Time for Encouragement!

Christmas break is over and we are back with our students trying to analyze data - where do we go next?  What can I change in my classroom?  What can I cut out? What can I add to boost test scores?

If you read my last post then you know the reality of our teaching day,  the work we must do on a daily basis and the work we have yet to tackle.  We do our best to deliver the Iowa Core standards but it is not easy.  Our diverse student population adds to this difficulty.  Differentiation is so important for us but its tough to juggle and actually deliver.  After talking with many staff members I thought it was about time I shared positive words and encouragement!

Angela Watson is an Educational Consultant with over 15 years of teaching experience.  Using her  years of experience combined with her faith she has created a website, Facebook page, and blog that is outstanding. She shares practical classroom ideas and helps teachers build a positive mindset so they can enjoy their work. She has written several books that I highly recommend.  I noticed there are other educators in our district that also follow Angela.  She is a Christian and she shares her faith in everything she does.  I find her to be real, honest and extremely motivating.

Her books....

Awakened:  Changing Your Mindset to Change Your Teaching  

The Cornerstone: Classroom Management That Makes Teaching More Effective, Efficient, and Enjoyable 

Unshakeable: 20 Ways to Enjoy Teaching Every Day … No Matter What!

Several years ago I read Angela's book, Awakened and participated in her on-line study based on the book.  I still use many of Angela's teachings and this year in particular I needed her thoughts and teachings to wake me up and flip my attitude.  I'm looking forward to reading her newest book, Unshakeable.

 If you are feeling stressed, unmotivated or unhappy with your daily teaching attitude I encourage you to look into Angela's blog and books.  I was thrilled to begin listening to her new Podcast series called Truth for Teachers.  If you are new to podcast please let me know and I'll happily show you how to subscribe to them.   Angela shares a new episode each Sunday.

Last week's topic was How to gain energy from kids instead of letting them drain you!  Its just what I needed to hear and am hopeful it might help others.
The episodes are only about 10 minutes long.  This last episode has several ideas to regain energy through several easy steps.  Angela knows the reality of how teachers give, give, give.  We spend all of our time working and worrying about standards but when do we enjoy our students and step back and breathe and celebrate their growth?  When do we look for the joy in each student?  When do we start realizing that the time we gain in knowing our students and adding a little fun will truly help us to be better at our jobs.  She also has great advice about dealing with "covering the curriculum" and pleasing administration.   Her advice and suggestions reminded me of why I love following her teachings.  She's real and she knows what is truly happening in the trenches.  Of course we continue to teach, but is it time we stop and look for quality learning vs. quantity?

I encourage you to check out Angela's sites and please give her Podcast a try.  I know there are many of you feeling blah about your job and not experiencing the joy that should be coming from our job.  You have the greatest mission, serving young children every day.  I, too, am hoping to work on my attitude and focus on the great kids we teach and the wonderful staff we work with.


 Click on the link to listen to this Podcast  
How to gain energy from kids instead of letting them drain you!   


Happy Reading & Listening,

Mrs. Speake

Check out this T-shirt ... I love it!  :)

Elementary Challenges

The new year is approaching and my mind is overwhelmed with the issues we need to tackle at South Side Elementary.  When did our teaching day become so full that we never have time to reflect on what is going well and what needs to be deleted, added or improved?

I have lots of questions that drive me crazy.  I hear the Frozen theme over and over...
               "Let it Go, Let it Go!"                   I want to let it go!

Am I so hopeful for positive change that I want to see it happen right now?  Are my expectations way too high for our extremely diverse population?  Where is our sacred PLC time?  Why aren't we progressing with PLCs?  PreAssessment, teach, post assessment?  Is the Iowa Core being implemented at H-D and in what classrooms?   What is our PD focus? Are we learning and adding to our teaching tools?  When should we expect to see a rise in student scores?  I wish I had a switch to turn it all off at 3:45.

We recently received the Iowa TLC grant which will supposedly prevent many jobs from being cut.  I've never been told which jobs were actually going to be cut?  Bus drivers? Associates? Cooks? Office staff? Administrators? Classroom teachers?   I assume classroom teachers, as TLC money can only be allocated to redesign current teaching positions.

I hope we can get our best teachers in positions where their expertise will be utilized.  It will take several of our best teachers out of the classroom.  That is not what I'd like to see happen but I trust we will find effective, quality teachers to fill the new gaps.   I assume we will have a quality candidate to lead this initiative and ensure that these new TLC teams receive quality training through the instructional coaching networks that the state has already established and have been hosting the last year or two.   I think it will be vital to have an administrator over seeing this.

My concerns are not about the positions or who will be in the positions.  My concerns are about the teacher's daily load.  How can one classroom teacher expect to cover so many, many things?   One of my favorite definitions....

Insanity:  Doing the same thing over and over again but expecting different results.

What does our data show? What are the trends?  Research states that it takes years and years for change to truly take place in the education system.  Why is this?  Time- Money- Communication-Energy?

At South Side we have a diverse population and this year we have about 150+ students that are in need of Tier 2 & 3 interventions in Reading alone.  Interventions must happen outside of our 120 minutes of literacy (120 is the time requirement found in the new ELI legislation)

We have begun many new initiatives in this area.  Comprehension lessons, independent reading, (students reading at text level based on Fountas & Pinnel), vocabulary, writers workshop, CAFE strategies, Daily 5 management system, guided reading, vocabulary specifically for our ELL students, and SIPPS (explicit phonics program).

All of these programs take over 1/2 of our day.  There is just enough time to squeeze math in.  Many of the pieces I just mentioned are best done in small group settings.  The average elementary teacher has about 12 periods to prepare everyday of the week.  This must be done after our students leave at 3:30.  (yes- our students are in our classrooms until 3:25)

Unfortunately over the next semester the classroom teacher must begin to filter additional things into their day.  Handwriting (printing K&1, cursive for 2nd&3rd) , keyboarding, Science and Social Studies.  All of which are not happening on a regular basis or in a uniform way.  Plus we must address the fact that Everyday Math is not producing the results we want to see in math.  We've begun to teach the Iowa Core Math standards which was the directive and has created gaps.  Another conversation that we haven't had time to address.

Anyone else a little overwhelmed?  What can we eliminate? How can our elementary  teachers receive common planning time?  How can we ensure prep time that will allow our teachers to plan quality differentiated lessons? How do we guard PLC time to ensure we truly are "doing" PLC as it is meant to be implemented.

 Do we departmentalize? Do we alter class sizes? Oh the questions that need to be addressed!

Kindergarten is going to North Side and now our ELL and Reading teachers will travel.  More questions to work through.  How will we continue to deliver SIPPS and guided reading groups?  How will we maintain our daily schedule because SIPPS and guided reading groups must be scheduled daily for all staff to be available at that time. Yikes,  I forgot to mention the new ELI requirements and the TIER site, weekly Progress Monitoring, and interventions that must be given to students each week.

What is my point?    I have said over and over and over (anyone listening???) .....we must work smarter not harder.   What is the data telling us?  What is best for the majority of our students?  Please consider  being a voice for our students and our staff.  It takes all of us to be actively involved.  Start thinking outside the box.  How can we make our elementary school day work more effective?  Can we begin to departmentalize?  Can our class list be put together better?  What can we cut out?

This week I heard a staff member comment that ignorance is bliss... Hmmm? Maybe?

The classroom setting is still my  favorite place to be.  I love seeing children learn and grow.  Education is a calling and it makes all the above stress worth it when you can see the smiling faces and watch their yearly academic growth.  School is the best place for many of our students.  Thank goodness for our staff that make their students feel like they are the most important part of our school!

I hope we all can follow Santa's advice for at least one day over break...... I know my plan is to shut off my computer and not think about school until after the first of the year.  I hope you can do the same and embrace the time with your family and friends.  Mrs. Speake

Challenges Ahead

Do you know about the new literacy legislation in Iowa?   If you teach elementary students or have school age children, you need to know the requirements of ELI (early literacy implementation).  

Iowa Code section 279.68 and 281--Iowa Administrative Code 62 promote effective evidence-based programming, instruction and assessment practices across schools to support all students to become proficient readers by the end of the third grade.  General requirements of are listed below.  All requirements are expected to be implemented no later than August 1, 2014, unless otherwise indicated.

The early literacy legislation,  enacted by IA Code 279.68  

• Provision of universal screening in reading for students in kindergarten through third grade  

• Progress monitoring for students who exhibit a substantial deficiency in reading

• Provision of intensive instruction (including 90 minutes of daily scientific, research-based reading instruction) for students who exhibit a substantial deficiency in reading (intervention must take place outside of the 90mins)

• Notice to parents that a student exhibits a substantial deficiency in reading, including strategies the parents can use at home to help the child succeed

• Notice to parents of such a student’s subsequent progress

• Provision of an evidence-based summer reading program for students who exhibit a substantial deficiency in reading (Effective May 1, 2017)

• Retention of any student who is not proficient in reading by the end of the third grade, did not attend the summer reading program, and does not qualify for a good cause exemption from the retention requirement (Effective May 1, 2017)

As part of this legislation, the Department of Education has developed the Iowa Tier site which supports the state’s MTSS program (Multitiered Systems of Support).  The legislation requires all school districts to administer a universal screening for all K-3 students.  The State chose the FAST assessments, which was developed at the University of Minnesota.  This screening is intended to identify students in need of additional literacy support.  The screening is administered three times per year in September, January, and April.  All students in Kindergarten Prep, Kindergarten and 1st grade will take the earlyReading assessment fall, winter and spring with 1st grade also taking the CMBReading in winter and spring.  Students in 2nd, and 3rd grade will take the CBMReading assessment in fall, winter and spring. 

South Side became a school in the state’s initial phase of using the Iowa Tier site in August of 2013.  As we began this new process of MTSS, it was suggested to move ahead with literacy changes slowly and analyze our student data to ensure we were providing a strong universal literacy curriculum to all students before we dive into interventions.  There were many areas of literacy that we enhanced over the last several years.   The Iowa Reading Research site is a wonderful resource to use as we improve and enhance our literacy instruction. Be sure to check it out.

We implemented our nonnegotiable document which states what literacy should look like in every classroom using the umbrella of balanced literacy.  One major shift was scheduling a 90 minute literacy block for every classroom.  We did this two years ago knowing it was best practice.  This year it is required by law. 

Unfortunately, the attitude of going slow to ensure improvement disappeared.  All teachers will need to begin using Iowa Tier for their students.  Each student not meeting the FAST benchmark will now receive progress monitoring weekly.  This will be done with a weekly assessment using the FAST system through the Tier site.  Students who show a substantial deficiency in an area of literacy, will be given an intensive intervention outside of the 90 minute literacy block.  Data will be recorded and if the student does not show progress a new intervention will then be required.   EVERY certified staff will be responsible in helping implement ELI.  This will mean art, music and PE teachers must be certified on the TIER site too!   

What is our next step? 

• All teachers will access the Tier site & certify to administer the FAST assessment and progress monitoring tools

• Develop our scientifically research-based interventions for K-Prep - 3rd grades (who, what, where, when, how)

• Begin weekly progress monitoring all students that are below benchmark (in red)

• Develop activities parents will need to do at home and communicate these requirements

This fall we began several interventions; a vocabulary program (Language for Learning) and a phonemic awareness/phonics program (SIPPS).  In addition, EVERY classroom has a form of small group reading instruction, such as guided reading.

PLEASE read the legislation requirements and know what this will mean for our district.  The link will allow you to download the Early Literacy Guidance document.  It is informative and it has a great FAQ section.

 https://www.educateiowa.gov/documents/legislative-information/early-literacy-guidance

Science has known for years that the most vital time for brain development is birth to age 8!   I love to use the house building analogy for teaching literacy.  Every builder will tell you the most important part of building a house is laying a quality foundation.  The foundation allows the house to stand strong for hundreds of year.  I do believe the state has declared the importance of early literacy.  

Happy Reading, 

Mrs. Speake s

  

MTSS Update

  May is here and it's definitely one of the busiest times of the school year.  Last week several AEA267 school districts came together to share the work they have done in regards to MTSS.  I came away feeling great about the work we have done!  I realized many of you may not realize the steps the state has suggested we take as we attempt to improve our literacy instruction and student's proficiency scores.  Below I will outline the steps we are using.  It is quite long but I hope at some point you find the time to read and reflect on all we have done!

We became part of the state's initial phase to develop their RTI (Response to Intervention) plan last summer.  The initiative is called C4K  (Collaborating for Iowa's Kids).  The state changed the system name to MTSS (Multi-tiered Systems of Support).

The MAIN focus this year was getting to know the Iowa Tier site, implementing the FAST assessment school wide and then using the FAST data to determine if our (Hampton-Dumont's) core literacy curriculum is sufficient.  The goal is for each grade level to have 80% of our students reach the FAST benchmark.  Our core literacy curriculum is how we teach the Iowa Core ELA Standards to ALL students.

Throughout the year we have had a Facilitation Guide to help us with analyzing our core instruction and materials.  There are 6 building blocks we have been working through.  As the MTSS internal coach and our school's literacy coach, I will explain the blocks and the action steps we have taken so far.

1.  Universal Tier Triage
If 60% or fewer students are proficient, a class-wide intervention in Foundational Skills from the Iowa Core in the areas of phonics, fluency building or phonemic awareness is needed.  

We are looking at a universal intervention for phonemic awareness, phonics and vocabulary.  Through research we have discovered that many of our ELL and SES students come to us lacking the vocabulary & literacy foundational skills that they need to be successful readers.  These children need explicit teaching with Tier 1 words (such as concept words, Beck's research) and they need a systematic and explicit scope & sequence in the area of phonemic awareness and phonics.

We MUST address these two major areas for K-1 and 2-3.  We will be implementing the SIPPS program and the Language for Learning vocabulary program.  How will this be implemented, by who and when?  These details have not been finalized yet!  But I am excited about both programs and I am hopeful these two programs will help lift our student proficiency scores.  We know the support we have given our struggling readers in the past does not show the growth we need.

For 2nd & 3rd Grade we may eventually add a universal fluency program.  We know Timothy Rasinski has many resources we have learned and use but we may want to add specific strategies at each grade level and place these into our Non-negotiable Literacy Document.  OF COURSE the best fluency program is to read, read, read!  (Not so easy making sure kids are reading at home!)

2.  Instruction Time
Schedules, amount of time spent on instructional vs. non-instructional tasks, and the extent to which students are engaged in learning.

Two years ago we addressed this issue.  Research shows that students must have an interrupted literacy block of 60 minutes for K and 90 minutes for 1-5th grades.  We do this!  PLUS each classroom has additional time to teach writing (approximately 45 minutes).  We even went a step further and require all classrooms to build stamina with independent reading on a daily basis.  KIDS MUST READ DAILY- and TEACHERS MUST BE CONFERRING WITH STUDENTS DURING THIS TIME.

Next we must analyze the 90/60 minute block.  Do we have every classroom using 95% of the time for instruction meaning we have students actively engaged in learning activities.

Two methods we will use to help with this area is Planbook.com and regular literacy walk-throughs by peers and administration.

3.  Enacted Curriculum
This about the Iowa Core Standards, what teachers and administrators know about them and are implementing them with fidelity for all students in the Universal Tier.

We are all teaching the Iowa Core.  We took our Making Meaning and Being a Writer programs and began to investigate if we are teaching the Iowa Core Standards.  Teams have worked tirelessly over the last two years- unpacking the standards and designing assessments and units to teach every standard.  K-3 have great units that they will continue to adjust and add to as we learn more about these standards and the new level of learning we expect from our students.  I wish we could say we are done, but this will be on-going work each year.

Again, we are ahead of the game and I am proud of our teachers and the amazing work they have done with the Iowa Core ELA standards!

4.  Instructional Materials & Practices
Evidence-based instructional materials that are aligned with the Iowa Core Standards and
meet the spirit and intent of the Iowa core as defined in the Common Core Publisher's Criteria.  High quality instructional practices should be implemented fully, represented in the instructional materials.

This is probably the building block we have spent a lot of time in over the last three years.  I could write a book for this area!  I will try to be brief.  We have adopted new curriculum pieces in the area of literacy and we have learned many research based strategies & practices that we know help us meet the Iowa Core.  Plus we believe it is what kids need.

*Gradual release model using a reader's and writer's workshop
*IDR (all kids should spend much of their day reading just right text )
*Differentiation (Guided Reading, Strategy small groups, 1:1 conferring) This must happen for all students
*Making Meaning  (comprehension lessons)
*Guided Spelling
*Being a Writer
*Fluency (poetry, reader's theater, repeated readings, fluency folders, graphing etc.)
*Making Meaning Vocabulary (Tier 2 words BUT now we know we must have something to teach Tier 1 words that children are lacking)
*Blue Book & Yellow Book ( daily phonemic awareness lessons for K-1)
*Fountas & Pinnell Phonics
*Co-teaching ( ELL, special ed)

This spring we took two months to complete a book study using The Next Step in Guided Reading by Jan Richardson.   Guided reading groups must take place in all classes.  This provides differentiation for all students.  This is also a part of our non-negotiable beliefs but we realized not everyone was on the "same page".  Improving this area of our teaching will make our core instruction stronger.

We have found an obvious missing piece for K-1 in regards to phonics.  Not that its not being taught, but we know we need a program which has a strong scope and sequence that can implemented each day in the classroom by the teacher and/or support staff.  This has led us to the search of an explicit phonics program.  We will hear more about SIPPS on our June 2nd PD day.

Personally, I feel we have not completely implemented co-teaching to its fullest potential.  I still believe there is much research behind this model to allow for differentiation in every classroom.  I hope we continue to place 2 certified teachers into every classroom's literacy block.  This will be difficult as we need to be formally trained in co-teaching and we have to have two parties willing to work together.   It takes a huge commitment in regards to planning time and knowing they are OUR students.   This will be an area I hope to address through optional PD next year.  

As you see we have done a lot!!   Every teacher has changed and/or adjusted in a SHORT amount of time!  We need to remember we have a GREAT administrative team who gave us the time and money we needed to collaborate, study and purchase the necessary curriculum materials.

To say it was hard is an understatement!  Think of all the PD days we have had learning strategies and research based practices, all of our book studies we completed, the many hours of team meetings, the summer workshops attended, the day visits to other school districts and the hours spent in your classroom redesigning and reorganizing at night and on weekends!!

 WOW- WOW-WOW.....now we know why we are all so tired and ready for a few days of down time in June.  You deserve it!

5.  Assessment for Learning
Also known as formative assessment, this is the ongoing process of collecting information on student learning based on defined learning goals, progresseions and success criteria.  Instructional changes should be based on this information and it should all be grounded in the Iowa Core standards.

We still have work to do in this area.  A few things we are doing...each grade level has been implementing assessments for the Iowa Core and they continue to revise, combine or delete the assessments.

The CCPensieve is a tool we are using to document the conferring time with a student and/or small groups.   We will continue to strengthen this practice and make it mandatory for all certified staff to use this tool.  This site is available for all learning areas but most teachers use it for reading and writing.

The Benchmark Assessment System is used to find a student's reading level and this has strengthened our knowledge about running records.  A running record is a formative assessment that is used for all readers.  We need to make sure all teachers are using this to make teaching decisions based on the student's strengths and needs.

 PLCs are in place and will be using data to make instructional decisions.  As our PLCs strengthen and grow, we will become more powerful with our data collecting and actually using our data to increase student success.

6.  Collaboration
Administrators, teachers, service providers and caretakers (e.g., parents, guardians) working together to ensure that each learner is making sufficient progress in mastering the knowledge ands skills outlined in the Iowa Core Standards.
This is the last block we will be addressing.

 At this time we (MTSS committee)  decided not to share the FAST data to the public until we (committee & classroom teachers)  felt we knew more about the data.  Again, our goal is to improve our core instruction before we try to give individual interventions for every student.  We know we can not intervene our way to 80 or 100% proficiency.  We want to have a solid core instructional program developed and delivered in every classroom.

We will continue to use the data results for the "big picture" of our instruction at each grade level. Teachers will need to learn more about the assessment and how to use the data as they look at their class scores and individual student score.

       Our first priority will continue to be strengthening our Tier 1 instruction (instruction give to all students) which is also called our Core Instruction (Iowa Core Standards).
The state keeps stating to MTSS schools that change and desired student growth will take years!!  We'll need to stay PROACTIVE as we continue to learn and refine our instructional practices.

We do have many great things happening ...THANK YOU!

Happy Reading- Mrs. Speake

Staying Motivated through Winter Blahs

I try to post about once a month and I am a little behind.   It’s February 9th and I am here to say that Mr. Winter can GO AWAY!!  The cold, ice and snow need to go...I am ready for warm days and green grass.  This is the time of year I find it hard to stay motivated!   Whether its my exercies routine, my reading routine or my teaching routine it takes extra effort to get anything done!  I have no doubt our students may battle these same issues.

It started me on a path of wondering how do we motivate our learners.  Even though they are only  5, 7 or 10 years old I think they feel the winter blahs too.  Indoor recess, ice covering everything, colds and flu germs going around and no sun bathing to soak in that extra vitamin c & d.  

Our students need to WANT to come to school, they must WANT to read and write and they must WANT to improve. 

Who are the children sitting in your classroom?  You may have heard them called the Digital Generation or Digital Natives (birthrates range 1980-2000) or Generation Z (birth ranges from 2000-2010).  You may "Google It"  and find oodles of research and statistics.   I found a piece of research quite interesting!  Click on the link below to read a summary about the type of learners you are trying to reach.

https://docs.google.com/file/d/0Bz_fwcHqLV4xRVV1czg3VjBwdE0/edit

It reminds me that when children sit in the same room for seven hours a day...we better make the hours count!  These learners want to see instant feedback, they love intangable rewards such as points, building stashes of virtual goodies or moving up levels.  They want to see and track their own success.  They love to see how many likes, friends and tweets they can receive.  They love social interactions.  They want instant updates, frequent messages and feedback that keep them in the loop.  They are able to use any technology device (fear is not in their vocabulary) to explore, discover and design.  

As teachers we can do simple things to be sure we are motivating our learners.

 Teacher Feedback.  Talk with your students.  Keep portfolios.  Write quick notes, send quick messages through a classroom blog or discussion board.  Be specific....what are they doing well, what do they need to improve on.   A sticky note with a few words can be everything to a 6 year old.  Send positive notes home to students and parents.  Notes do not always need to be about poor behavior.  

 Learning Goals.  Let children choose a goal, track a goal, graph a goal and celebrate when the goal is reached.  It doesn’t mean they get a big chocolate candy bar but let them choose items that fit with our educational goals.  Eating lunch with a special teacher, extra recess, extra iPad time, playtime on their own personal device whether its a phone, iPad or DS system (educational only of course).  I'm not even sure what the latest hand held device by Nintendo is called!

 Use technology.  Don’t limit this to listening to reading.  Classroom blogs, making Keynote presentations, research topics of their choice in regards to what they are reading or writing about, follow favorite authors, use manipulatives on Kidspiration, read on line, read text through iBooks, read articles, go on virtual tours.  Use Youtube or short clips when possible to add to lessons.

 Cooperative learning partners, small groups.  Allow children to work together and make this learning fun.  The key to cooperative learning is to be sure to set up appropriate procedures and model how and what to do.  Don’t expect it to be smooth the first time. 

  One of my favorite memories of my classroom was the non-fiction writing unit called All About Books.  I loved it so much that I added it for each science topic during the last three years I was in the classroom.  I would pair the children together and each pair would complete a different part of the book.  I still have beautiful All About Books on the Solar System, Eagles (when the Decorah eagles were so popular-we watched the live-cam every day while coming in from recess and drinking milk)  Mammals, Farming, The Seasons, How to Be Healthy and so on.  I taught the topic, they researched the topic together and then created the pages for the class book.  It was fun, it was noisy but they were learning and being productive.  They beamed with pride as they viewed the final product.  

Remember the teaching manual will not be able to provide everything...don't be afraid to try things.  You are creative and you know your kids.  What do they need? Non-fiction does not have to be a separate unit- integrate your day.  

Tracking Progress.  Create a system that allows them to earn points, rewards.  I know many of our teachers are using the Clip Chart Management.  I have  also seen classrooms choose Reader for the Day/Week, Writer for the Day/Week, Math Whiz, Word Wizard.... There are many ideas and I see many systems on TPT that might help you incorporate something into your own classroom.  They do not receive candy or prizes but they receive praise and educational rewards such as lunch with the teacher, extra recess, extra iPad time, a visit from the Principal, mom or dad.

 Move, move, move.  Provide brain breaks, provide movement from one activity to the next.  At desks, at the carpet, on the floor with clipboards....just don’t make them sit in a chair for hours.  If you have a wiggly class you might need more movement than other classrooms.  Try dancing, taking walks, taking quick walks outside for fresh air. 

 Talk, Talk, Talk.  Encourage think-pair-share and turn & talk.  Use discussion starters, use small groups when you can to encourage more talking and sharing.  Sing songs, read poetry & rhyme out loud.  Children want to be social and learning is social. Let them be active participants in their classroom.   Have a procedure so children know when they can be talking and when they need to be silent.  As always there needs to be balance. 

Build your Classroom Library.  Be intentional to improve your classroom library.  Use the AEA boxed books, books from the local library and school library.  Create theme centers in your library.  Make cozy book nooks.  Order books every year.  Be relentless in telling your administration....we need more!  Make a sharing system with your team by switching books each quarter.  Order a classroom magazine each year.  Turn in a booklist for new books that you would like to have in the school library each year.  Act like reading is the greatest thing in the world and your kids will follow you.

Class Goal.  Design a goal you can work towards.  A popcorn party, a PJ party, a special movie, an extra recess time or a favorite game time.

Buddy Up.  Choose another class and invite them in to play math games on Friday, partner read together, play word games, iPad apps together.  Make it a special time.  Instead of the entire class always traveling...you might send half of your kids next door and you receive half of the other class in your room.  Each teacher stays in the room but the students have someone new to work with.  Do not do it so often that it loses the power but definitely try it this time of year!!

As we push through the next few weeks I hope you can find some fun to have with your kids.  They deserve it and you do too.  Learning should be fun and we should have fun as we teach our students.  Try hard to focus on the many positive things happening in your room and try to let go of things we cannot control.  I know I need to be reminded of this often.

Teachers and students should feel that school is the greatest place to be!! In the elementary world these kids become our children Monday- Friday, 8:00 am to 3:30 pm.  They are with us every hour of the day.  Isn't it worthwhile to make sure we have a great environment to work in.

Happy Reading!
Mrs. Speake