Blog #5

I have two special need students in my class.  I teach 4th grade. The first one is a boy who can only read at a 1st grade level.  I have tutored him phonics and have gotten him to read 21 WPM  from 12 WPM. He also is in the process of reading a 2nd grade level book.  He is doing very well.  He does have an IEP.  He goes to see the reading specialist every day.  I meet with her to discuss him often.  We are also working on his handwriting. I will make adjustments to his work, but at the same time I have been told to not do too much.  I will have him read to me questions during tests and help him if he needs it.  If there are any writing components, I will have him try to write his answer down and then verbally tell me the answer.  This is how I can best check for comprehension.

I also have another student who has cerebral palsy.  She uses a computer to write out all her answers to everything done in class.  I will also ask her questions so she can give me a verbal answer.  This also helps me check for her comprehension.  She is a good reader, so I know she can read the questions.  She does not have an IEP as of right now, however, she is in the process of being evaluated to see if she qualifies for services.  We, as a school team, cannot tell if she is really stubborn with not doing her work or if she is having some neurological issues.  I feel if she is interested in a topic, she cooperates great!  Otherwise, she claims she doesn't understand and won't do her work.

Blog #4

Out of a scale of 1-10 on my use of using assessments in the classroom, I give myself an 8.  I feel I am high on this scale because of my use of assessments. First, my team and I administered assessments at the beginning of the year in reading fluency, comprehension and math.  We also do quarterly assessments in reading fluency and comprehension.  At the end of the year, we will do the same assessments administered at the beginning of the year in reading fluency, comprehension and math.

I give myself an "8" because I have been wanting to do pre-test assessments in math for the chapter we will be going into.  I want to be able to compare the pre-test scores to the final assessment score in order to see what they have learned.  I have done this once with my homeroom class.  I have not done this yet with my flex class.  I haven't had time to set the pre-tests up yet.  I am hoping by the next chapter, I will be able to give them a pre-test that will coincide with the actual test so I can see what they have learned.

We have used the assessments we have already conducted to create "flex" classes. We are differentiating the whole 4th grade class.  The higher students go to one classroom, I have the "average" 4th grade students and my other teacher gets the students who need more attention.  These classes are fluid and we will be using our 2nd quarter assessments and class tests to re-evaluate.  I already have a couple students who I think should be moved up.  That is great news!

Assignment #3

Over the course of the first quarter, I have slowly tighten my management style of the class.  I have realized that I needed to be stricter with my routines and procedures.  Being a first year teacher, I realized I was too loose.  The students were too chatty and trying to negotiate everything with me. Even though I struggled with those aspects, I have never felt that they disrespected me or not trust me.  I get cards and letters almost every day from at least one student thanking me for being their teacher.  That feels so rewarding.

Since the first weeks of school, I have started a daily work-out/yoga routine.  I do this first thing in the morning.  I feel this has helped them get a good start to the day.  I also have started to say sayings such as "when your eyes are on me/the board, I will know you are ready to learn".  I also have fine tuned transition/lining up time.  I have each student put all their items away, stand up and push in their chairs.  I will say "when you have put your things away, stood-up and pushed in your chair with bubbles in your mouth, I will know you are ready to go".  Once they have all done this, then I will excuse them to line-up.  If anyone runs, they are to go back to their desks and try again.  I will also compliment the students who are doing what they are suppose to; the ones who aren't will straighten up quickly.

I always think there is room for improvement.  I am always looking for strategies to try!

Blog Assignment #2

I feel I was too "soft" of a teacher at the beginning of the year.  I tend to naturally have a motherly tone.  I feel for them when they don't feel good or have a cut or if something else is bothering them.  I have definitely toughened up since the beginning of the year.  I am more strict on the talking.  I have gotten that under control.  There is still room for improvement.  I also am enforcing better expectations as far as lining-up and walking in the hallway.  I just recently saw footage of a 5th grade teacher and how she lined up her students.  I am now doing what she does.  She has them clear off their desks and stand quietly with their chairs pushed-in.  Then once everyone is ready, they quietly walk to line.  By adjusting my expectations just a little, control over my room has gotten better.

What has worked is incentive for a 100% on any test.  I felt like my students were rushing through their tests.  I have now offered a Hershey's chocolate bar to anyone who gets a 100%.  I had 18 out of 23 get a 100% on their vocabulary test last week.  I also had a few 100%s on a science test. I feel their science tests, overall, scored very well.  We will be having a few tests this week.  I am hoping that I will need to go out and buy more chocolate bars!  Their grades have improved a lot since my chocolate offerings. 

Blog Assignment 1

I am really proud of the growth my students have already shown.  They have matured in the 7 shorts week that we have already completed.  They are a chatty group.  However, they have demonstrated that they can get down to business and complete their assignments.  I know they respect me and enjoy my teaching style.  I can be fun, but they also know when I need them to get to work.

I am also proud of the kindness they show towards each other.  I have an autistic student and a disabled student in my class.  The others go out of their way to help them when needed and are really gentle and understanding to their needs.  It warms my heart to see such kindness, with-out me even saying anything.

My students do need to improve on their transitions from one subject to another.  They get engrossed in their work (not a bad thing!). However, they need to listen to my "5 minute" warnings and start to transition.  I am working on this and have seen slight improvement over the past week.  I am hoping by giving them a longer warning time to clean-up will help them with this area.

They also need to improve their note taking skills.  Right now, I am modeling what they need to write down or highlight.  This is a new concept for them and am hoping they improve as the year goes on. Also, their reading comprehension needs to improve.  They need to realize the questions I ask in assessments are in their notes.  The answers are literally right in front of them.  Even though I tell them this, they still rush themselves and do not look at their notes.  I am looking to improve this in the course of the year, as well.  Reminding them and showing them how to look up information and reading their questions first, might help them learn this technique.