The once-in-four-years date is quickly approaching. Here’s a lesson designed to teach the concept and also celebrate leap year. Enjoy!
The once-in-four-years date is quickly approaching. Here’s a lesson designed to teach the concept and also celebrate leap year. Enjoy!
It never ceased to amaze me. Whenever my second graders spotted the first snowflakes, they’d act like it was the first time they were seeing snow. They’d squeal with delight and share gleeful observations. All talking and giggling at the same time.
Early in my career, like most teachers, I would battle to re-establish order and regain attention. Experience taught me I needed a creative solution—a proactive strategy that would embrace the situation.
On days when snow was predicted, I would keep the curtains closed. As soon as I’d hear stirring in nearby classrooms, I’d peek out my window to confirm the unavoidable interruption. Then I’d take control.
“Boys and girls, it has started snowing. I know you’re happy to hear that news. And I’m sure you’re excited. So, here’s what we’re going to do. When I dismiss your group, walk slowly over to the window. Once we’re all assembled by the window, I’ll open the curtains. Then on my signal, you’ll all let your excitement out. Be sure to get it all out so we can continue working.”
NOTE: Out of consideration for neighboring teachers, I’d let them know ahead of time to be prepared for a thunderous cheer of excitement from my students.
Early Dismissal Activity:
Early dismissals created several challenges. Let’s be honest: I dreaded them!
When inclement weather necessitated a mid-day school closing, student reactions would be varied. It would all depend on when the student got called to leave. Cheers would arise from the first students who were set free. Deflated looks would cross the faces of those left behind. I could read their minds:
Great. Those kids get to go home and play in the snow. I’m left here to do work!
I probably could read their minds because I joined them in their sentiments.
The first student dismissal announcement would signal the end of my preplanned lessons. I couldn’t cover new material with a dwindling class count.
Like most teachers, I’d plan early-dismissal lessons. I’d engage my students in activities which were structured, somewhat productive, and fun. Competitive math games using jumbo-size attribute blocks were a favorite. Students also enjoyed indoor Spelling Baseball (with words of varying difficulty “thrown out” by me—the pitcher). But the all-time favorite activity was a class debate.
Details for a Class Debate:
How the activity progresses:
Have volunteers take turns stating facts to support their opinions.
NOTES:
Unsurprisingly, most of my second graders would always cluster around the positive end. Playing the devil’s advocate, I’d sit on the opposite end.
Examples of POSITIVE facts:
You can make snowmen, go sledding, and get off from school.
Examples of NEGATIVE facts:
You can get slip and get hurt. Driving on ice is dangerous. You have to shovel.
Benefits of the Debate:
Suggested Topic for a Debate:
Fiction & Nonfiction Books
I used this activity with my second graders to reinforce the concepts of fiction and nonfiction books. Students’ facts highlighted the benefits of each genre, and provided examples of each category of books.
Last Thursday, December 10th, a bi-partisan agreement was reached. That alone should have gotten every media’s attention. I almost missed the brief announcement on one news channel. Congress acted to make major improvements to the former education law. Where was the hoopla?
Because I’m sure you want to know…
The No Child Left Behind Act (NCLB), which was signed into law on January 8, 2002, has been replaced. The Every Student Succeeds Act (ESSA) was passed just last Thursday. It replaces NCLB. Both laws grew out of the premise that all students should have equal access to education and needed supports, regardless of race, income, zip code, disability, home language, or background.
The goals of the new bill echo those of NCLB. The intention of ESSA is also to ensure success for every student. To that end, the new bill also focuses on measures to improve poor-performing schools. Students will still take the federally required statewide reading and math exams.
Many of the changes sound exciting. Like more control being given back to state and local governments, limits put on the amount of time students spend on testing, and a required minimum of 30 days for public review of a State’s plan (which would include academic standards).
Clear and Concise Summary:
USA Today’s article, “The Every Student Succeeds Act vs. No Child Left Behind: What’s changed?” clearly breaks down the changes. It compares both laws with regard to the following categories:
Read for Yourself:
Find all the details of ESSA (Law: S.1177 – Student Success Act) posted on Congress.gov’s website:
https://www.congress.gov/bill/114th-congress/senate-bill/1177/text
“What’s wrong, Al?” I asked. The fellow teacher always seemed joyful. Normally, his love for the Lord splashed across his face. God’s peace glistened in his eyes. But not that day.
He checked his mailbox with his shoulders slumped and his head down. As if to hide pain or frustration. Something happened to smother his joy.
Every teacher has one of those days from time to time. A day full of problems. When they’re barraged with a multitude of incomplete assignments, relentless unruly behavior, and unending interruptions.
“I’ll be okay once I get my eyes back on the Lord,” was all Al replied. And he went on his way.
That single sentence was the sermon I needed. His godly advice came in handy when I experienced those kinds of days. Those words helped me adjust my focus when difficult days knocked the joy right out of me.
I’ll be okay once I get my eyes back on the Lord.
Don’t we all experience those days? Days when life gets the better of us. When we can no longer cope. When it becomes impossible to hide the hurt under a painted-on smile.
God, are You there? I need You. I need Your help. Where are You?
No answer. That silent treatment form God is unbearable. What can we do when God seems to be elusive?
We desperately need to know how to find Him. Not just for us. But so we can offer wise advice when our children go through trials.
What’s the secret? It’s no secret, really. Al’s stated it in a way even a young child could understand it. Focus on God instead of the problem. Then the challenges will shrink in light of His greatness and power.
How can we teach children to maintain an eternal focus? There are subtle ways which would instill godly thinking.
When our boys were toddlers, adults would often ask the typical question, “What do you want to be when you grow up?”
I taught them to reply, “More like Jesus.” They learned that God had a purpose for their lives. One they’d discover. No matter what occupation God prepared for them, the goal would always be to become more like Jesus.
Many people ask students in high school and college a similar question. “What’s your major?” A different question could help young adults shift their focus heavenward. “How and where are you going to live out your faith?”
I’m blessed to still have the opportunity to teach education majors at a Christian university (Cairn University). We discuss many scenarios they might encounter out in the field. The students offer solutions to each problem. Their responses reveal insight into each situation.
Rarely, however, do their answers include God. Seldom do they add, “I’d pray for wisdom to handle the situation,” or, “I’d trust God to provide the resources and guidance.” It’s not that they don’t know the Lord. They’re simply responding the way many of us react to challenges. By handling things first and turning to God as a last resort.
Dear Heavenly Father,
Forgive me for not seeking You when I need You most. Thank You for being so patient with me. And for being so accessible. Help me turn to You when I’m FIRST confronted with a trial. Teach me to rely on You before going in my own strength. Help me to lean not on my own understanding, but to acknowledge You in all things. How I want to see Your hand in every area of my life. Give me lessons I can pass on to my children. For Your glory and for Your kingdom. In Jesus’ name, Amen.
Here’s a challenge:
Does a drama queen live in your house? It could be a toddler who throws temper tantrums. Or a teenager with raging hormones. What could you say or do (during calm times) to help her focus more on the Lord?
What comes to mind when you hear “differentiated instruction (DI)?
Can you explain DI in simple terms?
Teachers and college students are required to do extensive reading on the subject. Thorough research only seems to cloud the issue. Understanding the concept is easy. Implementing it is difficult, to say the least.
A colleague asked me to meet with her for one hour. She wanted me to explain, in just sixty minutes, how to apply DI. First, I had to figure out how to sift out the most practical strategies and best practices. I challenged myself to identify key concepts and explain each in one sentence.
Here’s what I came up with.
Summary of DI
Check out the Prezi I created for a teacher-training workshop.
http://prezi.com/vzg2n9gwurl3/charlie-browns-differentiated-instruction/
The winter months are often difficult for teachers, parents, and students. Flu season interrupts learning. It’s hard to believe this school year is almost half over. The countdown to the end of the year starts in the back of educators’ minds. It’s not too late to help struggling students improve skills needed for all learning.
Every teacher embraces the responsibility of teaching students the basics…skills which are necessary for successful learning. Good learning habits contribute to positive academic performance. Deliberate instruction of study skills is the key.
Those study skills can be taught by parents.
Here’s a document which summarizes what most teachers know and do. As a parent, you may find you do many of the things as well to help your child perform well in school.
Teaching skills for all learning
Here’s a PowerPoint presentation which clarifies how to explicitly teach nonacademic skills that are the foundation for all learning.
Teaching young children basic skills
The recent events that transpired in Newtown, Connecticut have captivated our attention. Among the many questions flooding our mind is, “What do we say to our children?”
Experts are offering wonderful advice. What to say. How many details to give.
One recommended saying, “You don’t need to worry. If anything like that happens in your school, the teachers and principal would surround you. Police officers would come to rescue you. Your father, and I would rush to get you.”
Few are emphasizing the importance of how to speak to children. If a parent speaks those reassuring words with an anxious tone, the child will mirror the adult’s stress.
Kids take their cue from parents. Throughout my 34+ yrs. as an educator, I’ve seen evidence of that fact. Kids can tell if a parent is worried. They can sense concern. It’s hard for them to believe things will be okay when the adult seems fearful.
When I told my second graders I had multiple sclerosis (MS), they read my expression. Studied my face. It was critical for me to convey the seriousness of my illness along with reassurances. My tone of voice, words, and facial expressions all had to match.
God had given me a peace about my illness. So I calmly conveyed the news. Here’s part of what I said:
“It’s not contagious. I have good doctors and I’m taking good medicine. There’s no cure. It’s no fun having MS. But, I have a choice. I can focus on the lousy parts of MS or I can think about the Truth. The Bible tells me God loves me and will help me. When I feel really sick, I get a love attack…God sends lots of people to help me. I’m thankful for my family and friends who do my chores at home when I can’t. You can help me by praying that I won’t have to absent. It makes me sad when I can’t be with you. I miss you. Sad things happen to everyone during their lives. When sad things happen, it helps to remember the promises in the Bible. Let’s all sing ‘Jesus Loves Me’ very slowly so we can think about the words in the song.”
Afterwards, I had the students write about MS. It was important to know what they understood and how they felt about my illness. I asked them to finish three sentences:
MS is…
I think God allowed Mrs. Chandler to get MS because…
I learned that when things are very sad or are very hard…
Their responses revealed they understood the illness. More importantly, they reacted very calmly to the news. Just like my demeanor.
Follow the advice of experts. Remember you’re the expert about your child. So, also follow your intuition.
First, prepare yourself. You may be in desperate need to feel God’s supernatural peace which passes understanding. With His calming assurance, you can approach your child. Ready to inform and remove fears.
For some, multiplication facts arouse a sick queasy feeling. Others fear.
That’s just the parents.
For some students, just the word ‘multiplication’ conjures up thoughts of torture. A mountain of memorizing too great to climb.
Mastering basic math facts can have powerful results. Performance will improve. Math test scores will rise. Confidence will soar.
My experiences helping students have resulted in all those benefits. Several cases were even more astonishing.
One student no longer needed special education for math as a result of strengthening his math facts.
Another student began volunteering answers during math lessons.
Visit my community to find an effective strategy called Hands-On Multiplication). That approach will become a valuable tool in your teaching kit.