Chapter Four- Part 3- Ways Children Construct Understanding

So, if you didn't get to listen to the podcast... it basically said "Slow Down and give kids more time to spend on activities that integrate the curriculum!" The authors suggest using open-ended tasks that accommodate all learning styles. Open-ended tasks allow students to use prior knowledge to extend learning and encourage students to work together to solve problems. Long-term studies are another way to encourage active investigation- especially when the investigation is guided by student-generated questions.
Next, you must give opportunities to represent the new information so that the kids can internalize what they are learning. Role-playing, writing, drawing, etc.. are all ways that students can represent what they are learning and gives you a way to assess for misconceptions, give clarifying information, or guide children's thinking to a higher level. It is important to be open-minded at this point and realize that students with different backgrounds and learning styles are going to represent ideas differently. Allow for some individuality and give choices.
Reflection is the last step that is often overlooked. It is important to think about what has been learned and even think about the learning process itself. Over time, including time for reflection can help children become more self-directed learners.
So, the next step is the hard part... Organizing your curriculum to include these long-term studies! Get ready! Most of us know these "long-term studies" as "thematic units". You may want to google it and see what other teachers are doing.

Chapter Four-Part Two- Principles That Guide Planning

http://api.ning.com/files/V4*hBZMKkJYyQowTNO7o72BHt4OWzy7wvgT82LtM7ik_/podcast11609.mp3

Well, I am all about trying new things this year! I just uploaded my first podcast! You can now hear Chapter Four- Part Two by following the link above! Listen and tell me what you think! Would you rather read or listen??
Whitney

By the way, podcasting is a lot easier than i thought. Visit this link to see how elementary teachers are using podcasting in their classrooms:
http://millard.esu3.org/willow/radio/

Chapter Four- Part One- How Children Learn

Chapter Four deals with Guiding Children's Learning. The authors stress that HOW teachers guide children's learning is as important as WHAT children are learning.
If you did not review the theorists from Chapter One, the authors revisit several of them here. Luckily, they summarize four concepts about how children learn:

1. Children Construct Understanding- Children are natural explorers and learn by doing. Learning is a process of building new and deeper understandings, and acquiring and refining skills.
2. Children Learn by Interacting with Others- Learning is social! Collaborative work gives countless opportunities for children to learn from each other. in the process of talking about what they know, students will unravel problems and clarify their own thinking. This makes for a greater comprehension of concepts and contributes to others' understanding.
3. Play Engages Children in Active Learning- The author suggest looking for and promoting the 4 types of play identified by Sara Smilansky (1990): functional play (examining functions and properties of materials and objects), constructive play (using materials to make a representation of something), socio-dramatic play (pretend play which supports abstract thinking), and games with rules (any type of play governed by a set of rules).
4. Learning Takes Place in Stages- All learning begins with awareness and exploration and moves to the stages of inquiry and utilization.

It must be stressed that all of these concepts are dependent on you knowing the developmental and individual needs of the children your teach.

A New Place to Meet!

For all of my friends attempting National Board Certification (and anyone else who would like some fresh new ideas to help them in the classroom)... I have started a WIKI to help us look at the second half of our book study. If you have never seen a wiki, it is a great way to collaborate on a project and is fast becoming a great new tool for teachers in the classroom.

Join our wiki here: www.teacherbooklist.pbworks.com

The second half of Building the Primary Classroom deals with teaching the curriculum content in the areas of

• Language and Literacy
• Mathematical Thinking
• Social Studies
• Scientific Thinking
• Technology
• The Arts

I will have a page for each area. Not only will I add information from Building the Primary Classroom, but I will also include lots of information that I gathered during my attempt at NBC and information from work on my reading specialist and technology classes. The great thing about a wiki is that you can add information too! Share any great information about teaching!

You can join our wiki here: www.teacherbooklist.pbworks.com

Chapter Three- Part Four- Clear Expectations About Behavior

I just finished watching a great video series on behavior this week. You can see it here: http://www.paec.org/teacher2teacher/max_instructional_time.html

It goes great with this book, because the presenters discuss positively stated rules and the difference between rules and expectations.
The authors of this book say that children will feel safe when they know how they are expected to behave, when they understand the reasoning behind classroom rules, and when rules are consistently enforced. You can develop these expectations from day one by:

• involving students in creating classroom rules;
• taking care of the classroom; and
• introducing the proper use and care of materials.

Now, you may have already bought the cute poster at the teacher store that has the perfect classroom rules that is ready to hang and matches your theme :) But... kids are more likely to follow rules that they generate. Establishing rules for your classroom community is a great social studies lesson and teaches children to make their own good decisions. Help students state rules positively and be specific! Don't make your list too long and be sure to revisit your list often. It is much better to be proactive rather than reactive in the behavior department!

Making students responsible for the care of the classroom is important to keep things organized and give students some ownership over the room. Many suggest having a classroom job for every student in your class and rotate the jobs periodically. Once again, just google "classroom jobs" and you can see so many great ideas for jobs you probably never even thought of.

Last, it is important to introduce materials as needed. Begin with only the materials you will need at the beginning of the year. Then, introduce procedures for new materials as you need them.

So, take a minute to think about your own classroom...

• Are materials stored close to where they are used?
• Are supplies and materials well-labeled and easily accessible?
• Are there spaces for active learning stocked with interesting materials?
• Do you provide furniture and spaces for independent and collaborative work?
• Do you have your daily schedule and classroom rules posted?
• Would a visitor see evidence of clear expectations for behavior in your classroom?

I am sure that some of you have some great things going on in your own classrooms! do you have a picture of your job chart or rule poster. Do you have a picture of a neat meeting area or science center? Share them with us! You can post a link to your picture in the comment section below this post or email your pictures to me at wj1128@yahoo.com !! I will edit this post to add pictures as I receive them!

Chapter Three- Part Three- The Daily Schedule and Routines

There are many considerations for planning your daily schedule. You probably have some district or school guidelines concerning your arrival and departure, meal times, special classes, recess, etc... So, you may want to start the year by making a chart of the week and filling in the times of each day that are fixed and cannot change. Now, you can see where you have big blocks of time each day.
Next, you will need to determine your priorities.You will need to consider:

• consistency vs. flexibility
• meetings
• work times and center times
• whole and small group times
• choice time
• literacy block
• theme or project time

Be sure to pay special attention to those difficult times of the day. Arrival is usually not the best time of day to teach something new. So try picking an activity that allows you to greet students and will not need to be made up if students are late. As lunch time nears, you will probably see attention decrease as the kids get hungry. This may be a good time to read aloud, offer free choice time, write in journals, or finish up work. Warn children when a clean-up time is approaching. And last, make some time to wind down and review the events of the day.

Post your daily schedule in an area visible to all and review the schedule each morning. If you have not posted your daily schedule before now, just google "Class schedules" or "schedule charts" to get some good ideas!

Classroom routines are necessary to establish a structure for classroom life and contribute to the positive sense of community. Take time to discuss and model routines as you introduce them and don't expect children to remember them right off the bat!

Last, think about times in your daily schedule when children are offered choices. When children have choices in school, they are likely to feel competent and independent about their work. Children are always more motivated about an idea that they were allowed to choose! You may need to guide students who are not accustomed to making choices.

What are some ways you allow children to make choices in your daily schedule? What effects have you seen from giving your students some ownership over their schedule and routines?

We would love to hear about your classroom! Just hit the comment button under this post!

Chapter Three- Part Two- The Physical Environment

The physical environment sends strong messages to your students the minute they walk into your classroom. The authors suggest that your classroom should convey these positive messages:

• This is a safe and comfortable place.
• I belong here and I am valued.
• I can make friends and share.
• I know what I'm expected to do.
• I can do interesting work here.
• I can find what I need and return materials where they belong.
• I can make choices.

So, let's take a look at your classroom!

Meeting Area- We want to start with the meeting area because it will occupy a well-defined place in your room. You will need enough floor space to accommodate all of your students. You can define the space with a rug, carpet squares, or benches. Include any displays you will refer to such as your calendar, schedule, morning message, ...

Furniture and Tables- To encourage collaborative learning, tables are preferable to desks. But you can still group desks for 4-6 children. You should try to separate noisier areas from quieter ones. Make sure that you can see all areas of the room without obstruction.

Supplies and Materials- Materials should be accessible and well-labeled to encourage students to use them independently.

Display Space- Displays should reflect children's work and thinking as well as the diverse cultures and backgrounds of the children in the class. Display books on various subjects.

Personal Belongings and Work- Keep in mind when and where the students will need access to their belongings.

The authors remind us that children learn best when they can explore and investigate objects, events, and places. So, you should also keep this in mind when setting up your classroom environment. These are some of their suggestions:

• Have an organized space for your library with good books from different genres. You may also want to place books in others areas of the room to convey that books are important.
• Supplies for writing and illustrating work should be included.
• Place math materials in one area to help students find them efficiently. Include collections of household objects for counting, estimating, and sorting. Manipulatives, games, and supplies for recording discoveries should also be included.
• When organizing science and social studies materials, be sure to have sufficient space for students to conduct explorations and display work.
• The authors suggest also including areas for art and construction, block building, cooking, music, dance, drama, and computer.

Last, it is important to consider children's physical needs as you plan the physical environment of your classroom. Bathrooms and drinking water should be available as needed. Consider making hard furniture more comfortable. Make accommodations for children with special needs. Offer places to be alone or to calm down when needed. And be sure to provide space and time for large motor movement.

Chapter Three- Establishing a Structure in the Classroom

Structure and organization help students to become self-directed learners. But this does not come naturally to most students. Teachers must explicitly teach the structure of the classroom. Try to envision this classroom that the authors give as an example:

"When you enter the classroom, you hear a steady hum of activity. At first you don't see the teacher; she is sitting and talking with one of several small groups of children working on a variety of math activities at tables arranged in different areas of the room. Each group has three to four children and they seem intent on the materials they are using together. Children are talking in lively voices about what they are doing, explaining their ideas, giving directions, asking questions, challenging one another, and laughing. You sit down near one group of four children using geoboards and rubber bands. "Tell me something about what you are doing," you say. One child immediately volunteers: "We are finding out how many ways we can make different shapes. Look, we've made triangles, squares, and diamonds," he says, pointing to each one. Another child adds, "and I've made a hexagon. I know because it has six angles and six sides." you then ask, "How did you know what to do?" A third child explains, " We had a meeting and talked about different shapes we knew. Then each group got different things to use. We got the geoboards, that group got popsicle sticks, over there they have tangrams. Look around and you'll see." Just before you leave, the teacher calls the children together in the meeting area so each group can report on what they have did and what they learned."

So, what would we see and hear in your classroom? To some, this classroom might seem noise and not have structure.... but what do you think? Are the kids on task? Do they have a predictable routine? Are they learning? SURE!!!

Chapter Two- Part Six- The School as a Community

The authors end this chapter by challenging you to share the idea of a classroom community with your entire school! Sometimes it only takes one teacher to start a project with other classes that can benefit the whole school. Some ideas might be: school beautification, family projects, community service, etc..

To close this chapter, I want to share another item from my inservice with Judy Jablon. This training was for supervisors and she gave us a checklist for things to look for in a "Classroom Community"

Teachers:

• use children's names, smiling, and modeling respectful interactions
• set up a meeting area large enough to accommodate all the children sitting in circle (so they can see and hear each other)
• hold daily class meetings throughout the day for different purposes (e.g. to start the day, facilitate transitions, lessons, and to get closure at the end of the day)
• teach and reinforce specific problem solving strategies
• teach friendship skills (using modeling, role-playing, and social coaching)

Children:

• take turns, share, and give and receive help
• engage in cooperative learning and peer coaching
• show respect for the environment and other people
• solve social problems and resolve conflicts
• converse and interact during work times and class meetings

I hope this list helps you think about your classroom and ways to improve. For my national board friends, I hope you can see connections to your entry on your own classroom community. If you have questions or would like to discuss this chapter, leave a comment!

Whitney

Chapter Two- Part Five- Promoting Social Problem Solving Skills

You probably have been given a nice character education program to use at your school? Where does it fit in the standards-based curriculum? Does it get 5 minutes a day? 5 minutes a week?
The authors make a case that if you spend more time being proactive by teaching social problem solving skills, you will have less disruptions and can spend more time on lessons!
We need to teach problem-solving skills more than ever now. So, how do we incorporate it into the curriculum?
Problem-solving is not learned in a quick, five-minute lesson. It is a process learned over time by continual practice. Modeling is the key. It is important for you to model handling anger. You can teach it as needed with individual groups of students or use class meetings to discuss conflict resolution, feelings, social skills, etc..

The authors give some steps to helping children handle conflicts among themselves:

1. Help children calm down
2. Identify the problem
3. Generate Solutions
4. Evaluate solutions and choose one
5. Implement and evaluate the results
6. Encourage children to resolve conflicts on their own
7. Provide a place in the classroom to calm down

Again, this will takes lots of modeling by the teacher to work through problems all year long. You may also need to address conflicts that involve the entire class through a class meeting. Allow the students to generate a plan to solve the problem and give feedback on results.

I shared with you the link for Dr. Becky Bailey's Conscious Discipline. She uses brain research and her own research to give some great ideas on solving problems with children.

Check out these other links to social skill curriculums:

Al's Pals- http://www.wingspanworks.com/educational_programs/about_als_pals.php

Character Counts- http://charactercounts.org/

Please post a curriculum or activities that you use to teach problem solving and conflict resolution. Just hit the comment button under this post!

Whitney

Chapter Two- Part Four- Helping Children Relate Positively to Others

I had the pleasure of meeting Ms. Judy Jablon at an inservice about using her book in improving standards-based classrooms. She said that in primary classrooms you should see:

• A welcoming atmosphere and environment (teachers and children using each others' names, smile, and interact respectfully)
• Children taking turns, sharing materials, and giving and receiving help from one another
• Lots of conversations and interaction related to work and play experiences
• A meeting area large enough to accommodate all children
• Evidence of children using social problem-solving strategies

Isn't that a great picture of a classroom? But, of course, you don't see these things over night. You must teach children how to relate positively to others. It takes a lot of modeling and direct instruction. This means treating children with same respect they give adults.

Think about when and how you talk to your students. Greeting students each morning is a great way to connect with each child on a personal level. try to think of something specific and personal to say every day. In the same way, sending a child home each day at dismissal with a positive message is just as important. During the day, find ways to be a good model of respect. Teach your students what to say and do and set your standards high. Research confirms that when teachers convey high expectations, children are more likely to be successful. So, treat mistakes as learning opportunities. Look for students who have difficulty making and keeping friends. Collaboration fosters learning. So, it is important to teach students how to work collaboratively and facilitate working together to reach goals.

What are some activities that you use to promote collaboration? You may want to google "Kagan Cooperative Learning". You will find some good strategies that they try to sell to you... but you are probably already doing a lot of them. Leave a comment and tell us about collaboration in your classroom!

Whitney

Chapter Two- Part Three- Using Meetings to Build a Sense of Community

This is one of my favorite aspects of this book--using class meetings to enhance teaching and learning! Many teachers begin to phase out "circle time" starting in the first or second grade, but having a "meeting area" in your room is key to building your classroom community. The goal of your class meetings is to show your students that there can be many possible solutions to problems and that the group can make decisions together.
The authors suggest including these different types of meetings:

1. Meetings to start the day- The first meeting of the day will become part of your classroom routine. This is the time to welcome your students each day, review the class schedule, and discuss plans for the day. Your meeting might include greeting your students, reviewing a morning message, reciting a poem or singing a song the class has learned, or introducing the next activity with a short lesson. Several of these activities could be led by the teacher or a student. (I personally feel very strongly about using a morning message and will go into this in more detail when we get to the chapter on Language and Literacy.)
2. Meetings at Transition Times- We all know how hectic transitions during your day can be. A brief meeting to share a poem, play a group game, or review a lesson can bring everyone together to move on to a new activity more smoothly.
3. Meetings for Discussions- The key to this type of meetings is teaching the students to not only discuss matters with you, but also their peers. Discussions might focus on background knowledge to introduce a lesson or reflection on activities done prior to the meeting. Discussions might also focus on your classroom community. Topics might include: planning jobs, establishing rules, discussing problems and solutions, introducing/modeling/practicing a social skills, introducing a new game or new materials, or planning a classroom celebration. it really empowers children to know that you respect their opinion and want to hear their ideas!
4. Emergency Meetings- Look for those "teachable moments" when you might need to stop a lesson and look at the weather or a discovery made by a child.
5. Coming Together at the End of the Day- End each day on a positive note!

Of course, there are some logistics to making your class meetings effective. First, you must set up a "meeting area", decide how you will get to and from the area, and how you will sit. Meetings cannot be too long so that the children stop paying attention. It is important to teach and model speaking and listening skills. It is important to call attention to your use of these skills. Be sure to include everyone in your discussions and teach respect for individual differences.
If you are having class meetings in your own classroom, what are some tips and tricks that you use to keep your meetings running smoothly? Leave a comment by clicking the "comment" button below this post!

Chapter Two- Part Two- Welcoming Children to the Classroom Community

When a child walks into your classroom, what do they see?

You probably started working on your classroom weeks before school started. This is where your classroom community begins. You can start building relationships with children and their families by sending a postcard or letter to introduce yourself and welcome students to your classroom. We always had kindergarten testing and was able to meet each family individually as they brought their children before school for screening. Some teachers give a opening week assignment such as filling out a personal information sheet or bringing a show-and-tell item that shows a particular interest they have. This can build a sense of belonging by enabling everyone to learn something about each member of the class.

Classroom Displays
Research suggests that students use classroom displays more if they help make them or if they are present when they are made and displayed. So, the authors suggest not spending lots of money on pre-made bulletin board displays. Instead, leaving empty spaces conveys the message: "This is our classroom, and we will decide together how to decorate it." They suggest displaying photographs of the students. You can ask for pictures from home or take the student's picture on the first days of school. Don't forget to include pictures of yourself and other adults that may work with your students.

Children's Names
Writing student's names around the room gives them some ownership of the environment. You can label cubbies and desks, put their names on the class word wall, make a bulletin board introducing your students, etc. Make sure that you are able to pronounce your student's names correctly before the first day of school! Have lots of activities the first week that introduce students to each other, help students learn each other's names, and are non-threatening.

Classroom Orientation
The authors suggest planning time to introduce students to your classroom organization and routines. Modeling the use of all materials is good idea. Do not take for granted that all students know how to use basic materials. (We will discuss room arrangement and introducing materials will be discussed in the next chapter.)
Discuss the location and procedure for using the restroom. Keep in mind that children feel more secure if they know they can comfortably use the bathroom when necessary.
Discuss the location of important places in the school. Last, but not least, teach your signal for getting students' attention.

So, what are your favorite activities for welcoming your students to your classroom each year? My daughter had a teacher that made the students' pictures on the first day of school then made a collage for each student to take home. My daughter was so excited to come home and tell me about her new friends, so I have been doing this ever since. I keep the original pictures in a class book in our class library, so the kids can look at the pictures and "read" everyone's name.
Leave us a comment and tell us how you welcome your kids!
Whitney

Chapter Two- Part One- The Value of a Classroom Community

When you were little, did you live in one of those neighborhoods where any parent on the block was allowed to set you straight if you were not acting right? You don't see that anymore, huh? Now, we just have lots of kids who don't even go outside to play and lack the social experiences to develop the skills needed for cooperative living. Many kids are hungry, tired, or under great amounts of stress. So the authors suggest building a classroom community to "address children's basic needs, promote their resilience to hardship conditions, teach the values of respect and responsibility, and foster their social, emotional, and academic competence".

So, let's start with addressing your student's basic needs. You may remember a little about Maslow's Hierarchy of Needs from Psychology class. You can get a good refresher, as it applies to teaching, here: http://academic.cengage.com/resource_uploads/downloads/0495570540_162121.pdf

Basically, it implies that children (and adults) will not be motivated to learn new concepts until their more basic needs are met.

For our students who do not have their basic needs met at home, you must promote resiliency. Provide opportunities throughout the day to develop and practice the behaviors associated with resilience: insight, independence, relationships, initiative, creativity and humor, and morality.


Morality is necessary in the classroom community. But this is not something you learn from a canned curriculum or certificate for "good citizenship". The values of respect and responsibility must be modeled and experienced first-hand. The authors quote Goleman (1997), " Children who are aware of emotions in themselves and others, who work cooperatively with their peers, use adults and classmates as resources, and who have friends are more likely to succeed academically and lead fulfilling lives. They also give a great list of social skills that are directly tied to academic success. These abilities should be modeled extensively and directly taught to young children:

• express feelings
• recognize feelings in others
• share ideas with others
• listen when others are speaking
• take turns and share
• compromise
• accept different points of view
• negotiate in order to build consensus
• take appropriate risks without fear of failure; and
• respect another person's belongings and physical space

To close this section, the authors explain how building a classroom community is one of the most effective ways to integrate children with disabilities- in responsibilities, jobs, projects with partners, special events, and in the use of equipment and materials. This is hard for teachers who may feel inadequate in meeting the needs of students with disabilities. The key is to model respectful interactions and appreciation for all students' contributions.

I know there are hundreds of books and resources for promoting social and emotional growth in students. What are you using in your classroom? Dr. Becky Bailey's Conscious Discipline Program is a favorite of mine! Take a look at her introducing it here:

http://video.google.com/videoplay?docid=-5804206976739568338#

Leave a comment and tell us a program or a favorite activity that you use!

Chapter Two- Introduction- Building a Classroom Community

Picture #1

Picture #2

Picture #3

Picture #4

For those of you attempting national board certification, this is an important chapter to read as you build your own "classroom community". Really, I think we all strive to make our classrooms inviting and comfortable for students. But why is building community in the classroom important?

The authors give us a definition of a "community" from Bredekamp and Rosegrant:

A community is a place where individuals share common values, goals , and activities. It is a place where each member takes on roles to provide sufficient services so that the community's goals are reached. In communities, everyone does not do the same thing at the same time, but groups work together to achieve common goals. A community is a place where social bonds are established and individuals can flourish.

Getting to know your students (from Chapter One) is now the stepping stone for creating your classroom community. Your students interests and experiences will define the "culture" of your classroom and will change from year to year.

Now, take a minute to look at the pictures above. Choose a picture and tell us something you see that might promote a sense of community in the classroom. Click on the comment button to share your thoughts. I would appreciate at least one response for each picture :) (This is part of my grade for my class!)

Whitney

Chapter One- Part Four- Going Beyond First Impressions and Expectations

You've heard, "First impressions last a lifetime." But, teachers must make a commitment to go beyond first impressions in order to help ALL children learn and to assess them fairly. Your goal is to develop a positive and supportive relationship with each child in your class. Here are some things the authors suggest you can do to learn about your students:
*Take a walk in the neighborhood near your school with other teachers or a parent who lives in the area who can point out interesting things or introduce you to people.
*Talk to family members about their children.
*Talk to the teachers who had your children last year. Try to find out about special interests of the children.
*Make time during your day for informal conversations with children.
*Ask students about things they like to do outside of school.
*Observe students as they work and play and make notes about your observations.
*Be an active listener.

Remember... as you begin these activities in your classroom, just think of the oral language skills you will be modeling in your classroom as the students have discussions with you and their peers!

There are also some recommendations for making students comfortable not matter what their learning style or culture:
*If there are children who do not speak English, try to learn a few phrases in your student's primary language.
*Vary the structure and type of your classroom activities. Take time to review all of the cooperative learning strategies available so that your students are not pressured to speak in front of the whole group the majority of the time.
**If you do not have a "culturally diverse" class, you can still expose your students to diversity through books, posters, videos, guest speakers, etc... be sure to discuss similarities and differences in an atmosphere that conveys acceptance and caring.

Keep in mind that this is a dynamic process shaped, of course, by the students you teach! In the following chapters, we will learn about strategies that build from this base to develop a positive relationship with each of the children in your classroom and ensure their success.

So, here we are at the end of chapter one. Take a minute to think about the ways you gather information about your students. Do you really KNOW your kids? Share with us the ways you learn about your class and how you use that information! Just click on the "comment" button under this post. Whitney

Chapter One- Part Three- Understanding the Influence of Culture

Relationships matter more than anything else. Human beings need to be nurtured. Our job as educators is to nurture in ways that tap into the genius in each child. - Asa Hilliard

The authors begin this section with a defintion of culture from Ward Goodenough. He says culture is "the set of standards or rules for perceiving, believing, acting, and evaluating others." Culture can affect how we communicate and interact with others and the kinds of expectations we have. Although teachers cannot possibly learn about every cultural factor that influences their students, the key is to remain open to the many ways children may be influenced by culture. This is especially true with communication. Be wary of misunderstanding or misinterpreting the communication styles of someone from a different culture.

So, what can you do to learn about the cultures that affect your students? Begin with family members. Getting to know parents and family members of your students will usually give you plenty of information about why a child is talkative or shy. Just be careful about assigning cultural labels and promoting stereotypes. Be mindful in your planning that each child will come to school with a unique set of cultural and experiential influences.

Share with us how you find about the cultural influences on your students! Leave a comment and look for the last section to wrap up Chapter One next time.

Chapter one- Part Two- Recognizing a Child's Individuality

Every child has a story to tell... Will they tell it to you?

In the previous entry, I discussed the developmental characteristics of children. This can help you to have some reasonable expectations for your students. But, as most experienced teachers know... no two classes are ever the same. Each child brings their own unique set of experiences and characteristics to your classroom.
For children to thrive as successful learners, the classroom must be a place where kids feel comfortable and valued. So, let's look at some factors that may affect a child's self-confidence and response to learning experiences.

**TEMPERAMENT- how a person approaches life. Observing children to learn about their temperament can be very useful in understanding how a child might make friends, solve problems, and learn new skills.

**INTERESTS AND TALENTS- Sometimes these may be obvious, and sometimes not. Knowing about a child's special interests and talents can help you support their growth and self-confidence.

**LEARNING DIFFERENCES- This would be a great time for you to review Howard Gardner's "Multiple Intelligences". You can get a nice review here: http://en.wikipedia.org/wiki/Theory_of_multiple_intelligences
By providing a variety of experiences, we are more likely to help every child be more confident and comfortable.

**LIFE EXPERIENCES- What children bring to the classroom from their past experiences is going to affect how they relate to peers, adults, materials, and activities. And there is always that one little darling who does not have the best home life. We all have them. Just remember... you can be the caring adult that can help that child deal with stress so that they have the energy to learn.

**RESILIENCY- In future chapters, we will discuss instructional approaches that promote the factors that children need to overcome hardships: insight, independence, relationships, initiative, creativity and humor, and morality.

**SPECIAL NEEDS- It is inevitable that you will have a student with a disability. But, there is no one that is an expert on all disabilities! Just take a little time to learn about the specific special needs of the children in your classroom. Conversations with parents, specialists, and other professionals will provide most of the information to help overcome barriers to learning. Work as a team to overcome problems!

So, what are some positive results that can come from getting to know your students? --more effective classroom management! --higher student motivation and engagement! --less stress for you!

What are some ways you get to know your students? Leave us a comment and share your thoughts!

Chapter One - Part One - Knowing About Child Development

OK! Let's jump right in to Chapter One!

First, take a minute... and think of a person that is very special to you. Jot down three words or phrases that describe the way you feel when you are thinking about that person.

Now, think about your kids that you work with each day. What are you personally doing to help your students feel the same things you just wrote? This is the concept for this chapter... getting to know the children you teach. Why is this important? Knowing about children is the foundation for good teaching. First, the developmental and individual characteristics of your students will influence the learning experiences you plan. Second, knowing your students well builds positive relationships with them, which is often the key to their success in school.

So... since the first step is knowing your students developmentally... let me review the highlights of Child Development 101.
The authors spend a little time reviewing the theories of Erikson, Piaget, and Vygotsky. What is important to remember about primary grade children is:
**They are becoming product-oriented and want to do a good job!
**These kids are moving from "pre-operational thinking" to "concrete operational thinking", so concrete, hands-on experiences are what is going to lead to abstract thinking.
**Collaboration with others is what helps children acquire new skills and gradually become successful at using those skills independently.

I have included a few links for some developmental checklists for different age groups. Take a look at the link that corresponds with the grade you are teaching currently. Are you seeing some of these things in your classroom?

3-year-olds - http://www.nncc.org/Child.Dev/ages.stages.3y.html
4-year-olds - http://www.nncc.org/Child.Dev/ages.stages.4y.html
5-year-olds - http://www.nncc.org/Child.Dev/ages.stages.5y.html

First Grade - www.glendale.k12.wi.us/1_char.aspx

Second Grade - www.glendale.k12.wi.us/2_char.aspx

Third Grade - www.glendale.k12.wi.us/3_char.aspx

Fourth Grade - www.glendale.k12.wi.us/4_char.aspx

Fifth Grade - www.glendale.k12.wi.us/5_char.aspx

How do you assess your student's developmental needs? Please feel free to comment and share any checklists, assessments, or thoughts you have! And don't forget to pass our blog site to a teacher friend!
Whitney

Overview of "Building the Primary Classroom"

I want to start with an overview of the book, so you can see what is coming up and how the chapters fit together!

The book is divided into 2 parts. Part One is divided into the six strategies that the authors feel are necessary for "building" a primary classroom:
1. Knowing the Children You Teach
2. Building a Classroom Community
3. Establishing a Structure for the Classroom
4. Guiding Children's Learning
5. Assessing Children's Learning
6. Building a Partnership with Families

Part Two is a look at the content areas and using developmentally appropriate practices in a standards-based classroom.
The areas covered are:
*Language and Literacy
*Mathematical Thinking
*Social Studies
*Scientific Thinking
*Technology
*The Arts

Please feel free to leave comments and ask questions as we proceed!

Is This Blog For You?

This blog is intended to be a book study for the book, Building the Primary Classroom: A Complete Guide to Teaching and Learning by Toni S. Bickart, Judy R. Jablon, and Diane Trister Dodge. The audience for this book would be primary grade teachers from preK to grade 3, but many concepts could be applied to older grades. I will be summarizing ideas from the book and encourage you to interact with our blog by making comments and asking questions. This is a “go at your own pace” book study that you can start anytime! Each blog entry will contain a concept from the book and you only read as many entries as you have time for. If you subscribe as a “follower” to the blog, you will receive a notice when new entries are posted. I highly recommend buying this book as a reference for you, but it is not necessary. Just keep an eye out for new posts and ENJOY!

Welcome To My Blog!!!

I am working on my Masters+30 and had the interesting assignment to start my own blog. The assignment was to interact with students, but since I teach preschool… I am recruiting teacher “students”.
In the process of thinking what I might be qualified to share with other teachers, I thought about a training I went to a few years ago. The Dept. of Education in Louisiana presented an inservice for elementary supervisors based on the book, Building the Primary Classroom. This is a book that I had just become familiar with through my “attempt” at National Board Certification. The presenter was one of the authors of the book, Ms. Judy Jablon. I took away so many things from this inservice and from reading the book and would like to share them with you!