This is a touchy subject. While teaching science, most of the discussion is finding evidence to support our claim. In class, we do not confirm nor deny climate change. We focus on facts and where our facts come from and if they are reliable sources. It is important to remember the impact that parental views might have on the students. Like any other topic that might have some controversial points of view, having an open mind with a set protocol for how discussions will be approached in class is paramount. It is also good to have communication with the parents so that if there is conflicting views, they will be involved in the process and not as confrontational.

Long range planning is also a good way to incorporate science. For example, the curriculum we are using has nine units. I was able to find a way to manage the schedule to have 30 minutes a day for science. I have used the skills that are being used in ELA (grammar and others) to "shuffle" content from subject area to subject area. I have used targeted homework to supplement the lack of time in the classroom. By using this method, I have been able to find time for social studies as well.

There are many great points in this thread. What helps me with classroom management is routine. Setting that routine early and practicing it often. I also set expectation for myself. I figure out what I would like to see in my class by the end of the year and then scaffold the routines to give more responsibility to the students.

Our district policy is based on the amount of absences (excused and unexcused) within a 90 day period. Our district uses a program called FOCUS for grades and attendance. There are alerts that are sent to the principal and the district about the absences. At the school level, I will try to make contact with the parent after the third day of unexcused absence.

There are many ways that I have used parent involvement in the classroom. If it is a consistent day and time, I have had them work in a small group with students that need extra help. I also have used parents help to organize, tear out, and staple papers. I have parents come in and read with students. I feel that there are so many ways parents could be used to support the classroom not to mention seeing what we have to go through every day!

One thing that I do in my class is explaining the difference between "want to reads" and "have to reads". I explain that when we go to the library that we are choosing books we would like to read. However, we also have books, stories and other literature that we have to read. These are the ones that I try to be the most positive about. Helping the students make connections with the stories we read (it is mostly non fiction) is a priority. Students are quick to say that something is boring. However, telling the students that these are the times that help build character and allows your mind to grow really makes a difference. Modeling the desired response is also key. For example, we are reading a story about life in the desert. This is a non fiction text. I tell the students that for me, this is a have to read. I then go through and model how I make connections with camels, movies with deserts, penguins and Antarctica and more. This shows that we can use have to reads as a springboard to other avenues of learning.

The first thing that I do is teach about the history behind why there is a Hispanic Heritage month. As a class we research individuals who have contributed to history through music, art, civic engagement, politics, and any other individuals. We also study the types of foods and things that represent the culture. Being in Florida, we make a list of the contributions through the names of cities, towns, and even the state. We will look at the different architecture and how buildings are designed with Spanish influence. We also try to learn simple words and phrases to see what is similar and different from the English Language.

We are doing a school read with the Wild Robot. We are designing robots and STEM activities with other classes. In the past, I have had Math and Reading Buddies. I have worked with the local PBS station and used Martha Speaks as an opportunity to work with the younger students.

I agree will collecting as much data and anecdotal information as possible. I will then set up a meeting with administration. We add the guidance counselor as well as behavior specialists. It is important to begin the meeting with strict guidelines about the meeting and that the session will end if there is any accusations. All parties should be aware that the student is the main priority. All parties should agree to be reasonable and honest based on the data that is collected.

We normally begin the year with the Nature of Science and understanding the different tools and methods that scientists use to answer questions about the natural world. I feel that it is important to understand the vocabulary needed for different investigations we will do throughout the year. We move on to the Sun, Stars and The Earth's place in space which includes seasons.

Our team is scheduled to meet once a month. However, we do have a process in place that will expedite meetings if needed. We also encourage conversations between the stakeholders to ensure that the needs of the student are met.

I am a huge advocate of having the student attend the conference. I believe this shows a united front that the parent and the teacher are working towards the same goal. I start off with allowing the parents to share anything concerns that they may have about their student. I also allow the student to share their ideas as well. I then share some of the strengths of the students and show the data that supports my claim. I then describe the areas that the student will need to improve. I will give some strategies and suggestions to address those needs. I will then work with the parent and student to set goals for the remainder of the year and the strategies that will promote success.

One thing I have done is find a historical topic. Finding an informational text is easy. With that, I find that people have written poems, songs, or have drawn something to match. For example, The Battle of New Orleans” deals with Andrew Jackson fighting the British in 1814. I have used AI to create poems about topics as well.

Depending on your standards. In my state, 5th grades topics include exploration to westward expansion. Many students will have difficulty with the idea of “all men are created equal” in the Declaration but some American Founders owned slaves. Or students will struggle with the idea of colonies being set up on native lands. It is important to tell the students that it is hard to understand these topics because we live in a time where those actions in history do not align with modern day standards.

While I agree with the first comment, I would also discuss how to get along in a classroom. Following rules, taking turns and the like all will help the community. By learning how to be an active citizen by showing personal responsibility, it will help when discussions about community needs arise.

This is a difficult topic. Through the years, education has tried to create a formula for writing. My students will ask about how many paragraphs and how many sentences are needed. Writing should have a flow and be organic. Helping the students understand that evidence supports their claim. Modeling how to use the text to help support our point in writing is key. We must show them that our point will mean more if there are more sources. I support this in my social studies by using more than one text about a topic. It is also important to explain to the students that the details (their thoughts) is what helps the argument by enforcing the point of view about the text.

One thing that is tough for students to be social is learning to have a conversation. A majority of students struggle with the active listening and then thoughtfully responding. Learning to communicate in a respectful and specific manner is a skill that is hard to describe to students who do not spend enough time discussing topics that require discourse.

I have a DHH student in class. In our planners, there is a section that has signs. Several students have come together and started practicing so they can communicate when the interpreter in not available.

We have a maker space at our school. It is located in the media center and is utilized by the media specialist. Time constraints limit the size and scope of maker space in the classroom. We normally conduct STEM activities that support maker spaces.

One of the most beneficial professional development that I attend was at the beginning of my career. The workshop was called "Unpacking the Standards." Through this workshop I was able to learn the benefits of diving deep into the standards and breaking them down to understandable pieces. It also was eye opening because as a new teacher my focus would lean on the curriculum and not the standards as much. My strategy of teaching has moved to using the curriculum as a resource and focusing on standard instruction.

Communication is key. It is important to remember that everyone plays a role in the school culture and it takes all to work together to maintain a positive environment that will be an example to the students.

I agree with chunking and adjusting the assignment. If this is a continuing issue, I would discuss the issue with the parents and then up to MTSS. The student may require an IEP or a 504 with documentation of accommodations to help them along the way.

I also have a check list and collect work of struggling students. I love the idea of using colored paper to bring to MTSS. After all diagnostics, I also print of class data to see where students are compared to their peers so I can determine grouping and changes in instruction.

I show the students the standard that is being taught before the lesson. We go ever the standards to make sure they understand what is needed to be accomplished. I have the students write on the paper a 1-4 rating. 1 they have difficulties, 2 they can do with help 3 they can do on their own and 4 they can help others.

During orientation I have the students pick a desk and write their name with an expo maker. The desk is divided into 2, one side is labeled, “What questions do you have for Mr. Lassiter?” The other side is labeled, “Tell me 5 neat facts about you.” I take this information and build a PowerPoint presentation about “Our New Class.” The students then have a “task” sheet where they have to get more information about other students. I also have a sheet in their binder titled “20 Facts about Mr.Lassiter” that they have to find out by the end of the year. They cannot ask during class time but on their time. At the end of the year there is a quiz with prizes.

My highlight was a mentee who received the teacher of the year in their first 4 years. This mentee was a diligent learner who was willing to accept feedback and was constantly looking for ways to better their craft. I was very proud.

I agree with starting with the standards. There is a curriculum titled GEMS that is very hands on. I have been using it for years and the students really enjoy it.

That you will actually have a time that is not uninterrupted, not students but phone calls, other teachers, fire drills (and others), students being pulled for services and the like. Another misconception is that you will be able to plan and execute an all inclusive unit with minimal liability. Be realistic and flexible.

I always teach the standards. To me, the curriculum is a resource. Many times the curriculum is massed produce and do not always meet the benchmarks. I have been in many workshops where we looked at the curriculum and had to build lessons to meet tested benchmarks that are not covered in the curriculum. It is also mindful to remember to check every year what happens with the state and local government decisions. We adopt curriculum every 5 years. We also have had changes from the department of education that needed to be addressed. So going by the state standards is best.

I totally agree with having a support system at school with other teachers. It is important to know that you are not alone. I have also found that being honest with the students have helped with my resilience. I have been fortunate to have a great support of teachers that have helped me bounce back and not get burned out There have been days when I have come in and told the students, "I am just not feeling it today." The students seem to understand had I usually end up with a hand made card or some encouragement from the students. This makes a connection because they have come to me and have said the same thing and I give them some space. Students care when you are real.

I feel that technology has its place in a lesson. There are many different platforms that can be used by the teacher for instruction. While some teachers have their preferences on the type of presentation vs. interactive technology that engages the students. I have used Quizlet, Quizizz and platforms like these with the students for instruction. Since our district is a Microsoft district , I present these applications to the students and have them create presentations about the curriculum to share with the class.

Using exit tickets to have an understanding where the students are during the concept helps me. I then use this information to spiral in those concepts into the next lesson to reinforce the skills that students struggle with. I also use this method to adjust the curriculum incase the students are understanding the concepts. With diagnostic testing to see where the students are diffident and forming groups based on that information, it is easier to adjust the curriculum. It is also important to look at the test item specs to see where your time would be best utilized addressing the heavy tested items. I understand that some may say teaching to the test is not the best idea, but understanding expectations and knowing the emphasis of types of test questions really can help adjust your pacing.

During preplanning I set up a binder of the different benchmarks and digital programs (STAR, FAST [state test], I-Ready) before hand. Since I have the forms saved they are easy to edit if needed. At the beginning it was time consuming, but as soon as I had the system down it gets easier and easier. The Key is to find what works for you.

There have been a lot of great ideas mentioned in this thread. I believe after all the formalities have been set, you set realistic, attainable goals. Start small and share their successes. Provide immediate feedback and constructive criticisms. Even though they are a certified teacher, they are still a student and learning.

I use story telling and connection making to guide the students. Many students do not understand that they have already used these basic math operations in every day life. For example, telling the story of a person having a sleepover with three friends and sharing a pizza with eight slices. By doing this, I have the students write out how to solve it through pictures or words. This reinforces the ideas in math and the real life situations they have every day.

My district provides a wide range of different types of professional development. The district also provides an avenue for teachers who are searching for different types of PD to bolster their teaching skills. I have also been involved in creating different workshops for schools that have site based decisions. It is important that there is communication within the school to find the needs of the teachers and students. There are a lot of resources that are out there to assist teachers, but having a clear path designed for professional development needs to be addressed first.

I start with the nature of science. Going though and understanding exactly what science is, the tools used during science, and expectations for science time.

Our district uses HMH Go Math! After the new benchmarks were released, there are some things that are needed to be worked out with the curriculum.

It seems that there is a good relationship growing. I would sit down and have a discussion about common goals. Having an understanding of the direction that you would like to go, ask for support on what they feel will reach that goal. It is important to stay professional and positive. The students’ needs should be the priority. Open communication and weekly meetings looking at the student data will drive the path to success.

You don’t improvise. That’s science. Often we give the misconception that the science has to go one way. The best thing to do is look at the data. Tell the students to look for actions that may have caused a result that was not the “norm.” Repeat the experiment to see if the results are different. This shows the students real science.

Don’t get discouraged. It is a process. I would recommend looking carefully at each position offered and do your research. Be confident in what you can and cannot do. Understanding your strengths and weaknesses is an important area of growth. I would also recommend not turning a strength into a weakness like, “One of my weaknesses is that I care too much”. Be yourself.

I agree. Setting boundaries is extremely important. Knowing your limits and being aware of what you can do. Setting priorities to help stay focused will guide your actions. Also, keep the first couple of years simple. Many times it can be overwhelming looking next door. Focus on the students first. As you become more comfortable then add to your repertoire. It is a long process and can end in burnout if you try to put too much on your plate.

This may sound odd, but you have to actually plan your prep time. I have specific days that I complete tasks. I stay on top of the grading so that I will not fall behind. I also delegate some of the minor tasks to students. Volunteers are a great way to help manage the time. I make sure that I stay as organized as possible to ensure effectiveness.

Pointing out the positive behaviors is a great way to show students that this action is the desired behavior. As for the consequences for negative behaviors, at the beginning of the school year the students come up with reasonable consequences for the behaviors. I am a firm believer that the students understand there are positive and negative consequences. However, it is important that the students have a say in those consequences so that they feel they are fair. Also, they become stakeholders in the classroom.

It is important that there is some data on specifics of the students’ needs. After a lesson, working with the students in small group to focus on those skills that the student might be lacking. I have used peer tutoring and also school purchased tutoring programs to reinforce the knowledge needed to be successful.

When we have orientation, pre planning week, I have a questionnaire for the parents. I then email the parents with signups to allow for maximum involvement. I also send out the link to the county‘s volunteer sign up form. Then I send emails out to the parents daily with a “new year tip” to help them adjust to the policies and procedures to the grade. I have even put in emails a “pass phrase” that the first parent who sends it in gets a gift card. Normally the pass phrase is at the end of the email to make sure the parents read the whole email.

I have worked with behavior specialists to create a plan that will work with parties involved. Some plans have to be adjusted to meet the needs of the students. Since classroom procedures and the behavior plan have to work together, it is important that the communication is open.

I have also had plans with parents that were implemented at home and school to have a cohesive front. This shows that the parents and the teacher are on the same page working together to benefit the child.

I have used AI to create pictures for story writing. I have also used AI to create poems for historical events.

One thing that I am doing to take care of myself is reflecting on the previous year and making plans for the new year. I make a list of what I would like to do in every aspect of life. For example, I am becoming an expert at Fortnite because some of my children play. New hobbies, skills, and goals.

Making sure you have balance and trying new things. Saying no is also a learned skill. Knowing your limits and understanding how big your plate is and what can fit allows you to set reasonable boundaries.

I have class jobs. Each student has a job. From pencil monitor, line leader, to lunchroom monitor. They have to fill out an application and apply for the job. This models real life where each job has significance and shows that they each job has an importance.

Mentoring is the easy part. Being available for questions and comments that will help guide. Also providing quick and relevant feedback that will allow the individual to grow. The inspiring is the fun part. Showing that being creative and passionate is a foundation of student involvement. Sometimes new teachers are a little timid about trying new things. By modeling how to use the boundaries we are given to our benefit, we are able to engage the students even more. So many quotes that could be used (I would say books but they do have to have some time for themselves.

This is the same issue for social studies. Trying to find time to fit all the subjects in can be difficult. Planning is vital to allow each subject to be addressed every day. It can be in the ELA or Math block. Teaching the history of something or how math is used in voting/ taxes can all be avenues to the other subjects. Bell ringers are also a quick way to involve all subjects.

Understanding students is a crucial piece to help them grow socially and academically. I love this graphic and will be sharing it with my peers during pre-planning.

I have used AI to create pictures of different ideas about the lesson that will give the students the opportunity to view the pictures and respond. I have also used short videos and other visuals to help spark prior knowledge. I have also created scenarios (kind of like a "would you rather" that go along with the weekly lesson) to hook the students.

We have a time for "Cheers for Peers" during our faculty meetings. We place a dollar in a jar and use that for the sunshine committee activities. My team celebrates birthdays and special moments together that forms bonds.

The first priority is the state standards. To help address the standards, here is the list of curriculum my county uses:

1. HMH Ed Learning- Math/ Science
2. Savvas- ELA
3. Nystrom Young Citizens- Social Studies

We also have a single sign in for the students to use (ClassLink). During the year, students use the technology often. Throughout the year the students are required to use the technology at home. I keep open communication with the parents to help them understanding the process. At the end of the year, I send home a summer "To Do" list to keep the parents/ students using the tech often.

Florida does not have a requirement that in needed for STEM/ STEAM. Most of these disciplines are addressed in the science courses. At my school (elementary) we have a STEAM special area built into the rotation.

We have several opportunities for PD during the summer. Depending on the subject and the timeframe is it a paid PD. The state also has PD that the curriculum coaches attend.

We the next year I do the following:

1. Declutter
2. Any unused supplies are returned to the students.
3. Organize lessons that were created for the next year.
4. Inventory classroom library books
5. Reflection time (what needs to be readjusted)
6. Look for summer PD that would help me in areas that I need more information
7. Brainstorm ideas that I might want to try for the new year.

We begin mid- August and end the weekend before Memorial Day. We have 4, 9 week sessions. The students are in session for 180 days.

Our team meets every week. Our planning is collaborative with individuals who might take the lead on areas where they are strongest. I plan for social studies and math, while others plan for ELA and science. A majority of our planning is discussing best practices while looking over data.

Setting expectations at the beginning of the year is key. Each of my rotations has a task sheet that needs to be completed. I also have "rotation captains" to help the students with accountability.

For students:
"Only the educated are free."
- Epictetus (Greek slave who became a philosopher)

For me personally:
"Teach every student as if they had your last name."

To keep things fresh, I always end the year by basically scrapping a lot of things. Each year is always started with a big board for big ideas of "How am I going to teach the standards this year?" With that in mind, I am always looking at the new ways I can present the information. Now don't get me wrong, I still use some of the things that went well, I am just willing to adjust to meet the needs of the students.

One of the end of the year projects is to create a game about a topic from the year. This gives the students a review and a chance to be creative. At the end of the year, we spend the last few days presenting and playing the games.

We have several ways that our school promotes reading. We have a list called Sunshine State books and the students who read all of them are highlighted on the morning news. The is a place in the media center where books are highlighted based on monthly celebrations. We have a "read in" and a literacy week. We also have AR (accelerated reader) where students can earn some awards for reaching their goal. In the classroom, I have a task sheet of titles that match units. Students earn extra privileges for completing the task sheets (they are leveled for accommodations).

At our school, we have different grades that have reading, math, and science buddies. I also have tried a "lunch bunch" with different lower grades to help with learning the rules and procedures of the cafeteria.

I have classroom jobs. I train the students with their job and also a few substitutes in case someone is absent. This way I am not having to do everything and the students keep everything organized. Here are some of the jobs I have for my 3rd grade class:

Pencil sharpener
teacher assistant
IT person ( passes out and makes sure computers are charged)
Paper filer
Librarian
Clean up
Set up

During pre planning I make sure the room is set up to help these individuals with their job so they can be successful. This really helps me out.

My class also enjoys Shel Silverstein. One thing I have done though is keep poems written from previous years and read them to the students. The look on the students faces when they hear an older sibling’s poem or relative’s poem is priceless.

Our school also has a favorite things list. We also have a first Friday where we are supplied with different snacks based on an event in the month. Also, we are given an extended lunch once a quarter with lunch provided. It is not much but I know I enjoy it.

I am so thankful for this question. Teaching is a wonderful profession but has its challenges at times. I think it is important that we celebrate each other and focus on positives. My win came from my 30 day countdown to the FAST test. I planned activities and lessons to help the students review for the test. I had a group of students who came to me with a plan to come in twice a week and study. So far there is a group of 10 that come in and work with each other, ask for help, and tutor others. I almost cried. I was very proud.

I would also like more ideas about this. After 25 years of teaching I am constantly looking for innovative ways to help my students.

I try to find a balance between positive reinforcement and consequences. We do a lot of modeling in the class so that students understand what the expectations are for the year. We also discuss the fact that there are consequences to actions. We discuss what the consequences might be and I encourage the students to come up with reasonable consequences. This way they are involved in the process and have ownership of what happens. This also cuts down on frustrations because the students have their rules and consequences they have to follow.

We have activities but we base it on behavior. This way the students have to earn the activity and it has really helped the students focus. For example, in my classroom, I have a fun Friday every other week that begins in the last quarter. The better the class behavior (and work completion) the more involved the celebration. For this, I ask parent involvement, spend lead teacher money, and support from admin to make it a success.

One thing that I have done in my class is have the students make a game based on the content they have learned during the year. The students would be divided into groups of 4. I will give examples of different types of games showing students that rules and instructions of the games. The students will then construct their own game with written rules and how the game is played. In the past, I have had students created versions of board and card games, outside games (mother may I with parts of speech) and quiz games. The last week of school we all play the games.

I love the graphic. I had a difficult parent that seemed very aggressive when it came to communication and relationships. I decided to have a class “ Thanksgiving” lunch and I asked her to help (paring her with a more positive parent). The luncheon was a success. We invited the parents to participate. During the meal the students were able to write down on a piece of paper what they were thankful for. I typed it up and emailed the student responses. The difficult parent’s child had a specific thanks. It was that her mom helped at school and came to the party. The parent called crying because she had never been asked to help. It made her feel welcomed and wanted. Sometimes parents just need that extra push to engage.

One of the activities that I have done is create PSAs of the different government services that the city provides. This allows the students to do some research and learn how much local government is involved in day to day activities. They can create a video, a brochure, a poster or anything else that they would like.

I have a rotating schedule for the students. I tell them that they have to come up with a brain break that is 3-5 minutes long. This way the students are in charge. We also develop skills dealing with hiccups like it not going well and it wasn’t the best. It helps build leadership and planning.I also participate in the activity to get some “class cred”. I

I use DBQs (document based questioning). This is a resource that takes an event and looks at primary sources to answer questions like How did Cabeza de Vaca survive? There is a hook that engages student interaction and poses thought provoking situations. The students really enjoy it.

https://www.dbqproject.com/

We have planners that the students have to write in daily. We do a lot of modeling showing the students how to use the planner as a check off sheet. When the assignment is completed, it is checked off. Parents also have to sign off on the planner as well. I also send out emails to the students and they are required to reply. I give extra points to the students that are responsible. It just takes a lot of training.

Our district also handles this. We have to submit it to the district print shop and they will print it out. Depending on the type of job, we also have a production room in the school. We have color printers and a laminator.

I open the conferences up for all but mostly those who have a possibility of retention. I prepare the data needed to show what the student will need for promotion. I also have a list of tutors and options that the parent might want to use to help their child. Even though it seems like last minute this is when some parent involvement really kicks in.

Since I live in Florida, I have the students create a poster/ timeline of an influential woman from Florida. I want the students to research individuals that are not the same ones that they learn about every year. I feel that it is important that if we celebrate Womens History Month we must do our due diligence to highlight the many contributions of women that are not normally highlighted.

One of the obstacles I have faced is trying to work with people who do not have the same goals. Working on a grade level and team teaching is not always easy. When you try to compromise and the other party does not seem to budge. This is where having outside relationships where you can talk. You may want to get something off your chest but at the school site, it can seem like gossip. This is where I put my energy into the students. Our district has mental health professionals available to assist. Taking care of yourself is important.

We try hard to schedule the day to make sure it is a solid block of time. Finding creative ways to address all subject matter takes planning. Unfortunately, some of the content ( mainly social studies) is put aside because it is not test. I am trying to convince my colleagues that the text on the standardized tests contains such passages. L

I model how to take notes and make connections of things they know to the texts. Some students have difficulty finding connections and how learning relates to every day life. They are used to teachers handing out assignments without the in depth meaning of why. For example, relating algebra to figuring out life problems.

I also use sign up genius to schedule conferences. I also print out diagnostics and highlight the information that I would like to share. Before the meeting begins, I also ask the parents what comments/ concerns that they may have. I make sure to acknowledge the strengths of the student and then explain the data. I then give suggestions to help in areas they might struggle or to help with enrichment.

We use task sheets that have to be completed. Expectations are set at the beginning of school: if the task sheet is not complete, it is sent home and a parent signature is required with an explanation of why it is not complete.

My class is 1 to 1. We use Blooket and Kahoot for the students. The students get excited when playing.

Open communication is key. At the beginning of the year, the expectations are set. Understanding that the parents are hopefully just trying to be their child’s academic advocate and giving grace. Difficult parents just need some special care. I have had a parent who was struggling with discipline and just needed to vent. DO NOT TAKE IT PERSONALLY! It wil be hard but letting the parents know we are on the same team looking out for the child’s best interest.

There may be some extensions with the curriculum that has been adopted. Our school has purchased an IXL license for the students that can remediate and extend. We math-drills.com that has a lot of resources that could be used in centers.

I have used Copilot (AI software) to create pictures of things the students come up with to create a picture. For example, we created a picture of a body building elephant with ripped jeans on a surfboard on a wave fighting a great white shark with a sledgehammer. Once the students get the creative juices flowing I have them write a story about the picture. Copilot is free Microsoft program.

We have progress monitoring meetings every month to review the data of or diagnostics. For third grade we have benchmark testing. For those students who receive services, the resource teacher also monitors student progress through their programs.

Agreed! Too many times educators try to place a lot on their plate hoping to make a good impression. It is wise to perfect your craft. I became a “elementary social studies” specialist by saying yes to the direction that I felt comfortable.

Our field trips have to be tied to our standards. We go to the Challenger Center ( different programs for K5 dealing with space). We go to St Augustine for Florida history. Being in the capital city, we visit the Capitol building for civics and government. We are fortunate to have a mission that has re-enactments for Spanish and Appalachee life.

Keeping the grade book current and up to date is key. I also have a Tuesday folder that I send home with the work. This also holds me accountable if I entered a grade incorrectly of if there was a mistake made in grading.

Also, weekly emails are sent home to the parents encouraging them to sit with their child a review their grades and assignments.

Our admin has a “First Friday” theme for each month. We also have a Sunshine Committee that initiates activities like Sunshine Pals that give a small little treat each month. On certain holidays, there are faculty games (email bingo) and things. PTO is encouraged to help teachers with providing lunches every quarter for faculty and staff. There are giveaways before breaks that are provided by school partners.

Several titles that I have used:

Tiger Math
The Chicken Problem
One Grain of Rice
The Best of Times
Math Potatoes
Count to a Million

I feel that modeling is a first step to get students to understand this concept. As the year progresses, the students are encouraged to talk to a partner about the question giving support from a text and details making connections. It has helped my students tremendously with their communication skills and providing in depth answers to the questions. Their reasoning really begins to grow with time.

I agree with the student choice as a reward. We also set goals to meet for the class. I my class, we have competitions to encourage an “iron sharpens iron” type of deal. The main thing is to keep it fresh and interesting for the students. If it becomes routine the students will lose interest.

Our district uses STAR (Early Literacy) data and Lexia. We also use AIMS and UFLI. We also collect data for 3-5 using the FAST testing (state testing).

Building a network of individuals that can share ideas with you. I also encourage other teachers to come in and observe to help me fine tune lessons. Reading books and attending professional development also helps. I try to lead professional development so I can study more on topics.

I let the children pick a book to have me read. This way it is something that is of interest to them and then I will have the student share why it was a book that they wanted to share.

We use Reflex Math which is a program that tracks fluency. We also use timed fact fluency as part of a bell ringer or an exit ticket.

There are several types . I use file folders for the student work and I keep a binder for me that includes the class data. In the folders I keep tests that have the benchmark. I also run reports that have program diagnostics (I Ready, Lexia, and STAR). In my binder I keep a spreadsheet of the benchmarks and the result for the diagnostics. This way I have documentation during parent conference, IEP meetings and so forth.

I use quick quotes. Since our benchmarks cover the founding of America, I use quotes from the Founding Fathers and have the students turn them into tweets. The next day we read the “tweets” and then quick discussion. New quote assigned and cycle continues.

Talk to the parents and have them list points of interest. Find ways to incorporate those into the language arts lessons. I would also speak to the guidance counselor about giving a lesson to the class. Find a peer to help the student at times to increase social aspects for the student.

Be realistic. Understand that this profession is like art. You are creating a craft that fits your style. Find your own voice. Build your confidence knowing that you are a forever learner and the students are with you on this journey.

Our school has purchased Reflex Math which is a program that focuses on the basic facts. The students enjoy it and it keeps tract of their proficiency.

Understanding your limits. I prioritize the tasks at hand. It is hard just to “turn it off” said in an earlier post, but I learned that finding hobbies to take your mind off of the stresses of the day is vital. Working out, taking a walk, even debriefing with a colleague is helpful.

Setting expectations is vital. However, taking breaks to get up and stretch helps. I try to find activities that correlate movement and learning. For example, around the world with basic facts. Communication circles where students talk to one another with an inner and outer circle about topics in class.

Yet. A small word with powerful meaning. In morning meetings we discuss what we are doing and getting closer through the power of yet. In my class we set goals and have accountability partners. At the beginning of the year we set expectations and learn how to use the growth mindset to help us meet our goals. I even have goals and the class is my accountability partner.

I send home a weekly reminder to parents to check FOCUS, the platform we use for grading. I send home a progress alert every 3 weeks for the first 2 9 weeks and then reduce the frequency as the year goes on. I also train my students how to check their grades and progress through the programs we use.

This is one of my favorite topics! Using primary sources is vital. One activity that I use in class is “Be a reporter” This is where students write an article about the primary source to an audience. Using the 5 W’s to convey their message to the readers.

There are several ways to track benchmarks for the students. However, some front end work may need to be done.
1. Check your state standards. In Florida, we use the BEST standards for ELA and Math.
2.. Create a spread sheet with the standards. This way you can have it for future reference.
3. Review your curriculum. Curriculum is a resource so it will not have all the benchmarks. Not to mention publishers do a word search and say a topic may meet the benchmark but it doesn’t.
3. You can have a portfolio for each student with the assessments gathered for evidence.
4. Some curriculum coaches may have already created these for you.

I use this site as a resource for fractions

https://math-drills.com/fractions.php