MCC Friday Reflections

As we move forward into trimester 3 the tide has shifted.  I like to call this trimester the “application trimester”.  Trimester 1 was dedicated to learning routines, establishing expectations, developing relationships, creating goals, and setting precedence for a variety of situations (both academically and socially).  The trimester culminated in conferences and we were well on our way to trimester 2. The second trimester was the delivering of intense instruction in regards to the mechanics of learning and the concepts therein.  We spent much time deciphering our reading, writing, math, science and social studies.  We developed a deeper understanding of the general topics within each discipline and made connections between them.  We practiced skills and strategies that allowed learning to take place and established ways to work together for a common goal; students depending upon one another to learn. This leads us into the present…trimester 3…...

The winter months dig in, the cold grips the air.  Boots, hats, gloves. coats, and mittens fill lockers.  Sweaters, sweatshirts, and long-sleeves are the call.  Outdoor recess often takes a back seat to the frigid cold that surrounds us.  Children grow antsy.  The need for outdoor play intensifies as it is denied.  Energies are redirected into other activities.  Movement in the classroom becomes more of a necessity in order to allow for that release of energy. Energy can also be harnessed in the process of learning.  Over the years I have found that even though "stored" energy as a result of "lack of outdoor play" can be reigned in and put to good use on a mental level.  Having students engage in challenging educational endeavors, promoting group activities that require discussions, asking them to try new technologies, and encouraging them to try, try again are all ways of capturing that 'pent-up" energies. Often teachers wil...

The school year moves quickly.   The excitement related to the novelty at the beginning often transforms into the pleasure of getting to know one another.   Personalities come forth and we enjoy learning together.   A sense of belonging permeates the classroom as we move through our days.   From that pleasure we derive a deeper understanding of education and the role that each of us play in the acquisition of knowledge. I often take time to step back and simply watch as my students go about their business.   One of my goals set forth with my principal was to elicit a more conducive classroom atmosphere for my students to be independent learners.   To this end I first must develop lesson plans that allow for kids to be active participants.   From there I teach them the routines required to be self-sufficient in the classroom.   We practice this autonomy and gradually I release the responsibility to them.   It takes discipline, both on t...

Sometimes I wonder.    I have thoughts about what the world will be like for my students when they grow up.   I’ve had fourteen classes (including this year) and when I reach back to my first year of teaching I realize that the world was much different when I walked into the classroom in late August, 2001 than what it is now.   The students I had back then are in their early twenties today.   The world they currently live in is vastly different from when they were fourth graders.   Technology has advanced exponentially, education has shifted dramatically, wars have been fought, leaders have come and gone, medical science has advanced, and people are more connected to one another as well to events of the world like never before. Sometimes I wish.   I often find myself seeking answers to questions that can only be answered by time.   I attempt to mentally play out the future the way I think it’s going to proceed knowing full well that t...

We sat, barely knowing one another, and talked about setting goals for behavior.  We defined the behaviors we thought should be shown throughout the days, weeks, and months of a school year.  We discussed the act of setting realistic goals…attainable yet challenging.  We spoke to the fact that we are a group and each person has a responsibility to the group, and a responsibility to help reach the goal set forth.  We delineated a way to track the progress of our goal.  For the past 13 years of teaching I have had my students set a goal for unsolicited compliments.  The goal itself has varied as has the way each class progressed through the year toward their goal.  Every class has met their goal, some surpassing it. This year is not different.  The goal was set on the first day of school…90 unsolicited compliments in nine months.  I can remember us talking about how we would need 30 per trimester to reach our goal.  I look at our...

Behaviors are a peculiar thing.  They often surprise us, too.  Kids can go from one extreme to another in a matter of minutes.  They are testing the boundaries, trying to get a handle on how to navigate the world we’ve placed before them.  They take cues from the adults in their lives, the celebrities that they watch, and each other.  Being in a classroom presents an environment that allows for all three influences to play a role in daily behaviors.  It’s not uncommon to see children mimicking celebrities, talking about their family life and the rules & expectations they must follow at home, and some even pretending to be the teacher. Day in and day out kids, like adults, have to make choices about their behaviors.  They often are in conflict of whether to follow their instincts, follow authority figure expectations, or to stay “cool” in the eyes of their peers.  Sometimes they make good choices and sometimes they do not. Th...