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.