Live, Love, Laugh Everyday in Kindergarten: Daily 5 Chapter 1 Linky
A little late with Chp 1 but I just got my book in the mail yesterday...sorry!
1. How do I teach new behaviors?
I found myself following the same course that the book described. I feel I have a good handle on how to teach new behaviors and do a pretty decent job in the beginning of the year but I tend to relax a bit as the year goes on. Maybe...just maybe that's one of the reason the kiddos tend to get crazy by the end of the year. Even though I continued to 'say' the expectations, and occasionally would have someone 'model', I really didn't put forth the effort to continue to practice, practice, practice...even at the end of the year. I just expected that once the skill was taught that frequent reminders of classroom expectations weren't a necessary part of the remainder of the year. It couldn't be farther from the truth. Revisiting expectations with words, demonstrations and repeated practice if children slide a bit is well worth the few minutes of time in order to make things run smoother.
2. How do I teach expectations?
BOY...show with pictures, talk about expectations and repeat, repeat, repeat. This past year was such a challenge for me. I had 6...yes 6 boys (1 for each table group in my room) 2 come to me labeled DD with ADHD and the other 4 with absolutely no school experience. It took them to master pushing in their chair and coming to the carpet without leaping through the air. My tried and true methods did not seem to phase them at all. Needless to say, we had to do a lot of brain breaks and learning through movement...I was literally exhausted each day...I hope to find some solutions by reading this book that will assist me in case I get another classroom full of energetic.
3. How do I monitor student behavior?
I use sign language (I learned a long time ago it saves your voice), visuals posted in each area (example; a poster of hallway expectations at the door), and reminders about expectations when we meet at community circle or in small group.
4. What do I do when a student is not exhibiting desired behavior?
I used to use the colored card system (negative...ugh! I knew it then and I very much dislike it now) Currently, I use the clip chart system (love it!) However, it seemed to lose its power for some of my kids that found it difficult to get much beyond good day...(one step above 'ready to learn') This year, I had to add additional incentives by spring in order to maintain my sanity. So, this is an area I need to learn more about.
5. Whose classroom is it?
I started out with my full intentions of this past year with being a 'community of learners', I implemented Kagan Cooperative Learning with my Ks and just loved it. I found it to be successful and will use it again. The problem is that I like things to be a certain way and it is difficult for me to completely release the responsibility to my Ks. I need to work on this too.
6. Locus of control?
To be honest...and I feel dumb...but I need to read more to about this in order to answer this.
7. Where are supplies stored?
Seasonal materials are stored in large tubs that I have labeled. Literacy materials have their own closet and so do my math manipulatives.
The classroom is set up in clearly defined areas. I need to reduce my teacher space and work materials. I took out my big teacher's desk last year (yeah!) and use my kidney table as my work space when not in small group BUT...I need to reduce the amount of stuff I collect in this area. Also, each table group of children have a basket with 4 of each thing they need-like scissors, whiteboard markers, whiteboards, whiteboard erasers etc... (students also have a personal pencil box in their desk with their pencil and eraser)
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