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Showing posts from October, 2011

Consistency

The first trimester is fast approaching its end and conferences are right around the corner.  Our classroom has established itself for what it will be like for the rest of the year with, of course, a few minor changes along the way.   The first six weeks of school are the most important in terms of forging a path that will lead us to the goals set forth...namely being successful in 4th grade.  It’s in these critical six weeks that routines are established, personalities are expressed, opinions are formed, and learning styles are reflected.  From there we begin to cement our days in the routines that we have established...yet the cement never really dries.  We have to have some room to wiggle; to break free from the constancy of a routine.  This brings spice to the life of a classroom.   Now that we have well passed the six-week mark and are looking to parent-teacher conferences, I must look back on what we, as a class, have agreed upon for ours...
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The Rules of Work...

   "There is a time to work and a time to play.  The trick in succeeding in Room 202 is to know which time is when."   This is one of the teaching philosophies I impart to my students.  I have found over the years, however, that simply telling them this is not enough.  In order for them to understand what I am trying to tell them they need to experience it for themselves...this falls into line with all learning~~experience is the best teacher.   Over the years I have developed a "plan of action".  A way for experience to teach my students the "rules for work".  It is delivered without emotion and usually with a slight smile... The rules for work are quite simple in my classroom.  They are quite logical as well; something that kids gravitate to in terms of "rules" and 'regulations".   When given an assignment to complete in school the following will always hold true. If you are working hard and making progress, you can ...
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Discovery...

I would have to say that this was a week of discovery...for both the students and teacher.  You see, learning is really a process of discovering.  Many times it is about discovering something you never knew existed.  Other times it's about discovering something that you were aware of but didn't know the "how" or "why" behind it.  Sometimes the learning is about something you already knew existed but now you have seen it in action. In science we are studying plant and animal adaptations.  Students were given a cup of ice cold water and instructed to place their finger in it for no more than 3 minutes.  They recorded their observations.  Then we covered the finger (after it reached room temperature again) with lard (representing the blubber on some animals) and they dipped their "blubber finger" in the ice cold water.  They recorded their findings.  This is a good example of knowing about something (the blubber on animals acting as an insulat...
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The Question...

Every day my students write in their journals.  Once a week they write to me.  The entry is called "Dear Mr. C".  Here they can ask me questions, share their thoughts, or tell me anything...I read their entry and write back to them in their journal...I then return it to them. This week one student wrote: "Dear Mr. C, If you could pick any job and you knew you would get a million dollars to do it, what job would you pick?" Now when you look at that question it seems pretty straight-forward...it's asking me to put aside the idea that we get paid for jobs and to focus on what job I would like most...since I would get a million dollars, money should be no object in my response of which job I would love to have. I get questions like this all the time.  Kids inquire about how I would spend my time if I had an infinite amount of time on my hands.  They ask me where I would like to go on vacation, what instrument I'd like to play, what sport I'd like to pl...
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