This year my class is having a "family luncheon". The parents have volunteered to bring the food and we will share in a time of thanksgiving. During the time, I have the students and parents write on a little note care what they are thankful for. I take those notes and type them into a document and send it to the parents. This is a great way to get parents support and build community. What are some other ideas that you have used to build community?

What are some other ways to engage students in an immersive experience? I’ve used mock crime scenes, but would like to expand to other experiences.

Vocabulary is such an important part of any instruction. What are some creative ways you use to help students retain vocabulary knowledge more than just word walls?

One of the ways I do it is something Talk a Mile a Minute. I put a topic on the board (example: multiplication) and then list 5-6 words that are associated with the topic (example: product, factor, array, repeated addition, equal groups). Students partner up facing each other, with one student facing the board and the other facing away. The person facing the board will give clues about the different words (think $100,000 Pyramid) so that their partner can guess. After that round, the partners will switch. It only takes about 5-6 minutes but it has been a game changer in my room! Would love to hear other ideas as well!

As we head into many holidays, how do you keep your students engaged in learning and make it inclusive for all students?

Involving students in documenting and reflecting upon their own assessment data can have a significant impact on their learning and self-awareness. When students take part in tracking their progress, they often gain a clearer understanding of their strengths, areas for improvement, and the goals they need to set. This practice fosters a sense of ownership over their learning, increases motivation, and can encourage a growth mindset as students see evidence of their improvement over time. Additionally, self-reflection helps students develop metacognitive skills, enhancing their ability to plan, monitor, and adjust their approaches to learning tasks.
However, there are potential drawbacks to consider.... what would you anticipate could potentially discourage students from making progress?
How do you balance guidance with independence in this practice?

Michigan uses IRIPs - Individual Reading Improvement Plans for students where data shows they are in need of a specific plan. These plans can look different across the state and the retention aspect of this law has now been removed.
Does your state require specific reading plans and processes to be in place? What does that look like in your district?

What types of assessment do you use in K-1 that is authentic and meaningful to drive instruction? Do you create your own or have a resource that you use to help create assessments based on standards?

Giving students brain breaks throughout the day is so important! What are some of your favorites and when do you use them?

As part of our MTSS and RTI process we meet as a mult-disciplinary team biweekly to discuss students new to the Student Study Team (SST), those already in the process- how they are making process etc. or lack of process etc. This is an example of one of the forms we created and use during this time.
How do you problem solve or brainstorm with your multi-disciplinary team when students are not showing progress?

How do you talk about Veteran’s Day with younger students?

Today I was looking for a quick passage for first grade students to read as an additional lesson for UFI . I couldn't find what I was looking for so, I went on ChatGTP and prompted it to create a passage using short a words for first grade students and I am really happy with the results! I then went on to prompt it to create a MAZE passage using the same story. Here is what was shared:

Sam and Dan Plan a Trip

Sam plans a (trip, car, dog) to camp. Sam asks Dan to plan the (trip, lunch, bed) with him. Dan said, “Yes! Let’s (plan, run, swim) a trip! What do we have to (do, eat, make)?”

“We have to get the van and the (tents, boats, books),” said Sam. “I can get the van if you can get the (tents, balls, trees),” said Dan.

Dan gets the (van, food, box). Sam gets the tents. The men are (glad, sad, mad) to be on a trip to camp.

How do you utilize AI to differentiate for your students?

Chunking is a reading strategy that helps students break down complex text into manageable, meaningful parts or "chunks." This approach is particularly useful for improving comprehension, especially when students encounter longer texts or difficult passages.
How do you integrate chunking into early literacy development?

A teacher comes to you concerned about a student who struggles with reading comprehension, especially when confronted with lengthy texts. What strategy would you recommend to help the student improve comprehension skills?

Children's engagement in reading is shaped by various motivational factors that cater to their interests and needs. Curiosity drives children to explore texts that answer their questions or introduce new topics, while involvement in reading activities helps them feel connected to the content, making reading more enjoyable. Recognition boosts their confidence, reinforcing the desire to read more. For some, grades serve as a motivator, linking reading to academic success. Social interactions, like group discussions or shared reading experiences, make reading a collaborative activity, and competition, such as reading challenges, adds a fun element that can motivate children to push themselves further. Together, these factors enhance engagement by appealing to different preferences and encouraging sustained interest in reading.

How do you create engaging experiences tailored to your students' collective and individual interests and needs?

Field trips are a great experience for students to get out of the classroom and see the real world in action. When I am planning field trips, I refer to my standards and make sure the field trip reinforces what we are studying. I have used field trips as a pre event or past event. Both have their benefits. I normally have an activity that the students must accomplish so that it is not a "get out of school" trip. With that, I have "field trip" backpack that I have a folder of the important information, first aid kit, and other essentials that will help the trip run smoothly. I provide a bin for the students to place their lunches so there are no temptations to snack on the bus. In the bin I have a large trash bag. This is to make sure that we are clean and neat. I remind the students to make the lunch area nicer than when when we arrived.

When planning a field trip, make sure that you know which students have medical needs. This will also help with choosing a chaperone if needed. Be aware of special accommodations needed to allow all students to participate. Remember, have fun. Selfies with students are cherished memories.

I am the Kids Voting Representative for my county. Recently, I received a concern from a school that stated the hesitancy to participate because of the Presidential Election and the possible opinions that might come from home. I used this quote in my response,

Young people need to vote. They need to get out there. Every vote counts. Educate yourself too. Don't just vote. Know what you're voting for, and stand by that. Nikki Reed

I explained that it is important to teach students about the responsibility of voting and why people need to be informed. Everything should be based on facts and finding ways to vote FOR someone and not against someone. So much is based on attacking and name calling that it is starting to hurt the educational process. We have standards and statutes that must be addressed about government and voting. Being afraid to teach something is normal. Nevertheless, it still needs to be taught.

I just started in a new district and they do standards-based grading which I love because it gives students more time to practice and work towards mastery. I’m a math interventionist so I don’t give grades anymore but one of the things I did as a teacher was put a plus sign and then they number of points they got on an assignment. This way they knew what they got correct but they also felt better than just getting a bad score. We could then have more conversations about how they could continue to improve!

Something that I’ve found with some of my students throughout the years is that they don’t know how to regulate their emotions. Instead of yelling at them, I prefer a conversation about what happened but only after I give them some time to cool down. I love this suggestion though because I think it’s the perfect conversation starter. What other ideas have you used with students?

One of the best ways I've found to start building relationships with students (please keep in mind I did this with elementary students) was to ask them for songs that made them feel good BUT there couldn't any inappropriate lyrics. I would sometimes use instrumental versions if I couldn't find clean versions of the songs. I would use this to build a playlist and when students were doing independent work, I would play it. Students loved it and got to share with me why they chose the song.

Teacher introduction