Likes basketball, whales, especially blue whales, and his favorite food is pizza.

Deepti - Loves books, especially Harry Potter, her favorite color is green and the fall season.

Callie - Favorite ice cream is vanilla with chocolate sauce, her birthday is in November, and has a younger sister aCmi.

Youraj - His favorite animal is the cheetah, dinosaurs, and a younger sister.

Chris - Has a dog Sophie, who is 13 years old, a sister Megan as Ben Rush, the color red, and his favorite food is BBQ ribs.

Intro To Placement

September 4, 2009

1. Describe one thing that you learned? A neat way to do addition that I never saw done before.
2. What questions do you have and/or what do you still want to know? Recognizing my kids when they have a not so obvious learning disability, and what might be the ways to detect it and separate it from a kid that may just be a difficult student.
3. What are you anxious about regarding student teaching/teaching? While I consider myself a multitasker and very organized, I had some fearful moments this past week when I let small things slip by me. I need to tell myself to not fret over the small stuff, and learn by my mistakes. You need to be very clock conscious to hit transitions just right.
4. What are you excited about regarding student teaching/teaching? As an intern seeing how each child gradually grows to trust me and seeks me out for help.

Franklin Teaching Journal

September 3, 2009
Today was curriculum night for the parents with the parents being given an overview of expectations, what to look for in the take home folder, being on time, sign up for email, and room parents of parties and field trips. Some Q&A but the meeting only lasted a short hour and then the parents were gathered to here the principal and meet all the staff.
Daily Agenda
9:05 Announcements, ca,lender, pledge
9:10 Math
10:00 1st and 2nd grade meet with principle to here about behavior expectations.
10:20 Brain Rest
10:30 Snack
10:41 Recess
10:56 Things About Me project started. Students asked to write at least 1 or more things about themselves which is posted in hallway outside classroom along with their picture.
11:20 Wash hands.
11:30 Lunch/Recess
12:20 Instruction on finishing books, just right books review, finish things about me, silent read, star reading evaluations
1:30 PE
2:03 Music
2:33 Recess
2:43 Daily agenda, pass-back, pack-up, read aloud (James and Peach).
3:30 Dismissal
Entire class earned a star foe everyone bringing back there go home folder
Math - Making 20 using 2, 3, 4, 5, 6 7 numbers 1st Grade
Math 2nd grade Close to 100 game. Single digit cards to each person with wild card. Winner has fewest points. I like the addition of fun to a game that encourages multi dimensional thinking.
Principal talk Ways to be nice, hands and feet to yourself, be polite, be a STAR.
Brain rest was a no talking read or draw exercise so students can absorb what they learned. Cramming more content leads to less retention studies show. The brain needs to process the information it has. Time to reflect. Music plays in the background. Five students drew, the rest read, or daydreamed.
Things About Me - Mind Math used bubbles connecting thoughts as a visual
Continued STAR evaluation reading program, while other student silent read.
Did a 5 minute exercise in class activity to the tune of car wash.
Review of Just Right books criteria. Students called up to read criteria from active board. Sand a Just Right book song. Must finish book unless you hate it. Can only shop for books on given day. Get three if a book is a short read.
Lesson in using past present and future tense using the stand besides, front and back of desk.
Read Lucy Calkins Writing Workshop which we will employ this year. Encourages kids to put their lives on paper through , conversations, story telling, penmanship. Keep expectations low. Think of story, draw it first and then perhaps write about it. Label pictures, label things in the classroom.
Franklin slogan, Be Nice, Have Fun, and Work Hard.
Weekly issue of Eagle goes to student if they are oldest sibling in school to save paper.
During read aloud student are periodically told to turn to neighbor and talk about some aspect of story.

Intro To Placement - Teacher Interview

September 3, 2009

Teacher Interview

Classroom Mgmt.

Observed style very low key, never raises voice even when disappointed with behavior.

Formally my Master Teacher uses a Think Time Form after repeated correction for behavior.

Name Date

Answers the following questions:

What am I here to think about? What was my behavior?

Which Franklin S.T.A.R. rue did I not respect?

What I could have done instead.

* When you are finished, put this in the Think Time basket on the student table and quietly rejoin the group.

** If you get two of these in a day.you must put your head down for 5 min. at the next snack tine.

The next step would be an email home to parent depending on severity and repetition of behavior.

Next step Principal referral and typically signs a behavior contract alone with teacher, principal and parent.

Room Layout.

The Master Teacher uses a facing forward row approach with a set of three desks side by side, separated by an aisle and repeated on the other side of the aisle. MT has tried different layouts but this works best for her as the children do not have to turn around awkwardly to see the teacher during instruction, active board, etc.. As this is a gifted (QUEST) classroom which combines both 1st and 2nd graders, each three desk group has a returning 2nd grader to mentor the new 1st graders so there is a practical side to this layout. Attached are 2 images of classroom from the front looking rearward, and rear looking to the fr

ont. There are 24 desks in the classroom.

Franklin Teaching Journal

September 2, 2009

Early leadership meeting of all department heads. Teacher/parent party planning. IA collaboration day. LEAP days. Transition day where former teachers talk about the kids.. WASL test results should be out next week. Culture of the classroom at this early start to the year, is well behaved, students self direct themselves to their books with free time. Not much goes on in the class that the MT does not detect. My observation skills need to tune into the sometimes subtle lack of attention during instruction. Assessment takes the form of reviewing and calling on students to demonstrate understanding or at least hearing the instruction being made. Math work sheets are checked for accuracy as our the handwriting exercises for form.

9:05 Pledge, calendar, announcements. Return of papers from home.

9:15 Assembly in cafeteria. Introduction of staff. Pep rally atmosphere with appropriate music accompanying the walk-in.

10:00 How to take care of books instruction.

10:30 Snack

10:41 Recess

10:56 Handwriting instruction, practice, and assessment.

11:20 Wash hands.

11:30 Lunch/Recess

12:20 Math instruction, practice, assessment.

1:20 Daily agenda, pack up, read aloud accomplished by me today.

2:00 Dismissal

• In-class library was explained and color coding of skill level appropriate books. Red dot, low, followed by yellow, green, and blue. How to keep books organized. Made bookmarks.
• How to choose a book. Read the back, look at cover, read title and author, flip through pages.
• Just Right book is one where 1 or 2 words on page you do not understand. If more than the book is too difficult. Classroom books stay in school.
• Book Walk , students selected two books, chapter books, but no picture books.
• Popsicles sticks used for random call on which acts as method to keep their attention, least they be called on.
• Walking around with snakes and eating is prohibited
• After recess students were queried as to who they played with and if someone did not have someone else to play with.
• Q&A filler time about classroom rules while staging for room transition.
• Reminded that after recess they should come in ready to learn. Bathroom break discouraged at this time as it should have been done during recess or before.
• Math taught in two groups. MT did getting to 100 exercise with 1st graders while 2nd graders worked with me in the back in double digit addition.
• One student have a number of numbers walking backwards. MT advise not to worry about it and if practice continues toward end the year than worry. Explanation is student typically outgrow it and get it right, so don’t fret.
• In general, most students completed work sheet with few errors. Two methods were observed. Carry method and 10’s method.
• Brief after school Quest team meeting to do some art.
• Prep for curriculum night.

Franklin Teaching Journal

September 1, 2009

Today school started for the LWSD. Reporting by 8:30 to do finally room prep.

9:00 Calendar, Pledge of Allegiance, Announcements

9:05 Welcome to Quest, collect student bring in supplies (wipes, paper), organize 5 student folders, bathroom rules and song, assign buddies (2nd graders big buddy arriving 1st graders), S-T-R-E-T-C-H break to music, Share favorite book that they brought in with their buddy’s.

10:30 Snack time - How we checkout equipment for recess review.

10:41 Recess

10:56 Powerpoint slideshow on composting, what and what not’s.

11:15 Bathroom/Wash Hands before lunch

11:30 Lunch - Walked down to review seating.

12:20 Book We Love folder art decorating exercise which were posted to B-Board

1:30 Library period. Allowed to check out books.

2:03 Silent Reading/Star Reading

2:33 Recess

2:43 Daily Agenda, Pass Backup, Pack Up.

3:00 Teacher read aloud “James and the Giant Peach” by Roald Dahl

3:20 Get ready to go home.

3:30 Students Dismissed

Class Observations:

• Students allowed to stand, kneel on chairs provided they are safe. I remember reading that standing is the best position to learn.
• Reading buddies read to each other their favorite book from home, and directed to switch at interval.
• MT advises that “do by example” and demonstrate for the students.
• Have ID’ed with MT a couple poor listeners in class.
• During instruction always insure that the students are attentive with feedback from them to insure they are listening and understanding.
• Compost bin is green, and empty milk container recycle bin is blue.
• Before lunch wash up with students needing bathroom to line up to use, and to wash hands in sink as opposed to bathroom to speed process up. Students not using bathroom are given handi-wipes to clean hands.
• Conducted photo exercise of students which I will use for seating charts, knowing our students, and a project we learned last week at the seminar on student learning. Took the opportunity for a one on one interview of asking three questions of each of them that can be used as a bridge for future communication, and to let the student know that I am interested in them.
• Interviewed MT on classroom management. Uses a Think Time Form for student to write out their unacceptable behavior. Self Reflection. Next step would be email home. Principal referral would be final intervention. Seating arranged basically so students do not have to turn in their seats. MT had tried other seating strategies, but prefers this one.
• Students gravitate to their books, during free time, or between units. Classroom is generally very quiet.
• Students reminded to look at teacher, follow-up for understanding. Random call upons, alternating between genders.
• Daily Agenda filled out to be brought home everyday to parents. (1) Things we did today. (2) What I learned today. (3) Ask me about? (4) Reminders for some students that specifically need to communicate with parents.
• “Mildred” is generic name MT used for any person.
• During read aloud led by MT, two or three questions are asked of students to explain a term, or understanding of story line. MT reminded students that mistakes are fine, that you will never always have the right answer, and thats OK. Students encourage at intervals to turn and talk to their fellow students.