Wednesday, March 27, 2013
Back To The Farm!
Today was our first trip back to the farm! It was wonderful to be back. The weather was nearly perfect - we caught warmth, sun, and just a hint of a breeze. The kids opened two garden beds today. In both beds, they planted more sugar snap peas. Before they could plant them, though, first they had to remove the seaweed, turn the soil, and incorporate compost. They also explored the greenhouse. They saw the peas they planted in the classroom a few weeks ago. They also got to plant spinach in some more six packs. Everyone was so pleased to be back at the farm!
Friday, March 22, 2013
March 22, 2013
Happy Friday!
After a week that was jostled by another snow day, we finally made it!
Today was another good day. In skills, the Organic Squirrels worked more on er. They read a story and started answering the questions. We're still working on turning the question around when answering, but they are remembering what they read well!
The Zesty Wombats had grammar day today, and we worked extensively on nouns. They reviewed common, proper, and plural nouns, and then discussed irregular plural nouns and strange ways to make nouns plural (like changing leaf to leaves).
The Screaming Mustaches finished Frindle today and started on a paragraph explaining whether the main character made the right decisions based on the outcome of the book.
The kids all worked more on their blogs today. It was a big writing day, and they wrote as much as they could on their topics. It's been impressive to see how much they're willing and able to write when they are motivated! We will continue the work on Monday!
During writing time, the kids all worked on paragraphs they've been writing - opinion paragraphs. They are coming along nicely. We started a new system during writing so the kids don't have to wait in line as long when they need help or review. They move a clip from one side of oak tag to another, and I see them in that order. While they're waiting, they do some free writing. This way, they keep writing and the classroom stays calmer, since they're not standing in line waiting idly.
We recently started a new read aloud book called Luka and the Fire of Life. It's about a boy who goes to a magic world to try to save his father. It's roughly a sequel to Haroun and the Sea of Stories. The kids seem to be enjoying it so far!
Everyone has been pretty chatty, but I feel like their output has been greater than before. It's difficult to calm engines at times, but it is still nice to see it not affect the volume or quality of the work being done!
After a week that was jostled by another snow day, we finally made it!
Today was another good day. In skills, the Organic Squirrels worked more on er. They read a story and started answering the questions. We're still working on turning the question around when answering, but they are remembering what they read well!
The Zesty Wombats had grammar day today, and we worked extensively on nouns. They reviewed common, proper, and plural nouns, and then discussed irregular plural nouns and strange ways to make nouns plural (like changing leaf to leaves).
The Screaming Mustaches finished Frindle today and started on a paragraph explaining whether the main character made the right decisions based on the outcome of the book.
The kids all worked more on their blogs today. It was a big writing day, and they wrote as much as they could on their topics. It's been impressive to see how much they're willing and able to write when they are motivated! We will continue the work on Monday!
During writing time, the kids all worked on paragraphs they've been writing - opinion paragraphs. They are coming along nicely. We started a new system during writing so the kids don't have to wait in line as long when they need help or review. They move a clip from one side of oak tag to another, and I see them in that order. While they're waiting, they do some free writing. This way, they keep writing and the classroom stays calmer, since they're not standing in line waiting idly.
We recently started a new read aloud book called Luka and the Fire of Life. It's about a boy who goes to a magic world to try to save his father. It's roughly a sequel to Haroun and the Sea of Stories. The kids seem to be enjoying it so far!
Everyone has been pretty chatty, but I feel like their output has been greater than before. It's difficult to calm engines at times, but it is still nice to see it not affect the volume or quality of the work being done!
Wednesday, March 20, 2013
March 20, 2013
Wednesdays are always such full days!
Today we had an introduction to blogging. I used the overhead projector while the kids all had iPads. We went through how to log in and how to make a post. They all made their first post, which was a sentence or two about their project. I still have to approve them, but most everyone got a tiny start!
In skills the Organic Squirrels started learning about bossy r. They learned the "er" spelling and sound. Then they read the first story in their new skills book.
The Zesty Wombats continued working on the /aw/ sound.
The Screaming Mustaches and Ice Dragons came ever closer to finishing Frindle.
In project today, the kids all finished their models. They came out wonderfully! We put them up on the wall with the soil and the animals that live in soil. They labeled all the parts they learned about, and also made labels for their plants. They are beautiful, and displayed in the great room for anyone who wants to come check them out!
Today we had an introduction to blogging. I used the overhead projector while the kids all had iPads. We went through how to log in and how to make a post. They all made their first post, which was a sentence or two about their project. I still have to approve them, but most everyone got a tiny start!
In skills the Organic Squirrels started learning about bossy r. They learned the "er" spelling and sound. Then they read the first story in their new skills book.
The Zesty Wombats continued working on the /aw/ sound.
The Screaming Mustaches and Ice Dragons came ever closer to finishing Frindle.
In project today, the kids all finished their models. They came out wonderfully! We put them up on the wall with the soil and the animals that live in soil. They labeled all the parts they learned about, and also made labels for their plants. They are beautiful, and displayed in the great room for anyone who wants to come check them out!
Monday, March 18, 2013
Busy Monday!
We dove back into the week!
We've had a rearrangement in our teaching situation. Michelle's duties in her special education role have amped up in the last few weeks, and because of that, Amy is now teaching all skills groups! It's a very exciting change, and although Michelle is very sad to have had to step down, Amy is super happy to be able to teach first grade skills through the rest of the year.
The organic squirrels are starting a new unit, all surrounding bossy r. Their new book is The Green Fern Zoo.
The Zesty Wombats are also nearly done with their unit. They're working on tricky y and a few new spellings for the /aw/ sound.
The screaming mustaches and ice dragons are finishing up Frindle this week.
Because of this change in skills, we've also started a new writing project. The kids are going to be writing blogs! They've picked a topic and have starts brainstorming posts they can do. They'll be working on writing a lot, but also a lot of other skills, including more on the technology side. I'll be sending more information about this home tomorrow.
Even though there are a lot of changes, everyone seems to be very positive about everything. They're loving the blog idea, and our first day of skills together was a blast!
We've had a rearrangement in our teaching situation. Michelle's duties in her special education role have amped up in the last few weeks, and because of that, Amy is now teaching all skills groups! It's a very exciting change, and although Michelle is very sad to have had to step down, Amy is super happy to be able to teach first grade skills through the rest of the year.
The organic squirrels are starting a new unit, all surrounding bossy r. Their new book is The Green Fern Zoo.
The Zesty Wombats are also nearly done with their unit. They're working on tricky y and a few new spellings for the /aw/ sound.
The screaming mustaches and ice dragons are finishing up Frindle this week.
Because of this change in skills, we've also started a new writing project. The kids are going to be writing blogs! They've picked a topic and have starts brainstorming posts they can do. They'll be working on writing a lot, but also a lot of other skills, including more on the technology side. I'll be sending more information about this home tomorrow.
Even though there are a lot of changes, everyone seems to be very positive about everything. They're loving the blog idea, and our first day of skills together was a blast!
Tuesday, March 5, 2013
Catch Up
Keeping this blog up to date was a goal of mine at the beginning of the year. I totally lost track of it, and realized this week that I really needed to get back into it in order to keep everyone abreast of what was going on in the classroom. Here's a general update!
In reading:
The Organic Squirrels have been working on diphthongs. These are sounds like oi, ou, oo, aw, etc. They're reading with greater fluency and recognizing more words and sounds! Hopefully you've noticed this at home, too.
The Screaming Mustaches and Ice Dragons have been reading chapter books. The most recent is Frindle which is a book about how words are created and spread, and the importance of language.
The Zesty Wombats have been working a lot on nonsense words, and have been focusing on the long e sound. They've learned 8 spellings for long e (e, ee, e_e, ei, i, y, ey, and ea).
In writing:
The First Graders have been learning how to craft a paragraph. They are learning the parts of paragraphs, and primarily working on topic sentences. They understand that topic sentences tell what the paragraph is about, and are working towards creating solid ones that capture their paragraphs.
The Second Graders have been working on opinion paragraphs. We spent a lot of time talking about the difference between facts and opinions, and they are coming to understand that an opinion is best argued when backed up by facts. They are working towards writing opinion paragraphs that incorporate facts as well as feelings.
In Project:
The kids have learned all of the parts of a plant - the root, stem, leaf, seed, flower, and fruit. They have been making models of different kinds of plants that include all of the parts of the plant. They know that some plants have fruits, while others only have flowers. When the models are finished, they will be displayed!
In Social Skills:
We've really been working on expected behavior in all parts of the day. We've been talking a lot about what's expected, and working towards having expected behavior every day. We also spent a lot of time talking about bossiness, being a role model, using I-statements, and being inclusive. We're working hard to appreciate everyone's differences and celebrate how special each member of the class is!
I plan to keep up with the blog for the rest of the year. I apologize for the lapse, but I recognize how important it is, and will work hard to update regularly!
In reading:
The Organic Squirrels have been working on diphthongs. These are sounds like oi, ou, oo, aw, etc. They're reading with greater fluency and recognizing more words and sounds! Hopefully you've noticed this at home, too.
The Screaming Mustaches and Ice Dragons have been reading chapter books. The most recent is Frindle which is a book about how words are created and spread, and the importance of language.
The Zesty Wombats have been working a lot on nonsense words, and have been focusing on the long e sound. They've learned 8 spellings for long e (e, ee, e_e, ei, i, y, ey, and ea).
In writing:
The First Graders have been learning how to craft a paragraph. They are learning the parts of paragraphs, and primarily working on topic sentences. They understand that topic sentences tell what the paragraph is about, and are working towards creating solid ones that capture their paragraphs.
The Second Graders have been working on opinion paragraphs. We spent a lot of time talking about the difference between facts and opinions, and they are coming to understand that an opinion is best argued when backed up by facts. They are working towards writing opinion paragraphs that incorporate facts as well as feelings.
In Project:
The kids have learned all of the parts of a plant - the root, stem, leaf, seed, flower, and fruit. They have been making models of different kinds of plants that include all of the parts of the plant. They know that some plants have fruits, while others only have flowers. When the models are finished, they will be displayed!
In Social Skills:
We've really been working on expected behavior in all parts of the day. We've been talking a lot about what's expected, and working towards having expected behavior every day. We also spent a lot of time talking about bossiness, being a role model, using I-statements, and being inclusive. We're working hard to appreciate everyone's differences and celebrate how special each member of the class is!
I plan to keep up with the blog for the rest of the year. I apologize for the lapse, but I recognize how important it is, and will work hard to update regularly!
Wednesday, January 30, 2013
Social Skills
This week we are learning about what to do when our friends make us uncomfortable or hurt our feelings.
First we talked about different things that friends do that bother us. Things ranged from being bossy to not letting us choose what we play. The kids said that they don't usually tell their friends when they're upset because they worry that they won't want to be their friend anymore.
Next, I introduced the "I-statement". An I-statement is a way of explaining how a person feels and why, while keeping the focus on themselves. The general guideline goes like this:
I feel __________ when you __________. I need __________.
If someone was making fun of my boots, I'd say, "I feel hurt when you call my boots ugly. I need you to stop doing that."
The main idea of this is that the focus is initially on the upset person's feelings, not on the aggressor's actions. Also, it specifically labels the action that the upset person finds bothersome. Last, it explains what needs to change.
We've been practicing it whenever something comes up in the classroom, as well as in role-playing. The more it is reinforced, the more likely kids will use it on their own when the need arises!
First we talked about different things that friends do that bother us. Things ranged from being bossy to not letting us choose what we play. The kids said that they don't usually tell their friends when they're upset because they worry that they won't want to be their friend anymore.
Next, I introduced the "I-statement". An I-statement is a way of explaining how a person feels and why, while keeping the focus on themselves. The general guideline goes like this:
I feel __________ when you __________. I need __________.
If someone was making fun of my boots, I'd say, "I feel hurt when you call my boots ugly. I need you to stop doing that."
The main idea of this is that the focus is initially on the upset person's feelings, not on the aggressor's actions. Also, it specifically labels the action that the upset person finds bothersome. Last, it explains what needs to change.
We've been practicing it whenever something comes up in the classroom, as well as in role-playing. The more it is reinforced, the more likely kids will use it on their own when the need arises!
Project - January 30, 2013
Today we divided project up into two separate parts. First, the kids did some research on the iPads for their Exhibitions of Mastery. I made a packet of questions and found some good websites that have a lot of information written in a fairly kid-friendly way. The kids looked at the websites and started learning more about their vegetables.
In the second half, the kids learned about leaves. They also tasted some leaves. They ate radicchio, chicory, and rainbow chard. I'm trying to help them see that we eat all parts of plants, though not usually all parts of any one plant. Then, they continued to work on their plant models. Many students are finished with their roots, stems, and leaves! They are very cool, and are starting to look like the plants they are supposed to be!
Below, you'll see a carrot, onion and pumpkin vine!
In the second half, the kids learned about leaves. They also tasted some leaves. They ate radicchio, chicory, and rainbow chard. I'm trying to help them see that we eat all parts of plants, though not usually all parts of any one plant. Then, they continued to work on their plant models. Many students are finished with their roots, stems, and leaves! They are very cool, and are starting to look like the plants they are supposed to be!
Below, you'll see a carrot, onion and pumpkin vine!
January 21 - 25
This week was a good week!
In skills, the organic squirrels are working on story comprehension questions. They're working at answering questions in complete sentences. They started a new book, Fables.
The zesty wombats have also started a new book, The Job Hunt. They're working on tricky vowel spellings and are reviewing long I. The screaming mustaches and ice dragons are all reading chapter books. They're reading either Mrs Piggle-Wiggle, Fantastic Mr Fox, or Henry and Ribsy.
In centers we started learning all about topic sentences. We're also working on writing super sentences. This is the start of a big push in writing!
In social skills this week we talked about thinking with your eyes. We know that when we think with our eyes we learn better because we pick up clues about what's going on around us. We also know that thinking with our eyes helps with communication because it helps us intuit what others are thinking.
It's been tough having so much indoor recess, but the kids have been real troupers. They've worked hard to still get along and be kind and inclusive. It's actually been nice or see how the kids interact when they don't have as many choices about who to play with for a longer period of time, and I've actually seen new friendships develop over the last few days!
In project, the kids are still working on their plant models. It was much more successful this week! Everyone got a solid start on their roots and stems, and they worked together to finish the soil. It had to dry, but they'll add their underground animals next. I wasn't sure how things were going to shape up, but it looks like we'll have some close approximations of plants when they're done!
In skills, the organic squirrels are working on story comprehension questions. They're working at answering questions in complete sentences. They started a new book, Fables.
The zesty wombats have also started a new book, The Job Hunt. They're working on tricky vowel spellings and are reviewing long I. The screaming mustaches and ice dragons are all reading chapter books. They're reading either Mrs Piggle-Wiggle, Fantastic Mr Fox, or Henry and Ribsy.
In centers we started learning all about topic sentences. We're also working on writing super sentences. This is the start of a big push in writing!
In social skills this week we talked about thinking with your eyes. We know that when we think with our eyes we learn better because we pick up clues about what's going on around us. We also know that thinking with our eyes helps with communication because it helps us intuit what others are thinking.
It's been tough having so much indoor recess, but the kids have been real troupers. They've worked hard to still get along and be kind and inclusive. It's actually been nice or see how the kids interact when they don't have as many choices about who to play with for a longer period of time, and I've actually seen new friendships develop over the last few days!
In project, the kids are still working on their plant models. It was much more successful this week! Everyone got a solid start on their roots and stems, and they worked together to finish the soil. It had to dry, but they'll add their underground animals next. I wasn't sure how things were going to shape up, but it looks like we'll have some close approximations of plants when they're done!
Tuesday, January 22, 2013
Exciting progress for Organic Squirrels
Today the first graders began unit 3! We learned a new sound /oo/ as in moon. We practiced a bunch and they picked it up very quickly! Our new book is called Fables and we will begin reading it tomorrow. The kids will bring home a letter tonight letting you know that we will be starting with weekly spelling quizzes. Please practice with them! I am proud of how hard they all worked today and how easily the grasped the new sound. We will be learning many new sounds more quickly as the year progresses now - but they are ready!
Wednesday, January 9, 2013
Project Pros and Cons
Today's project was quite an adventure!
During the winter, we do a lot of things during project that somehow relate to the farm, plants, fruits, or vegetables. Today we started a big unit on the parts of a plant. We will make models of different types of plants, and the models will show all the parts of those particular plants.
Today we read two books - one was on roots and one was on stems. After that we attempted to make the stem part of the models.
First, the cons of project: We tried to use papier mâché to make the stems. It was kind of a disaster. The balloons were super hard to blow up (even for the adults) and they were hard to put together to make them look how the kids wanted. Some balloons popped, some kept twisting apart. In the end, nobody got enough accomplished to even resemble a stem! It was at least moderately enjoyable for most of the kids, though, and that was good.
Next, the pros: to show the kids different kinds of roots and stems we can eat, I brought in some unfamiliar foods for the kids to try. The roots they tried were jicama and daikon radish. The stems were fennel and asparagus. The kids overwhelmingly liked the jicama, daikon, and fennel. It's hard to keep asparagus a good texture when it was cooked the night before, but the kids tried it!
Even though project today was kind of frustrating, and not much product came from it, the kids still worked hard and persevered. They worked well together and they learned, at the very least, how difficult it is to work with long, skinny balloons!
During the winter, we do a lot of things during project that somehow relate to the farm, plants, fruits, or vegetables. Today we started a big unit on the parts of a plant. We will make models of different types of plants, and the models will show all the parts of those particular plants.
Today we read two books - one was on roots and one was on stems. After that we attempted to make the stem part of the models.
First, the cons of project: We tried to use papier mâché to make the stems. It was kind of a disaster. The balloons were super hard to blow up (even for the adults) and they were hard to put together to make them look how the kids wanted. Some balloons popped, some kept twisting apart. In the end, nobody got enough accomplished to even resemble a stem! It was at least moderately enjoyable for most of the kids, though, and that was good.
Next, the pros: to show the kids different kinds of roots and stems we can eat, I brought in some unfamiliar foods for the kids to try. The roots they tried were jicama and daikon radish. The stems were fennel and asparagus. The kids overwhelmingly liked the jicama, daikon, and fennel. It's hard to keep asparagus a good texture when it was cooked the night before, but the kids tried it!
Even though project today was kind of frustrating, and not much product came from it, the kids still worked hard and persevered. They worked well together and they learned, at the very least, how difficult it is to work with long, skinny balloons!
Tuesday, January 8, 2013
Squirrels !!
The first graders are working hard at getting back to a regular routine. They were working so hard and quietly I just had to snap a picture of them! We are beginning to wrap up "GRAN" and we will be entering a pushing point to review this week and early next week. Please continue to practice sight words at home and have your child read to you each night!
Thursday, January 3, 2013
Thursday, January 3, 2013
What a lovely first day back from vacation! It's nice to have these two days to do a lot of review and ease our way back into the swing of things.
Today in skills, all groups did a lot of review of sounds they've already learned and tricky words. It was a nice refresher for everyone's brain after a long week off.
The kids all wrote about their vacations during writing time today. Some chose to share their writing to the class. It sounds like everyone had a really great time, whether it was through a lot of relaxing or through going away to visit family or have a mini-vacation!
During social skills, the kids started "All About Me" t-shirt drawings. They did this in anticipation of something new we'll be doing in the new year - something I'm calling Fantastic Farmer. This is something like a star of the week in which one child will be the Fantastic Farmer and each day they'll be able to bring in something to share that shows why they're fantastic. They can bring something special, photos of their family, their favorite book, or other things like that. At the end of the week, there'll be a special treat for the Fantastic Farmer!
My goal in doing this is to help the kids embrace and celebrate the things that make them special, even things that make them different. It's important for them to start to learn to understand and respect the things that others value, and how to respond if they don't value or like the same things (the social fake). Plus, it's always nice to feel special and valued!
I hope everyone had a great break! It's wonderful to be back!
Today in skills, all groups did a lot of review of sounds they've already learned and tricky words. It was a nice refresher for everyone's brain after a long week off.
The kids all wrote about their vacations during writing time today. Some chose to share their writing to the class. It sounds like everyone had a really great time, whether it was through a lot of relaxing or through going away to visit family or have a mini-vacation!
During social skills, the kids started "All About Me" t-shirt drawings. They did this in anticipation of something new we'll be doing in the new year - something I'm calling Fantastic Farmer. This is something like a star of the week in which one child will be the Fantastic Farmer and each day they'll be able to bring in something to share that shows why they're fantastic. They can bring something special, photos of their family, their favorite book, or other things like that. At the end of the week, there'll be a special treat for the Fantastic Farmer!
My goal in doing this is to help the kids embrace and celebrate the things that make them special, even things that make them different. It's important for them to start to learn to understand and respect the things that others value, and how to respond if they don't value or like the same things (the social fake). Plus, it's always nice to feel special and valued!
I hope everyone had a great break! It's wonderful to be back!
Wednesday, December 19, 2012
December 19, 2012
Today we read one of my favorite holiday stories, Hershel and the Hanukkah Goblins.
Then they mixed together all of the ingredients.
It's a story about a man who has to outsmart goblins in order for Hanukkah to occur. He is very sneaky and manages to save Hanukkah.
After reading it, we talked a little about what Hanukkah is. Then the kids made menorahs out of popsicle sticks.
This afternoon during project, we made latkes. The kids peeled and grated potatoes.
Then they pressed all of the moisture out of them.
Then they mixed together all of the ingredients.
And at the end they ate them! They turned out really delicious. It was a nice way to take the whole day and talk about Hanukkah, a holiday that nobody in the class celebrates. They asked why they learned about it when nobody celebrated it, and I explained how it's important to know about other people's celebrations so we are able to talk about them if they ever come up.
Everyone worked together really nicely today. It's hard, right before a big holiday and vacation, to stay focused and kind to each other, but the kids are trying really hard to keep making the right choices and do all the right things!
Monday, December 17, 2012
Snowflakes!
The kids learned about snowflakes last week, and one thing they learned was that all snowflakes have six sides.
Today they learned how to make snowflakes out of paper that have six sides. It involves some intricate folding. These are the directions for how to make symmetrical 6-sided snowflakes, in case your child wants to try to make them at home!
Gas Station Commercial
Since September the kids have learned and practiced one new calming strategy a week. They have enjoyed this so much and have repeatedly been able to use these skills while in the calming space and throughout their day. As you know, we often talk to the kids about their "engine". We talk about having an engine that is too high or too low. We always work on having our engines "just right".
Craft day is upon us and it is a chaotic but fun day. It is often hard for kids to keep their engines "just right" on this day. Last year I began running a "Gas Station" for students who needed to "check their engines" and get them "just right". This year the ideas for the Gas Station have been expanded upon with the calming strategies the kids have learned.
They worked very hard to develop the Commercial below. They brainstormed, planned, implemented and then presented it all at All Pod this past Friday. Carol took time to explain "engines" and related concepts to the whole level and then our students expanded on it and presented their video.
What a wonderful job they did! I am so proud of them!!
Michelle
Craft day is upon us and it is a chaotic but fun day. It is often hard for kids to keep their engines "just right" on this day. Last year I began running a "Gas Station" for students who needed to "check their engines" and get them "just right". This year the ideas for the Gas Station have been expanded upon with the calming strategies the kids have learned.
They worked very hard to develop the Commercial below. They brainstormed, planned, implemented and then presented it all at All Pod this past Friday. Carol took time to explain "engines" and related concepts to the whole level and then our students expanded on it and presented their video.
What a wonderful job they did! I am so proud of them!!
Michelle
Friday, December 14, 2012
Fire Drill
Today at school there was a fire drill that occurred as a result of a dirty toaster oven. The kids had to go outside and the fire trucks came. There was never any danger to anyone, mostly a lot of smoke. The kids know this happened because of the toaster oven.
Some kids expressed worry about this. I reassured them that it is my job to do whatever it takes to keep them safe at school. I explained how there were grownups around when the toaster oven incident happened, and that it was taken care of right away and that the fire department was notified immediately so that everyone was safe.
I know that the children trust me and believe me when I tell them that I will keep them safe. But I know it sometimes needs reiterating.
In light of the tragedy that happened in Connecticut today, it may bear repeating often that we are always around to keep your children safe and happy. Hopefully they won't hear about it, but it seems that somehow kids sometimes find out things that we don't want them to. If they do hear or know or have questions, please impress upon them that, first of all, those kinds of things don't happen at our school and, second of all, that we will always do whatever we need to keep them safe and happy.
Some kids expressed worry about this. I reassured them that it is my job to do whatever it takes to keep them safe at school. I explained how there were grownups around when the toaster oven incident happened, and that it was taken care of right away and that the fire department was notified immediately so that everyone was safe.
I know that the children trust me and believe me when I tell them that I will keep them safe. But I know it sometimes needs reiterating.
In light of the tragedy that happened in Connecticut today, it may bear repeating often that we are always around to keep your children safe and happy. Hopefully they won't hear about it, but it seems that somehow kids sometimes find out things that we don't want them to. If they do hear or know or have questions, please impress upon them that, first of all, those kinds of things don't happen at our school and, second of all, that we will always do whatever we need to keep them safe and happy.
Thursday, December 13, 2012
Thoughts and Feelings
There is a lot of sickness going around our classroom! It's important to encourage your child to wash their hands and use sanitizer. Also, keep talking to them about the proper way to cough and sneeze in order to keep germs at bay.
We've been working a lot on thoughts and feelings. This week in centers, the kids predicted the kinds of thoughts characters they know would have. When given a variety of choices, they predicted that Winnie the Pooh would think about Eeyore, Tigger, and Piglet. They know that one thing people think about is their friends, and Pooh was probably thinking about his friends. They predicted that Mario would be thinking about Luigi, Peach, and Yoshi because they are his family (his brother, wife, and pet). They like to think about their families, and that's why Mario would think about his family. They also predicted that a cute kitten would think about food, toys, and its bed. Some of the kids didn't know that animals don't have thoughts like people. They thought that the cat would be excited for Christmas. It was interesting to see and explain how animals are different from people.
Next we took pages from Where the Wild Things Are out of context and predicted the thoughts and feelings of Max, the main character, and some of the Wild Things. The kids used clues such as their faces and body language as well as the surrounding landscape to figure out the characters' thoughts and feelings. Even though they weren't exactly right all the time, their use of clues was appropriate and accurate.
Today we did some role playing. A few children came up in front of the class to act out scenarios and the rest of the kids held up either red or blue thought bubbles to show their thoughts about the scenario. It turned out that the kids had red thoughts about humming and interrupting during instruction. They thought that a person that would do that was rude, selfish, and weird. They also had red thoughts about a person who, when playing tag, didn't stop to help someone who fell while playing. They had blue thoughts about someone who fell during tag, or someone who fell in general, though. They distinguished well between feeling bad FOR someone and feeling bad ABOUT someone. They did think that someone who fell should be more careful, but more overwhelmingly they felt bad for them. They had positive feelings about someone who asked for help when they didn't understand something. They thought it was good that they were getting help and also felt like the person who was asking for help would be happier after getting it. They also felt positive feelings about someone who would ask to use the calming space. They were happy that someone would get the chance to calm down or feel better.
I asked if anyone felt negative feelings towards someone who fell, like "UGH, THAT PERSON IS SO CLUMSY!" and they all said no. They even asked why anyone would think that being clumsy would garner such an "UGH" anyways! I also asked if they would think that a person who asked for help was not smart, and they all replied with variations of, "Everyone needs help sometimes!" and "Nobody knows everything!" The last question I asked was if they thought people who needed to use the calming space were weird. Again, there was some variation on, "Everyone needs to calm down sometimes!" or "We all need space!"
I especially liked this conversation because I know that at times all children can be self-conscious about needing something different from others. I felt really good knowing that the kids in the class seem happy that they all get what they need, no matter if it's something different from what they need. Even the kids who hardly ever need accommodations seemed almost offended that I would suggest that anyone would think that needing something different was weird.
It's nice to have such a kind and supportive group of kids. If your child is expressing concern that they are being seen as different, or are worried that because they need something that others don't, that the others think they're weird or somehow "bad", please use this information to help them understand that their peers are glad that they get what they need and are happy when they do. In the end, all of the kids in the class, whether they're best buddies or merely acquaintances, just want each other to be happy!
As a teacher, I don't think I could ask for anything more from a class of students. I love how they support each other and think of each other.
We've been working a lot on thoughts and feelings. This week in centers, the kids predicted the kinds of thoughts characters they know would have. When given a variety of choices, they predicted that Winnie the Pooh would think about Eeyore, Tigger, and Piglet. They know that one thing people think about is their friends, and Pooh was probably thinking about his friends. They predicted that Mario would be thinking about Luigi, Peach, and Yoshi because they are his family (his brother, wife, and pet). They like to think about their families, and that's why Mario would think about his family. They also predicted that a cute kitten would think about food, toys, and its bed. Some of the kids didn't know that animals don't have thoughts like people. They thought that the cat would be excited for Christmas. It was interesting to see and explain how animals are different from people.
Next we took pages from Where the Wild Things Are out of context and predicted the thoughts and feelings of Max, the main character, and some of the Wild Things. The kids used clues such as their faces and body language as well as the surrounding landscape to figure out the characters' thoughts and feelings. Even though they weren't exactly right all the time, their use of clues was appropriate and accurate.
Today we did some role playing. A few children came up in front of the class to act out scenarios and the rest of the kids held up either red or blue thought bubbles to show their thoughts about the scenario. It turned out that the kids had red thoughts about humming and interrupting during instruction. They thought that a person that would do that was rude, selfish, and weird. They also had red thoughts about a person who, when playing tag, didn't stop to help someone who fell while playing. They had blue thoughts about someone who fell during tag, or someone who fell in general, though. They distinguished well between feeling bad FOR someone and feeling bad ABOUT someone. They did think that someone who fell should be more careful, but more overwhelmingly they felt bad for them. They had positive feelings about someone who asked for help when they didn't understand something. They thought it was good that they were getting help and also felt like the person who was asking for help would be happier after getting it. They also felt positive feelings about someone who would ask to use the calming space. They were happy that someone would get the chance to calm down or feel better.
I asked if anyone felt negative feelings towards someone who fell, like "UGH, THAT PERSON IS SO CLUMSY!" and they all said no. They even asked why anyone would think that being clumsy would garner such an "UGH" anyways! I also asked if they would think that a person who asked for help was not smart, and they all replied with variations of, "Everyone needs help sometimes!" and "Nobody knows everything!" The last question I asked was if they thought people who needed to use the calming space were weird. Again, there was some variation on, "Everyone needs to calm down sometimes!" or "We all need space!"
I especially liked this conversation because I know that at times all children can be self-conscious about needing something different from others. I felt really good knowing that the kids in the class seem happy that they all get what they need, no matter if it's something different from what they need. Even the kids who hardly ever need accommodations seemed almost offended that I would suggest that anyone would think that needing something different was weird.
It's nice to have such a kind and supportive group of kids. If your child is expressing concern that they are being seen as different, or are worried that because they need something that others don't, that the others think they're weird or somehow "bad", please use this information to help them understand that their peers are glad that they get what they need and are happy when they do. In the end, all of the kids in the class, whether they're best buddies or merely acquaintances, just want each other to be happy!
As a teacher, I don't think I could ask for anything more from a class of students. I love how they support each other and think of each other.
Thursday, December 6, 2012
Week of 12/3/12
Last Friday Michelle and I went to a conference to learn more about Social Thinking and how to better implement it in the class. We already do a lot of things that were discussed at the training, but we did learn some new strategies and ideas of things to include. This week we started learning about thoughts and thinking.
First we discussed what thoughts are. The kids came to the conclusion that thoughts are pictures in your brain that are private and can be shared. Next we talked about what kinds of thoughts people can have. They talked about sad thoughts, and glad, happy, excited, frustrated, and mad thoughts. We started to call them "good thoughts" and "not-so-good thoughts".
After that, we made brain bubbles for everyone. One side was blue, and the other side was red.
First we discussed what thoughts are. The kids came to the conclusion that thoughts are pictures in your brain that are private and can be shared. Next we talked about what kinds of thoughts people can have. They talked about sad thoughts, and glad, happy, excited, frustrated, and mad thoughts. We started to call them "good thoughts" and "not-so-good thoughts".
After that, we made brain bubbles for everyone. One side was blue, and the other side was red.
The blue side stands for "good thoughts." The red side is for "not-so-good thoughts". Sometimes now we'll say, "I'm having a blue thought!" or "I'm having a red thought," and see if the kids can figure out what emotion goes with that color, and what's causing each type of thought. We're working to make the kids more aware of what others are thinking, and how they affect the thoughts and feelings of others.
From here, we plan to work on scenarios using the colored thought bubbles as well as figuring out what characters in books are thinking and other familiar popular culture characters.
In project yesterday, we started to make our annual calendar. Here's a tiny sneak preview!
This calendar is farm themed and we make it in conjunction with the farm. Jonny came and taught the kids about the farm in different seasons (some we have experienced and some we have not). Then pairs or individual students made pages for each month. These will be on sale soon, and all proceeds will be split between our project and Friends of Holly Hill Farm. Be on the lookout for an order form! We also planted garlic and covered a bed with straw.
The next couple of weeks are typically among the most difficult weeks for children. Knowing that holidays are coming that include vacation and presents can make it very hard to concentrate and focus at school. We're constantly talking about keeping our engines "just right," and it would be very helpful if you could also continue to have conversations with your child about their engine, too.
Wednesday, November 28, 2012
Beach & Farm Trip 11/28/12
Today was a COLD day! The kids were such troupers! As we were driving to the beach, it began to snow. The kids piled out of the cars, ready to go!
We started by getting a speech from Ted. He explained how our job was to get seaweed so we could give back to the earth. When we farm, we use nutrients from the soil. When we get seaweed and put it on the garden beds, we are giving nutrients back to the soil. Then he explained that we had 3 objectives: first to get all of the seaweed off the beach, second to work without complaining and keep moving especially when cold, and third, to make him suffer by carrying heavy buckets of seaweed. With that, we were off!
After all the hard work, we got to eat some freshly picked carrots! They were extra sweet and delicious.
We started by getting a speech from Ted. He explained how our job was to get seaweed so we could give back to the earth. When we farm, we use nutrients from the soil. When we get seaweed and put it on the garden beds, we are giving nutrients back to the soil. Then he explained that we had 3 objectives: first to get all of the seaweed off the beach, second to work without complaining and keep moving especially when cold, and third, to make him suffer by carrying heavy buckets of seaweed. With that, we were off!
After we finished at the beach, we went to the farm. We ate lunch in the barn, out of the wind, and then worked to close down our beds. The kids covered the beds of garlic with straw, and the rest of the beds with seaweed. The straw will keep the soil warmer so the garlic will grow, while the seaweed will restore nutrients to the soil.
Today was a day of hard work. It was cold and, for some kids, there was no amount of clothing that could warm them up. But everyone kept going, everyone persisted. I feel like today is a true testament to the spirit of our class. The kids are wonderful!
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