Carolyn’s account of how they have worked with a perfectionist pupil illustrates well how parents and teachers together can work with children like this.
In some respects, these children need the disciplines that dawdlers and careless students need–with a twist. While a timer sometimes helps the daydreamer/dawdler focus on getting work…[Read more]
All math teachers of beginners should be sure to have the numbers from one to about twenty on the floor. You can use rubber disks with numbers written on them if you can’t mark your floor. Students can stand on a number and move ahead three for adding three; back two for subtracting two, etc. Other applications include stepping ahead on even…[Read more]
In reply to your question for more info on effort score for report cards…to determine Effort score, the following are considered:
Neatness of work, Asking for help at the right times, persevering in difficult tasks, following directions in assignments, trying to do own work, showing good organization (in notebook, on papers, assignment…[Read more]
To show a student’s progress, some schools I know of separate columns on the report card. Each subject shows an effort score, an academic score, and the final column shows the “grade,” which counts the effort as 1/4 and academic as 3/4. Everyone can tell at a glance what the academic score actually is–what the student achieved on his work, tests,…[Read more]
Consider using a “word wall.” You can check on the web for a variety of images to spark your imagination. Students can write words on cards in large letters and they can be displayed on the wall in some logical grouping–by root families, parts of speech, or by theme if they are from a content subject. Words could also be embellished with visuals…[Read more]
The discussion on test/retesting, scoring, and averaging turns on two disparate questions…
a. What information or skill has the student mastered?
b. How does the student routinely apply himself to his work?
I hear many employers wishing they could find employees who are strong in (b). If only they could hire people who will actually show up for…[Read more]
I don’t have a rubric to share, but be sure that the score is based upon what is the point of the writing assignment. For example, if writing a dialogue, it should sound like a real dialogue when it is read.
A book to consider is If You’re Trying to Teach Kids How to Write…You’ve Gotta Have This Book.
It’s full of a variety of writing…[Read more]
If anyone is looking for art curriculum, check out a new source.
It’s developed by Hannah Nolt, who teaches art at Schaefferstown Mennonite School.
It offers 12 units for each of four levels.
Grades 1&2; 3&4; 5&6; 7&8.
I’d encourage you to keep exploring ways to include genuine reading in the school setting. Once upon a time, university students were more likely to say they were reading rather than studying history, literature, or philosophy. Reading (taking in and experiencing the new) and studying (pondering and processing the new) are both of value.
If this is a problem in all their classes, it’s not a math problem. Sounds like a “group spirit” issue that will need to be addressed directly. It’s possible that one or two individuals are (perhaps unknowingly) influencing the whole group. Some possible approaches (in addition to praying for wisdom) to consider…
–Name the issue straight out…[Read more]
Debating the value of the controlled word list vs “real reading” for fluency provides every generation with opportunity to develop their debating skills. Both activities are valid and serve purposes. Their effective balanced use relative to each other is an art.
One reasonable parallel is the development of specific skills for certain games, such…[Read more]
Giving students responsibility for practical “daily operation” activities is helpful in several ways, such as…
–building camaraderie in the group
–maintaining a sense of order, cleanliness and purpose in the daily routines
–experiencing the value of contributing “real work” in simple routines.
With some imaginative concentration, the staff…[Read more]
On the subject of reading aloud to high schoolers…take the opportunity whenever you can to read short selections from “real books” that illuminate the subject under study. Rather than having a set “read aloud” time, (which is great if you have the time for it in your schedule), read snippets from biographies, articles, stories, or news items…[Read more]
We have often had high school students scheduled to spend a couple half hours per week helping in one of the lower grade rooms as aides. This is not something they get credit for, but simply a good thing.
A number of seniors over the years have taken a student teaching elective; it is somewhat tailored for the individual and situation…[Read more]
Peter, your story illustrates how a well-executed method to address a problem can work. If it solved the problem, it can be dropped. You needn’t be bound to a system that is no longer needed. Celebrate the growth (not forgetting) and move on to other fruitful work. If the need reveals itself again, it can be re-instituted.
You could start anywhere in this series–you’d need to find what level “fits.” Starting relatively “low” could have several benefits: it might provide the student an opportunity to do well, it might cover some things he didn’t know before, and it might reinforce some things he learned before by coming “at” them in another way. Also, the student…[Read more]
Check out an old standby–the “Plaid Phonics Books” that have taught over 50 million children to read and have been on the market for 50 years. Their name refers to the “plaid” colored covers they had for many years. They are marketed by Modern Curriculum Press, apparently owned by Pearson currently. They have worktexts for grades 1-6. Each level…[Read more]
Plan your instructional approaches in such a way that you could not proceed without the use of significant wall space for visuals.
Use the energy of students to create many of them–especially in middle grades and up. Post changing displays of student work: illustrated vocabulary words, penmanship samples, neatly done math work, book reports,…[Read more]
The energy of students can be utilized to good advantage at recess by having them take needed equipment outside, set up/take down boundary markers, and take responsibility for making sure all equipment is brought indoors and stowed properly.
Also, invite your students to invent new games, perhaps by modifying or adapting existing games. It’s a…[Read more]
Over the years, I’ve enjoyed introducing a few anthems from an old source, the Star of Bethlehem, first published in 1889. My edition is the 5th, printed in 1990. A few were Sing Unto the Lord; O God, Be Merciful,and Hark! The Song of Jubilee!
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