For a number of years we have had high schoolers involved in helping with grade school classes. Some of this is simply helping with checking, correcting, and doing other odd jobs. But there is also the option of teaching a class, such as a math class. Twice in the last three years this kind of arrangement has resulted in the “senior – tur…[Read more]
I am adding my belated two bits here on your question, Peter, and it is simply that I agree 100% with the thought given that if the consequence has served its purpose and it is no longer a problem, freely and happily drop it! Congratulate them (and yourself) for having moved forward. If I continue to give a consequence for their very oc…[Read more]
This is a question primarily for elementary teachers: we ask students to bring all their items clearly marked on the first day of school. And yet, it is a request easily overlooked. How do you deal with this? The last 2-3 years on enrollment day I handed out a note listing the items to each student asking them to check each items as they mar…[Read more]
Travis that is a great idea! Never thought of that one! Like you said it addresses the guard distance issue as well as keeps the prisoner from simply zoning out in frustration with not being able to still participate in the game. Any guidelines on guarding the jugs? Carolyn, I didn’t quite understand the “no guarding jugs closer than half the…[Read more]
Recess is an important part of the day. What are favorite games in your classroom? Do you have a handy list to refer to when you sense that a much played one is wearing thin? Do you have students choose or do you as the teacher choose most of the games? Do you always play with them? Do you appoint “recess helpers” to take out and bring in t…[Read more]
Yesterday I spent some time outlining the year for our Language curriculum. In the process I noted when I will be teaching the homophones: there, their, and they’re. The first two are often sticklers and I wish for someone who knows a memorable way to teach them to pass their wisdom on to me!
I just finished reading Shari Zook’s excellent blog on Getting Children on Board and am pondering that second point so aptly made: “When children are given real responsibility, they tend to rise to the challenge.” It reminds me of especially one group of students who taught me a lot about the value of delegating responsibilities in the class…[Read more]
We always hand out a supply list, available here. The first day I ask students to wait to unload their backpacks until we can go through the required supplies list (item by item) with the whole class (including checking that everything is marked); they pull out whatever item I request and then place it into the desk according to my…[Read more]
Good idea, Carolyn! your idea could be adapted to fit a variety of classes; it reminds me of a similar thing I used and really benefited from. When I found myself often reminding students to complete their daily individual Bible Memory practice before asking for free time, I knew there had to be a way to minimize the regulation. It was ea…[Read more]
While I prefer a combination of the two paths, I lean the most strongly on the reading passages one. Stories are nearly always more interesting than mere lists of words, and yet, phonetic lists such as Victory Drill can also be really helpful. I used Victory Drill a lot when I taught grades 1-2 and found that a daily short practice really he…[Read more]
Another comment I want to add (aimed especially at elementary lady teachers!) is to pay (significantly) more attention to preparing well for your procedures and lessons layout than to decorating the room. I intentionally keep the walls pretty simple for the first days and then strategically add more things as the days go by. Too much glitz can b…[Read more]
If you celebrate the end of the school year, do you also celebrate its beginning in the fall? Is it an event for students and teachers only or are parents included? What has or has not worked well for your school?
This comment is along a completely different track, but one simple trick I use to organize student papers and help them transition more quickly to the next class is color-coding all their pocket folders. Due to the different selections of curriculum we use, each child has a folder for spelling, one for Bible Memory, one for Fix-It (the language…[Read more]
That is a really good question, Carolyn, and you started us off with important bits of advice. I especially endorse the idea of intentionally seeking a teacher mentor. Consistent feedback is like a gold mine — cash in on others’ experience! And like you pointed out, it requires a mature level of humility (and inner security).
I wish I had…[Read more]
Please note that this is a comment on the Grade 3, not on the Intermediate 3 since I have never taught that. Grade 3 Saxon, especially the fourth quarter, moves into doing things way beyond what I consider necessary for third — like introducing prime numbers. Prime numbers are not taught again until 5th. If I would have the lessons in front of…[Read more]
We have used Saxon Math grades 4 on since the founding of our school. It was a few years later that we switched to all Saxon. While I am less than enthralled with the Grade 3 Saxon math, I do like Grade 4 — we use 54. As I recall the switch from ABeka grade 3 to Saxon in grade 4 (using 54) was relatively smooth. I wonder who has exp…[Read more]
I asked a friend of mine who I know has used some Diane Craft products for comments. She said that she has not used the Phonics Program but has used of her exercises and some spelling tools. Although they are not magic cures, she said they did help.
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