- Angela Homan
- Spring Mills, PA #grade 4
Keep your door open before and after school. Stay after school (you'll be busy and do this anyhow) and talk to others. Ask for help. Talk to other teachers at the copier. You'll find those who are friendly and willing to assist.
I just shared a slide show and lesson idea with a new teacher in my district. She replied with a nice thank you email. This motivated me to share more.
Our maker space is shared by 3 districts and is in our shared vocational technical school. There was an optional camp this summer that introduced the tools and provided time to create a lesson that could be completed in the maker space. Busing will be provided when it is time to complete the lesson.
I start my fraction lessons with fraction bars. I am fortunate to have a class set and a document camera so I project my work as well. Fraction bars are a great manipulative to teach equivalents and comparing fractions. I have will have students work in small groups to have larger sets to build improper fractions and mixed numbers.
Pick one tech tool and learn it. I would suggest Nearpod as an easy place to start. In Nearpod, you can access pre-made lessons or upload your slide shows. I use the teacher guided option so that all of my 4th graders are at the same place with me. I can see everyone's response and share responses with fellow students. You can ensure that everyone is engaged.
Another favorite of mine is Classkick. You can set the lesson to give immediate feedback on answers or toggle on and off as needed. I like Classkick for math because students can get immediate feedback and my teacher screen can show me which students need help.
Checklists and spreadsheets are good tools.
A simple one that I will do is to photocopy student work that is challenging on a colored sheet of paper. Then, I put this work in the student's folder for MTSS times. If a student has a colored sheet, it means that this work must be done first. They will bring the paper to my table, and I will work with student to remediate or reteach.
I agree that dividing a task into smaller manageable chunks may help. Sometimes, I just take a marker and draw a line after a few problems or a section of reading. I ask the student to raise their hand when they make it to the line. I can quickly see how long, how accurate, and adjust from there. I will even do this for a struggling student on an assessment. It may just be a moment where they need a cheerleader.
To be honest, I am probably better at designing lessons based on state standards. When working on new curriculum, I do google searches with the state standard and use AI to see what ideas are available to start. This helps to form the base of the lesson. Then, I look for activities related to student engagement and real world connections.
As the lesson is progressing, which is often multiple days, I adjust my plans based on the formative assessments during the lesson.
The National Board process has a teacher do some major self reflection into why you do what you do and how it impacts student learning. It also encourages goal setting for the future.
For me, it forced me to change how materials are accessed in my room. Prior to the National Board process, I was the guardian of graphic organizers. I passed them out when I wanted them completed. So in essence, I determined when a student could use them. If I want graphic organizers to be a tool in learning, I realized that students needed access as needed. So I instituted a hanging folder system where students could get graphic organizers anytime they wanted.
The process helped me to realize the need and relevance of formative assessments and to change lessons based on how students were performing during the lesson.
I keep a Google spreadsheet to keep track of assignments and student completion. For simple tasks, I just have a class list printed and cross off each name as it is completed.
For student progress, I keep this information and color code to keep track at a glance of who is struggling. I also photocopy unit tests of struggling students and have them correct mistakes or reteach concepts.
I begin the year with a dice game that we play once a day during the first week of school. I have a jumbo dice that each student takes turns rolling. Based on what number is rolled, there is a question. Here are some sample questions:
Roll a 1 - Tell us something that you did yesterday.
Roll a 2 - Tell us something that you do well.
Roll a 3 - Tell us something you learned over the summer.
Roll a 4 - Tell us something that you can't live without
Roll a 5 - Tell us something that you watch/listen to.
Roll a 6 - You chose any question above and answer it.
The next day the questions will be different. For example: something you will miss from 3rd grade, favorite TV show, favorite season, best food that your mom/dad makes, something you collect, etc.
I take notes on the answers and use them in class discussions.
Then, I start each week with rose/thorn moments. I pass around an artificial rose. Each student can share 2 roses (good moments over the last week from home or school), 2 thorns, or 1 of each. Students can pass if they do not want to share, but they can't pass two weeks in a row.
The Giving Tree, Hidden Figures, The Next President, That Book Woman
I am not in my classroom so I searched for books on Google to answer this question to help refresh my summer mode brain. I found this site: https://www.picturebookbrain.com/picture-books-for-4th-graders/
Be honest with your class, and state that this isn't what you were expecting. Look at the data. Make sure that you controlled the variables and keep a constant. Then, try again the next day. I tell my class that scientists need to repeat their experiments because one time doesn't mean that it is done. Science data should be able to be replicated.
I like to have the student attend a meeting with their parents. I start and guide the conversation and have the student say what happened. (I teach 4th grade.). I will excuse the student to discuss some goals with parent and a plan. Then, I invite the student to return to the meeting and share that we are all on the same team.
Often, I begin a lesson whole group. I usually have my students seated strategically in pairs. I give each student a role when I assign them to turn and talk to their partner.
Later in the lesson, I have practice time on the skill. I will invite some students to come work with me at a table while others can continue to work with their partner.
On open house night (which is before school), I put a paper on each student's desk that has 3 questions.
3 - Tell me three things that you think are special about your child. (hobbies, sports, interests, etc.)
2 - Tell me two words to describe your child.
1 - Tell me one goal/wish for this school year.
I often invite parents to add any other information that they wish.
If a parent does not attend open house, I send home this paper the first week and also electronically.
I make a note in my calendar to review this information again in mid-October and again in January. It helps me to connect curriculum to individual students.
We are a district that uses school wide positive behavior support. We have ram stars (named after our mascot). I give these paper stars when students demonstrate one of our 3Rs: ready, responsible, and respectful. I give out many, many ram stars the first two weeks of school to establish and reward students.
If some students are off task, I will go find someone near them who is on task and reward them with a ram star and state what behavior earned them a ram star. This often changes the off task behavior without having to single someone out.
We do not have guaranteed prep time. If there is not a substitute for a specialist, then there is no prep time. So my first piece of advice is to not wait until the day of something to complete work.
1. Go to bathroom first.
2. I like to make copies before and after school when the lines are shorter. I arrive early so before school works for me.
3. I like to plan one subject at a time. On Tuesdays, I plan math for the next week. On Wednesdays, I plan science/social studies. And so on.
4. I save correcting papers for after school so that I can record in online software and put in student mailboxes before I leave for the day.
I'm answering this question for students who do NOT have individualized education plans (IEPs). If you feel that the child needs a behavior plan, I would suggest first meeting with the parent and child. Set 2 goals to improve and then add a third goal to the plan that the child consistently demonstrates so that the plan has some positives. In fourth grade, I like to rate the morning and afternoon separately to see if there are trends. I use a 1, 2, 3 rating for each goal most of the time. If the entire day is worth 18 points, then I would set a daily goal with small reward at about 14 points and steadily increase as success is earned.
A sample goal might be to complete classwork with two or less prompts or transitions from one activity to another with one or less prompts.
I trace a student body on paper(like for covering bulletin boards). Glue onto the body about 15-20 math problems with answers showing your work. Do about 5 of them incorrectly. I call this activity Surgery. Students work in teams to find the 5 that I did incorrectly and put correct answers on bandaids.
Teacher Tip: Put letters beside problems for easy checking.
Tip: I make 5 bodies for a class of 20 students.
Assign each student a partner to have discussions during your lesson. Give each student a role. Randomly check for understanding.
Give students white boards or a blank screen on a device. Solve problem or write thought. Hold up answers on a signal.
When asking multiple choice questions, give each choice a sound like clap for A, stomp for B, dance for C, and dance for D.
One of my classroom jobs is to answer the phone. I teach 4th grade. I have a script posted beside the door. "Hello, you have have reached Mrs. Homan's room. This is ____. How can I help you?
This allows me to continue teaching when the phone rings.
I also have a dismissal person who lines up everyone for the bus. This gives me time to do quick check ins before the end of the day.
I like to do a dice game to get to know my students. I have a large dice that each student gets the chance to roll each day. The number on the die gives them a question to answer. For example, 1 - tell me about your pets, 2 - your favorite movie, 3 - something that you are proud of, 4 - something that you collect or a hobby, 5- a favorite place, 6 - you choose what question to answer.
The next day, we do the same thing, but I have new prompts for each number.
I think that embracing new ideas helps to avoid teacher burnout. Sites like Uppercase or a good blog can help with ideas.
I also think that you need to set boundaries. I don't do schoolwork at home on Monday nights. I can usually do this since I started the week prepared. I don't work on weekends, but my weeknights are long.
1. We create units by looking at the state standards and organizing the standards.
2. We create student learning maps for each unit and write essential questions.
3. We look for supporting materials. We have the Bridges series for math. Other than that, we find our own resources and write lessons.
Yes, it is very hard for new staff.
Work with a colleague to write a new lesson/unit. I recently did this with a new fourth grade teacher. She wanted help with standards on integrating text, comparing themes of two texts, and telling stories in multiple mediums.
We met together and found a common text using Epic. Then, we wrote lessons together. We even included a summarizer where our students emailed their thoughts on why the tall tale changed from author to author. One student who hates to write for me every day wrote more than ever. I think that it was because he knew his work would be read by a real person outside of our classroom.
I have 3 stations for math centers/MTSS. For the games that match our math series, they have to record who they played and date stamp their work. For the iPad station, the website tracks who did what for me. For the last station which is worksheets related to skill development, I require one page completed (accurately) a week.
Our PTO allows teachers to recommend books at the Scholastic Book Fair. We can post signs in front of the book saying, "Mrs. Homan recommends this book" and why.
Our librarian also did posters of each of us with WANTED hanging behind us. Each teacher held up a favorite book. The posters were printed in sepia tones to look old.
We do "Ram Stars" in our classrooms for following our 3 rules: be ready, be responsible, be ready. Classrooms give out weekly/monthly prizes. There are monthly school wide incentives.
We have lessons to teach the rules at the beginning of the year in each school setting: classroom, hallway, bathrooms, bus, cafeteria, etc.
I would be happy to address more specific questions.
I have my 4th grade students write a letter to their future selves. They write about their goals, wishes, and dreams for a new school year. They add their favorite memories of 4th grade. I have the opportunity to spend a morning with them when they are fifth graders in May. I bring the letters and hand them out. I love their reactions.
I teach 4th grade. I play a survival game with my class that I created with our environmental educator. I live in Pennsylvania, so I have the students pick a plant or animal that lives in our state (no pets or zoo animals). Then I name something that happens like a week worth of rain or an eclipse. We discuss whether the animal/plant would survive. If you are interested in a copy of the game, please comment. I also have a research page.
If your first contact with a parent is to discuss a problem, mark your calendar to contact them again in a week. Over the next week, find some positives to share with the parent. You need to show that you are seeing their child as a valuable member of your class. Then reach out to a few more parents with positives. It can pay off in the future.
We have standards based. Students receive a 3 if they are working on grade level on that standard. A score of 2 if they are working towards that standard. A one means no progress. Rarely, a 4 is awarded if they are completing different work that is a grade level above. Each standard is reviewed individually at the end of the marking period, and I enter each score. We do have a mass fill of a 3 that then you can just go change the ones that are not a 3. Not every standard is scored each trimester.
Over Christmas, we collected pet food and supplies for the local shelter. We set a group goal (4 classes working together). We told them that if they met the goal, we would have a group surprise. Of course, they met the goal. The shelter came in and shared stories of the animals and how their contributions helped.
Maybe you could expand this and have your students write persuasive bios for the animals to increase adoption chances?
My favorite check in for SEL is colored bracelets. I have green ones for I am feeling great inside, yellow for ok, and red for I am hurting inside. If I see a student wearing a red bracelet, I will ask if it a home or school worry. I will ask if he/she wants to talk. Students can change bracelets throughout the day. I wear one too.
I really like Classkick.com. It does so much. I record read alouds for my students who need that support. You can add self grading options which can be turned on and turned off. This gives students the ability to work on their own pace and get immediate feedback. I also like that they can scroll back to prior pages for answers. I could go on for a long time. If you want more information or screenshots of what I do, just ask.
I use the free version of xtramath.com. When a student masters an operation, we have a class party and celebrate by playing a Gimkit on multiplication. I teach 4th grade so multiplication facts are very important and need lots of practice time. The student picks the version of the Gimkit game that we play.
I also use Sign Up Genius. Our parents can pick an in person conference or by Zoom. I find it easiest to manage going back and forth by creating a slide with data on each student so that I have test scores and talking points at my fingertips. I start with a positive, share information, and end by creating a goal.