Schoolwide Blog

   Yesterday, we instituted our new Professional Learning Communities (PLC’s) for the coming school year.  With much drum rolling, we were led to the gymnasium where we were instructed to stand under the sign announcing our group preference.  The groups (reading, writing, math, social skills, personal development - classroom management, goal setting, self-assessment, etc. - and technology infusion) were based on our work from the previous week (see my previous Schoolwide Blog)

Three other teachers and I chose personal development.  I was happy with the size of my PLC and the fact that we are all early childhood educators.  After our first meeting I felt confident that we would be able to work together well this year. More...

    In a couple of weeks, we will be starting our work in Professional Learning Communities (PLCs) at our school.  Last year we worked in grade group configurations and this year we are venturing into mixed grade PLCs based on teacher interest and student needs.  In order to group teachers within PLCs and to determine what teachers’ choices will be, we have been asked to think about the teaching and learning questions that have surfaced during the month we have spent with our students.  What issues have we noted related to our ability to teach our students as well as we can?  What concerns us about particular students’ learning or that of the whole class?  What isn’t working with this group of students and what might be some causes?  What skills and strategies are our students struggling with?  
So, in the spirit of thinking deeply about my teaching and my students’ learning, these are some of my questions:

•    When are the times that student A is engaged during circle time?
•    How can I help students make smooth and quick transitions from working independently to working whole class?
•    How can I help student B learn how to get what he needs from other children?
•    How can I get my students to understand that we all learn from each other and that I’m a learner, too?
•    Why isn’t the first ½ hour in the morning going well (entry and morning meeting)?
•    How can I help student C engage with books?
•    How can I make my focus lessons concise, purposeful, clear, and intentional?
•    What teacher language helps and hinders children’s ability to develop agency and independence as learners?
•    How can I get student D to be an active participant in our class and to engage in learning activities beyond what is minimally required?  

What are your insights on the above queries?  What questions do you have about your students this year?  I welcome your responses.

I’ve just completed my first full week of school; we’ve been back for exactly seven days.  One of my assessment strategies is to listen in while my students are working and to document my observations as they engage with the choices and materials available to them.  For two days last week I observed my students during math as they explored eight different sets of math manipulatives.  Initially I talked to the children about different ways they could explore each manipulative, adding some ideas when they didn’t seem to have many to suggest, but they were free to experiment with the materials at their table.  As I watched, I learned that some manipulatives were being used in ways that prompted math discoveries while others weren’t perceived as such by the children.  The latter will need to be introduced more intentionally to the children so that their math learning is more effective later on.  Also, I noticed that some manipulatives are intrinsically more motivating than others.   More...

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On a steaming hot summer day I got together with my high school teacher whom I hadn't seen in 32 years. We met in a restaurant at the South Street Seaport in New York City and, for a moment, it felt like time had stood still. As I approached our designated meeting point, I wondered how we were going to recognize each other. But I needn't have worried. I spotted Mr. G in front of a stand on the pedestrian walkway.More...

I am without access to email this morning as something mysterious is going on with my school’s server.  At least, it’s a mystery to me since I have not received any email since last night.  That’s unusual and worrisome as I’m always waiting for a response from someone about something.  It’s an example of the fast-paced lives we lead. More...

In previous years I have invited parents to observe the children and me during writing workshop time.  After each observation period I would lead parents in a brown bag lunch discussion.  This was always received with great success.  I made sure all parents - mom, dad or both - could attend and made accommodations in my schedule so that this could happen.  Occasionally, I would get a grandparent, as well.  More...

In previous years I have invited parents to observe the children and me during writing workshop time.  After each observation period I would lead parents in a brown bag lunch discussion.  This was always received with great success.  I made sure all parents - mom, dad or both - could attend and made accommodations in my schedule so that this could happen. More...

In my previous entry I wrote about initiating a dialogue with parents in the fall by asking them to write me a letter about their child.  I give parents about a week to do this so that when we meet for “parent interviews” during the third week of September (this is required by my school board), we have some talking points to focus our conversation.  This parent conference is for teachers and families to meet each other and to discuss expectations and hopes for the school year.  I use the letters parents have written me to delve deeper into these topics. More...

Parent participation is considered an important factor in how well children enjoy and learn in school.  I am always searching for the right combination of parent involvement activities that will (1) be of benefit to children’s academic growth and (b) provide parental support for my learning structures and activities.More...

Many years ago, when I was a new teacher, popular teacher wisdom stated that if children were going to make progress in their reading then it was critical for parents to read to their children every day with a focus on correctness.  Parents who did were considered “good” parents and parents who didn’t were neglectful and unmindful of their children’s education.  Of course, no one actually said these things out loud but they were always in the background of teacher lounge conversations.More...