I usually integrate it with language arts. When I taught first grade we had a unit on the environment. I used stories both fiction and non fiction that taught about the pros and cons of recycling and its impact on the environment. We collected items that could be recycled and discussed what they were made of and how it can be remade into something else. It was close to a unit on inventions so I just combined the two and we re-used the recyclables into a model for an invention. That was itself another process of thinking about why people invent, known inventors and how even someone as young as they are can thing of a problem that needs to be solved and how to solve them with a new invention or creation. They had to draw out their invention, label and describe the parts, then build a model, label its parts and explain how it works. They could collaborate with another person. So much language to use both verbal and non-linguistic.

I agree with Erean on all her points. It is also important to remember who they are and that they are 6. So when setting expectations and routines, set a reasonable timetable to learn them. Constantly check your own attitudes about what your expectations are and what they should be. You want them to love coming back to your learning space everyday.

I would help them do a deeper dive on their childhood and upbringing and their their significance because it will give insight as to what kind of leader they became and why their significance in history could be tied to their past. Then if time connect the students’ personal history to their aspirations.

Finding out what their preferences are and what they feel comfortable doing and not doing would help rule out some assistance that you need done.

No, unless I know from their IEP that there are sounds they are unable to produce or hear. In any case, learning about your students’ abilities and strengths will greatly enhance your ability to teach to them.

For the first one, the teacher leads but the student attends to add context and the student’s perspective to what is happening in the classroom.

Doing Origami is fun for older students to help younger students with. It takes practice but also to help give explicit directions while you model it (so both older and younger students do it at the same time) one step at a time without the older student doing it for the younger.

Philo Farnsworth, the boy who invented TV
Dr. Patricia Bath, inventor of a technique to remove cataracts
Nancy Grace Roman, the inventor of the Roman Space Telescope
Here is a few more
https://www.mentalfloss.com/article/638823/scientists-who-didnt-get-credit

Inquiry Mindset and Dive into Inquiry, both by Trevor Mackenzie
Children’s Mathematics by Thomas Carpenter
Street Data by Shane Safir
Coddling of the American Mind by Greg Lukianoff
Cultivating Genius by Gholdy Muhammad
Not Light, but Fire by Michael R Kay
Results Now by Mike Schmoker
Think Again by Adam Grant

I am board certified and work with teachers in a coaching capacity in Arizona and Nevada.

I have read 3 books and I binge watch shows. I see a movie every week and have made lunch or breakfast dates with colleagues.

I buy quality hardcover books for them from resale outlets, ones that they can’t afford to invest in. I gave away about 250 books (some paperback) last year. I keep a spreadsheet so I am sure to keep track of who received which titles.

When I taught, I did a project per unit, where I integrated science with reading/literature and math. The project usually involved some building, collaboration, reading, and writing. The projects included keeping a spreadsheet of materials they “purchased” from me and the virtual “money” they spent, received in refunds and a balance of what they have left. If the project involves construction, then measurements and Newton’s Laws of Motion may apply.

Taking some inspiration from National Board’s Five Core Propositions, I always try to imbue that they have to know their students and their content to teach. It is that balance that needs to be carefully maintained. For if you spend too much time on delivering your content, you lose focus on WHO you are teaching it to. Did the content meet them where they are or was it too difficult and too abstract or uninteresting? Did you accommodate your special needs or second language learners? I also want them to know if they are too inflexible in their grading, that they unintentionally demotivate their students to learn. For the purpose of grading is to gain information on what the student has learned and yet needs to learn, what the student has understood or misunderstood, and what skills the student has gained or have yet to gain. It is my philosophy that compliance should not be part of their academic grade and that 0% should never be given because I have yet to find a student that knows 0% of any content taught. I have found teachers who do not present content in multiple ways to ensure that it can be learned in multiple modalities.

No, generally I am looking for opportunities myself. Fortunately, I have enough access to resources to offer me most of the choices that suit my needs. National Board Academy is one place that I can look to for PD for free.

I think about groups initially that can be adapted later to personalities or abilities. Usually I don’t need to change the configuration much but the people within the groups change. I also think about access to materials and resources and access to one another. I have to also consider my easy access to each group.