ELEMENTARY TEACHING TIPS
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Tips Page
Secret Number
From Janice Wilson (janice7827@comcast.net),
a second grade teacher at Avenel Street School 4&5 in Avenel, New Jersey:
"I use this idea to reinforce basic math concepts. One student (leader)
secretly writes a one, two, or three digit number on an index card. The rest of
the class sets up individual chalkboards with a hundreds, tens, and ones column.
Then the class questions the leader with yes or no questions to guess the
number. They start with questions like, 'Is it a 3-digit number? Is it a 2-digit
number?' and progress to 'Is the number in the ones column even? Is the number
in the ones column greater than 4? Is the number in the ones column between 2
and 6?' They record the results from the answers on their chalkboards. Once
they've figured out the ones place, they move to tens, etc. When they think they
have the whole number, they are finally allowed to guess it. If they're right,
they win the card on which the number is written. Believe it or not, they love
those cards! This reinforces multiple math skills."
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Instant Messages
From Tammi Pittaro (tirp9999@yahoo.com),
a fourth grade teacher at Upper Township Elementary School in Marmora, New
Jersey:
"I have discovered an easy and fast way to communicate short messages to
parents and family members. Each student in my class has an assignment book in
which he or she writes down the daily assignments and homework. A parent signs
the page each evening to signify he or she has seen it. I write a short message
on address labels using Word's Mailing Label Wizard (Avery 8460 is 1" x 2
5/8") that I can quickly place on the daily page. I print out a whole page
of the same message and place one in each child's book."
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Rewarding
Positive Behavior
From (SOSlovacek@aol.com), a primary teacher:
"I reward the students who ARE complying instead of punishing those who are
not. I keep a running tally of the students demonstrating the behavior I want to
encourage. I read their names out loud (the sweetest sound to anyone's ears) and
why they are receiving a tally. When a student has earned 100 tallies, they get
a 'Tally Time' form to fill out on which they check which adult they want to
spend time with, what they want to do, and where they want to do it. The adults
on the form have agreed to participate. When a form is filled out, I arrange the
appointment as soon as possible or offer the option of making alternate choices.
I also try to avoid using the names of misbehaving students when correcting
their behavior, using eye contact instead. As much as is possible, I use
students' names only when praising, so that if a student wants to hear his name
he needs to engage in a positive behavior rather than a negative one."
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Spider on the
Floor
From Audrey Hurray, hurraya@perry-lake.k12.oh.us, a music teacher at Perry
Elementary in Perry, Ohio:
"Usually around Halloween, at least one grade level is studying about
spiders. I read the book, Spider on the Floor from Raffi's Songs to Read, to my
students. Then, I teach the corresponding song. I distribute inexpensive spider
rings to each child that they can keep. We sing the song and place the spider on
the floor, on our leg, etc. I give the children the opportunity to make up their
own verses. They have a great time putting the spider in their hair, on their
back and so forth. This lesson also can be used to teach spatial
relationships and prepositional phrases."
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Getting
Acquainted
From Erma Morgan (buderma@strato.net), a 4th grade teacher at Woodlawn
Elementary School: "At the beginning of the year I have each student write
down at least two things about themselves that others may not know. I then put
one thing each has written into a grid and give a copy of the grid to everyone
in the class. I ask the students to find the person who wrote each
characteristic or experience and have that person sign their box. I'm sure to
model how to discover the owners of the ideas by asking a question. 'Are you the
person who owns the iguana?' or 'Are you the person who puts ketchup on peanut
butter sandwiches?' This avoids the mass signature approach, demonstrates a way
to begin a conversation, and provides a good way for the students to get
acquainted in an active and positive way."
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Info Magnets
From Sara Fisher (sfisher@pekin.net), a librarian at Brimfield Public Library in
Brimfield, Illinois:
"While student teaching, my mentor laminated decorative notepaper (to match
the school's theme for the year) and attached magnets to the back. We wrote our
contact information on the front with permanent marker- school phone number,
teacher's room extention, e-mail address. The magnets made it easy for parents
to contact the school or the teacher in a hurry. I am a children's librarian now
and I recently used this as an outreach to local teachers with library contact
info. It was a big hit."
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Inexpensive
White Boards
From Stacy Kasse (stacykasse@comcast.net), a fifth grade teacher atTaunton
ForgeSchool in Medford, New Jersey:
"Need individual white boards? Go to your local home center and head for
the bath department. Ask for the white board you can write on. Usually it is in
one big piece for about ten dollars. Have the wonderful employee cut it to 12
inches by 12 inches squares. Then head to the paint department and pick up a can
of chalkboard spray paint. Use this on the opposite side of the white board on
about five of your individual white boards just in case one of your students is
allergic to or doesn't have an erasable marker to use on their board. We have
had ours for about five years now and the students love using them."
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Teacher Test
From Terri La Masa (samterri@cpros.com), a fourth grade teacher at St. Anne
School in Grants Pass, Oregon:
"On the first day of school, I pass out a teacher test. I ask them
questions such as 'How long has Mrs. La Masa been teaching? How many children
does she have? What is her favorite pet? Where does she like to go for a
vacation? What subject does she like to teach the most?' The kids write their
guesses, then I orally provide the answers and the class learns a lot about
me."
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Classroom
Checkbooks
From Randolph Lyon (rlyon@dubuque.k12.ia.us), a sixth grade teacher at Hoover
Elementary School in Dubuque, Iowa:
"Contact one of your local banks to see if they will supply you with
checkbooks and registers for everyone in your class. Begin the year by having
students suggest what categories of monthly expenses they will have as adults
(rent, food, electricity, television etc.) Have them collect ideas from home as
to the amount their parents spend on each per month. Choose three amounts for
each category and average them. Total the amount as the students' expenses
for the month. 'Pay' students double the minimum wage for 38 hours of work
(explain the employers' strategy of thus avoiding health care costs). Each
month the teacher pays the students and then the students must write a check to
the teacher for the total of their expenses. 'Bonus' money can be earned
for fine work etc. 'Unexpected expenses' can be charged for missing homework
etc. Students who run out of money can 'work off' their debt with
lunchroom duty. In April have students fill out their federal income tax on the
EZ form. I've used this in sixth grade for seven years with great
success."
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Shoe Bag
Organization
From Johanna Dold (Johanna.Dold@pgcps.org), a second grade teacher at Bradbury
Heights Elementary School in Capitol Heights, Maryland:
"I teach second grade. Pencils, scissors, and glue always seem to get lost
in the students' desks. I hang a clear vinyl shoe bag with each student name on
the front of each pocket. The students keep pencils, scissors, and glue in these
pockets. I can easily check when the child is running low on pencils and send
home a reminder note to parents. The children learn to respect each other's
property in addition to self-monitoring their pencils. I also use vinyl shoe
bags to hold center pieces, vocabulary cards, groups of markers, puzzle pieces,
etc. They are much less expensive than the pre-made card holders and can be used
in so many different ways. You can turn them sideways, cut them up into
smaller sizes. I use staples or tape to hang them from doors, walls, the board,
anywhere."
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Posters and Charts
From Sonya Shaffer (sonyashaffer@cox.net), a first grade teacher at Juniper
Elementary School in Escondido, California:
"I keep my posters and charts on a chart stand for all my students to read.
I punch two holes in the top for the metal rings allowing me to change the
posters and to also let the students read them. I use them year after year
and have laminated them to keep them going. After teaching for 8 years,
some of my laminated posters started ripping through the holes I punched.
I had no way to fix them except to re-laminate them. I figured if I was
going to re-laminate, I better figure out how not to have the ripping happen
again. I decided that I needed to make the posters really durable and
thick on the top where you punch the holes. I took an extra poster board
and cut it into about 2 inch strips and glued it on the back of the posters on
the top. I glued 2 strips on each one making the poster or chart very
sturdy on the top where you punch the holes. Hopefully these posters and charts
will last much longer. I now do this for every one of my posters and
charts that I laminate for the first time and for any ones that rip
through!"
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Three
Ring Binder Organization
From Eva Dietz (dedietz@comcast.net), a 4th grade teacher at Foothills
Elementary in Buckley, Washington:
"I taught my students how to use their binders to do much of their school
work each day in class. We begin by organizing the binders with notebook paper
and dividers labeled for our subjects. Students turn to that labeled section to
do their work for math, writing, etc. Assignments that are in progress stay in
that divider section. (Parents are told to not disturb those papers.) Only when
an assignment is finished do the 3 rings unsnap and the paper is removed for
turning in or I have a student move the assignment to the plastic folder in the
front of their binder, as described below for a homework assignment.) I never
allow pages to be ripped from the binders. Students can learn to unsnap the
rings quietly.
Also if I have subject packets, they are 3 hole
punched and snapped into the binder in the appropriate section and students keep
track of their packets much better this way. I have found that using plastic
two-pocket 3-hole punched folders, both in the front and at the back of a
student's binder helps students become even more organized. Paper folders are
just too flimsy to last a school year. The front folder is the Home
Communication Folder. Students are informed to share that folder with parents
daily. (Parents are told to look for that folder daily, too.) The left pocket is
for homework assignments to be finished and notes that need to be signed by
parents. The right pocket is for school flyers, finished and graded work to be
read by parents and left at home. (You can write on the plastic folder with a
sharpie pen 'Take Home/Leave Home and Take Home/Bring Back'.)
Students know where to find their homework
assignments that are to be turned in the next morning, and they know where to
put their "mail" from their classroom mailboxes. It's very easy for me
to see which students have not collected their papers from their mailboxes and
put them in their binders so they get a reminder from me to 'do it now'. The
back plastic folder is the Safekeeping Folder. This is where 'in progress' or
unfinished work goes that are not 3-hole punched, such as art projects, things
that are being assembled, friendship notes, or whatever. By having this folder,
a student's desk stays much cleaner and if something does get lost, a student is
reminded to use the back folder. This Safekeeping Folder also allows motivated
students to have items to work on at home, but they don't feel the pressure that
it is homework. Since they take their binder home daily, the student is always
free to work on any assignments in the divided sections as well. Parents
appreciate being able to look through the binder and know what their child is
working on without the fear that the child has left something important at
school."
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Organizing
Parent Teacher Correspondence
From Kathy Reed (dksreed@sconline.net), a first grade teacher at Saint Patrick
School in Franklin, Pennsylvania:
"I purchase an 8 1/2" x 11" manila envelope for each student in
my class. Punch 3-ring holes in each envelope and label with a child's name. Put
in alphabetical order and place in a 3-ring binder. Each time I write a parent
note I put a copy in the child's envelope. When I receive a note I add it to the
child's envelope. I often go back to these envelopes for reference and
clarification."
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Photo Flash Cards
From Patricia Lewis (Shipp65@aol.com), a fourth grade teacher at Parker
Elementary School in Middlesex, New Jersey:
"Teachers can use flash cards too! This is a terrific way to connect names
and faces of new students on the first day of school. I write the child's name
on the photo and shuffle through the photo flash cards several times with the
names visible. Then I check my memory by covering up the names. Through this
method, I can identify every new student by name on the second day."
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Learning
About Each Other
From Carla Herbert, (CarlaHarold@webtv.net), a fourth grade teacher at Howard
Wilson School in Leavenworth, Kansas:
"On the first day of school, I want to learn the children's names. At the
first student's desk, I extend my hand, introduce myself and tell the class one
of my favorite activities, sports, games, etc. The student must then tell me
his/her name and an interesting personal fact. I then go on the next student and
introduce myself again but give a new statement about myself. I repeat the
statement and then go back and repeat the first student's name and statement. I
continue this practice until I have learned all the student's names. By the end
of the first day, they know everything about their teacher and all of us know
something about each other."
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Personalized
Nametags
From Sarah Pullie, (Spullie@cs.com), a third grade teacher at Latta Elementary
School in Latta, South Carolina:
"The first day of school I give my students a plain nametag with their name
printed on it in black marker. I ask them to decorate the nametag with things
that tell about themselves. It's interesting to see what they add to their tags.
Students can find someone who shares the same interests. They can also take
surveys with the nametag information and graph their findings."
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Name Labels
From Pattie Loveday (pploveday@yahoo.com), a second grade teacher at Cedar Bluff
Primary in Knoxville, Tennessee:
"After I receive my class list, I put each child's name on a label. I print
about ten pages of the labels. I use them to put on the front of workbooks, in
class books, on folders, and on anything that requires a name. It saves a lot of
time."
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Workbook Labels
From Judy Mullen (mullenjteach@yahoo.com), a first grade teacher at Pleasant
Vale Elementary School in Enid, Oklahoma:
"My students have a reading workbook that requires them to tear out pages.
One workbook will have three units in it with the comprehension pages at the
back of the book for each story. I use colored labels to mark the beginning page
for each unit and to mark the beginning of the comprehension pages at the back
of the workbook. When we are ready for an assignment, I have them turn to
the 'red' tab and they are all on the same page. Sure saves time and keeps
everyone at the right place in their workbook. Also, helps them to see how
organizational tools can be very helpful!"
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Kelley Kash
From Donna S. Kelley (dkelley@jeffco.k12.co.us), an fourth grade teacher at
Zerger Elementary School in Westminster, Colorado:
"Accentuate the positive whenever possible! During the last trimester of
the school year, when behaviors can become more problematic, I keep morale high
by implementing 'Kelley Kash' (my last name is Kelley!). I use it as an
incentive to reinforce positive behavior! Each Monday my students receive $10 in
Kelley Kash (chips with their student number on it). They earn additional Kash
for exceeding the standard for exhibiting a variety of positive behaviors (ie.
not needing reminders for turning in homework, 'random acts of kindness', great
hall behavior, quiet transitions, etc.). For inappropriate behaviors a chip is
deposited into my bank account. On Friday the students enter their Kelley
Kash total into their 'bank book', and the chips are recycled for the following
week. We keep a running total of their Kash accounts, then during the last week
of school I hold an auction where they can spend the Kash. I teach them the
principals of how an auction works, and they use their Kash to purchase some
great stuff I pick up through the year. My kids love it ...and it works for
me!"
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Easy Absences
From Lisa Kannapel (LMKannapel@aol.com), a fourth grade teacher at Sun Valley
Elementary School in Peoria, Arizona:
"I have a responsible student fill out an assignment sheet for the absent
student. All papers are passed out as usual, and placed on the absentee's desk.
At the end of the day, the papers are available, the assignment sheet is
complete, and all I have to do is add a paperclip."
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Positive Peer
Pressure
From Christy Leatherwood (Gcs2603@aol.com), a third grade teacher at East North
Street Academy in Greenville, South Carolina:
"I work in a Title I school with a high poverty rate. Many of our students
need an extraordinary amount of structure and motivation. I have developed a
ticket / point system for my class. Each group of 4 - 5 students is assigned a
color name (red, blue, purple, etc.) The students work together with their group
to maintain good behavior (listening, on task, materials ready etc.) They
receive points for doing these things in a quiet and timely manner. I record the
points under their group name on the board.
I also give them tickets in the hallway for
'Having their 4 things ready.' These are:
1. Mouth is closed.
2. Hands by your side.
3. Feet are quiet.
4. Eyes are straight ahead.
I remind students to get these 4 things ready when we line up by raising my hand
and signaling the number 4 with my fingers. The students repeat this until
everyone is quiet with their 4 things ready. Students put their tickets in their
pockets or give it to a group member when we arrive at our destination. We
collect the tickets at the end of the day. I write the number of tickets each
group received under their color group. (It helps speed up the counting process
if students place tickets in groups of two on one student's desk in their
group.) At the end of the week, I add up all of the points and award the winning
group with a homework pass, a soda pass, and a snack pass. (Meaning they have
one free homework assignment and can purchase a snack or drink from the
cafeteria. This has worked considerably well for my students. Students who are
difficult to manage can be separated from the grouping of desks but remain in a
group of their own. For example, they may not be physically beside someone who
they would disrupt, but they can figuratively be in the same group with them. I
set a goal of 100 points for these hard to manage students. If they can reach
the goal, they will also receive the prizes. This has helped my group of
students learn to work together and to use peer pressure for a positive
outcome."
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Absent Planner
From Shaneice Thomas (ShaneiceThomas@CCS.K12.NC.US), a third grade teacher at
Ben Martin Accelerated Learning Academy in Fayetteville, North Carolina:
"I keep an extra homework planner at the front of the room. At the end of
the day I get a responsible student with good handwriting to write down the
homework for the day. When anyone is absent they know to check the absent
planner, not ask the teacher. This makes them accountable and takes some of the
work off of me."
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3 Before Me
From Shaneice Thomas (ShaneiceThomas@CCS.K12.NC.US), a third grade teacher at
Ben Martin Accelerated Learning Academy in Fayetteville, North Carolina:
"Students often want to depend on the teacher to give them the answers. I
say, 'Did you check 3 before me?'
1- check your book
2- check your notes
3- check with your partner
then...check with me"
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Sustained
Silent Reading Comprehension
From Sharon Hutton (skhutton62428@yahoo.com), a third grade teacher at
Cumberland Elementary School in Toledo, Illinois:
"Some of my students were less than excited about sustained silent reading
time. I found that often students were pretending to read but were really just
turning the pages, with little or no comprehension of the story. Now I buy
students a spiral notebook or sometimes a local business donates them for my
class. The kids read a book of their choice silently for ten minutes, and then
they write a summary in their journal for five minutes. The kids know they will
have to be accountable for knowing what happened in the story so comprehension
is increased and their sentence writing, grammar, spelling, etc. improves
greatly with the writing practice. I have a different 5 students turn their
journals in each day to be checked. That way I check each student's writing at
least once a week but I am not loaded down with the entire group's to check
every day. Students who need more help turn theirs in daily if I see the need.
Parents have told me that they have seen an increase in reading at home, too.
Students who otherwise would not consider reading for enjoyment are finding that
books can be interesting!"
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Brag Calls
From Donna S. Kelley (dkelley@jeffco.k12.co.us), a fourth grade teacher at
Zerger Elementary in Westminster, Colorado:
"As effective teachers, we recognize the importance and value of
maintaining good communication between home and school. A fast, efficient, and
easy way to do this is to do Brag Calls. I set criteria and whenever a student
has met the goal we have set together, s/he makes a Brag Call home. This gives
both the child and parent positive validation. It works for me!"
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Draw Alongs
and 4-square
From Heather Sparks (Hisparks@aol.com), a fourth/fifth grade teacher at Wheeler
Community Learning Center in Oklahoma City, Oklahoma:
"There are many great activities students can do as you read aloud. One
that is popular with my 4th and 5th graders is 'Draw Alongs', where students
draw small representations of what is happening in the plot as I read. They
'connect' the plot pictures with arrows showing the appropriate sequencing. It's
important to model this activity for students before letting them go solo. I use
a fairy tale or other common story to model, showing students that I am not
looking for great artwork, but rather a clear sequence. The idea is that
students should be able to retell a chapter based on their draw alongs. Another
activity which is not as popular, but targets more important comprehension
skills is called '4-square'. Each student keeps a spiral with each page divided
into four equal parts. The top left box is labeled "Questions I
have"--students should write questions that pop into their head as you read
aloud. The top right box is labeled "Answers I found"--students write
any answers they hear to the questions they listed. The bottom left square is
labeled "Mental Picture"--students draw a picture of what they are
visualizing after you read a specific passage, which can be after a paragraph or
an entire chapter. If there is a vivid description in a chapter, I will reread a
section and ask student to draw that. The bottom right square is reserved for
"Written Response"--students respond to a question posed by the
teacher. The questions can be predictions, comprehension, sequencing...whatever
skill you would like students to practice. Both of these activities keep kids
connected to your reading and serve as great alternative assessments as
well!"
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Speakers List
From Marcia Lee (MarciaL52@aol.com), a
third grade teacher at Philip R Smith School in South Windsor, Connecticut:
"Sometimes during whole class discussions, students are tempted to just
call out their opinions. This is especially true if they are passionate about
the topic or concerned about having a turn to speak. Even though we have the
rule that only one person can speak at a time and students must raise their
hands for a turn to speak, some students have a hard time waiting for
their turn. To help them with this, I use a Speakers List. When students want a
turn to speak, I write their names on the board for all to see. The students
automatically know who the speakers are and when it will be their turn. This
prevents them from having to raise their hand until they are called on,
minimizes interruptions, and the kids love it. Sometimes I have a student helper
manage this for me. This system can work for many age groups."
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Wrapped Boards
From Peggy Smith (MPegSmith@aol.com), a 5K teacher assistant at Congaree-Wood
Early Childhood Center in West Columbia, South Carolina:
"An easy way to cover painting easels is to use the new Glad Press and Seal
Wrap. Just press the wrap down onto the easel board making sure to press the
edges firmly where they wrap to the back of the board. You do not need any tape
or other adhesive materials since the wrap itself adheres to the board. It
easily wipes clean when using kids' paint and is just as easy to remove
completely and
replace when the ratio of paint to wrap gets too high!"
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Restroom Breaks
From Ann Ebert (an.ebert@oostburg.k12.wi.us), a kindergarten teacher at Oostburg
Elementary School in Oostburg, Wisconsin:
"My kindergarten children are learning to raise their hands to speak so I
wanted a different, yet quiet, signal for those who need to use the restroom. My
children now raise their hand with the pointer finger up for the restroom. I
know immediately that this is asking permission to use the bathroom and I simply
point back at that child with no interruption in my teaching or story
time."
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Line Signs
From Marcia Williamson (mwilli@eol.ca), a second grade teacher at Palmerston
P.S. in Toronto, Ontario:
"A technique I have found effective for reducing the amount of time it
takes for the class to form a quiet line-up is to hold up signs. I have four
face signs on different coloured cardstock - a grinning face, one with a small
smile, one with a small frown, and a face that is crying. I stand there silently
holding up one face up at a time. The students have to get the grinning face
before the line moves."
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Clipboards
for Lefties
From Marcia Lee (MarciaL52@aol.com), a third grade teacher in South Windsor,
Connecticut:
"I discovered an easy way to use clipboards with left-handed note takers:
Simply use the clipboard upside down! Take the papers out of the clip, and turn
the board so that the clip is on the bottom. Then clip the papers from the
bottom, and lefties can write quite easily without interference from the clip. I
do this all the time now when I fill in surveys attached to clipboards, or when
I need to complete forms at doctors' offices, or take notes myself! Just
remember to place the forms back on the clipboard right side up when you hand
them in. This works well for me!"
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Compliment Bag
From Kimberly Hood-Huett (kayk@cavemen.net), a teacher from the Carlsbad School
District in Carlsbad, New Mexico:
"While student teaching in a 4th-5th grade split class, I found an idea of
using a compliment bag handy. We had the students make and decorate a bag and
hang them from each individual desk. Whenever a person was having a bad day or
something went wrong and they didn't want to talk about it, all they had to do
was pull out a compliment from their bag. These compliments built self-esteem
and helped students to understand what a compliment is. I saw this work on many
students and no classroom interruption took place."
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Behavior Chart
From Kathy Thompson (Thompsonmk512@aol.com), a first and second grade teacher at
Parkwood Elementary School in Durham, North Carolina:
"I have a behavior chart behind my door. Each student has a pocket with
their name on it. They have five colored slips. When a rule is not being
followed they have to remove a slip. At the end of the day, I had a hard time
remembering which rules my kids didn't follow. I wanted to keep up with what
happened so I could discuss with parents. So, I copied each rule on cardstock
(small enough to fit in a pocket) and laminated them. Each time a kid breaks a
rule they put a rule slip in place of the colored slip. At the end of the day I
know exactly which rule(s) they broke."
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The Flip Chart
Trick
From Janis Highley (danjan@worldaccessnet.com), a first and second grade teacher
in Battle Ground, Washington:
"Turn any old notebook inside out, make a base out of cardboard to fit and
attach it with duct tape. Flip charts have a million uses. I use mine to tell
whose turn it is to use the computer, who gets to sit on the couch, whose turn
it is for Show and Tell, etc. I also use flip charts to keep a running list of
story starters for those who can't think of anything to write. I discovered this
in a catalogue. Flip charts were selling for $25 and I noticed they're only
notebooks turned inside out with a base on them. Teachers are too smart for
that!"
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Teacher Rules
From Elizabeth Wimmer (teacheremt@excite.com), a fourth and fifth grade
teacher at Robert E. Lee Elementary School in Spotsylvania, Virginia:
"I began the school year with a store-bought poster of classroom rules
hanging on the wall. Students read, discussed, and illustrated the rules.
However, by January, I felt that many of them needed reminders of appropriate
conduct in school. I read an article in NEA Today that described how to guide
students in creating their own classroom rules. We did so, and students enjoyed
the experience. Now, here's the highlight of my tip: To enforce the notion that
understanding and following rules is a lifelong necessity, we wrote rules for
the teacher! They included, 'Plan fun lessons.' 'Treat students kindly.' 'Listen
to students.' 'Discipline students fairly.' I had to repeatedly remind students
that rules couldn't impede my ability to control the classroom. (The rule about
discipline was my contribution!) Still, I feel that the activity helped my
students see that everyone has rules to follow, not just children, and that
rules are to help us, not torment us."
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Passing
Compliments
From Elaine Kelley (ElaineK2@aol.com), a fourth
grade teacher at Holley-Navarre Intermediate School in Navarre, Florida:
"Every year in February I buy large paper doilies, which the students glue
on to large red paper. Then they copy a list of the students in the class and
make a small red heart for each one with a compliment written on it. They give
it to the person and recipients glue it onto their doily. Each child then has a
doily filled with compliments about themselves. Sometimes they are really
surprised at some of the compliments, like, 'I didn't know you even noticed my
handwriting', or 'I think you're cute too.'"
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Kind Kids
From Karen Bourque Spause (karmikespause@yahoo.com), a fifth grade teacher in
Philadelphia, Pennsylvania:
"I am someone who wants to promote kindness in our world and what better
place to start then with our children. I have two RANDOM ACT OF KINDNESS
students each week rather than Star of the Week. The way a student receives this
honor is through their fellow classmates and, most importantly, their kind
hearts. I instructed my students to watch for kindness in the classroom. When
they see someone doing a random act of kindness, they are to write the Kind
student's name and the kindness performed on a piece of paper and put it in a
basket in the classroom. Some of the kindnesses are picking up my pencil,
sharing their snack, loaning pens/pencils/ paper/etc., holding the door, etc.
The kind people from the week before pick the two names for the following
week...if the person was already picked, we do give others a chance first. The
KIND people receive awards that are posted outside the classroom the first week
and inside the classroom for an additional week before they go home. Homework
passes, lollipops, and other special prizes are awarded. They are also the
errand and job people for the week. I have noticed that my students go out of
their way to be kind to one another and remind others to do so as well.
Initially it was a popularity contest (for about two weeks), but after that the
students embraced the idea of kindness. We have been doing this since September,
and the children really look forward to seeing who the next Random Act of
Kindness person is each week!"
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Keeping
Students On Task
From Gwenn Quirk (Gmquirk@aol.com), a third grade teacher at Dulles Elementary
School in La Mirada, California:
"A nice addition to my bag of tricks has been a small kitchen timer for use
in getting students to pay attention to the task at hand and not waste time. I
set a specific time limit on many tasks and I've noticed a great improvement in
finished work. I also recently borrowed an idea from on of my colleagues. I use
a class set of highlighter pens when reading something such as a Weekly Reader.
I let my students highlight specific words and phrases. It really keeps them on
task. This also assists some students in reading and learning vocabulary."
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Wait Cards
From Linda Golomb (lgolomb@lalc.k12.ca.us), a second and third grade teacher at
Cedarcreek School in Valencia, California:
"I use numbered cards to organize students who need my individual
attention. I laminate the kind of cards made for classroom calendars and put
them in order in a basket. When I am busy talking to someone, a student can come
up and take a card. They take the card back to their seat instead of waiting in
line. When I finish with one student, I call on the next number and a hand goes
up to show me who I will conference with next."
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Noise
Thermometer
From Susan Reich (suranr@rmi.net), a second grade teacher at Parkview
Elementary in Rangely, Colorado:
"Last year as a first-year teacher, I tried what I call a 'noise
thermometer' that my students keep their eyes on to monitor their own
noise level. The tool worked so well that it will be a permanent
fixture in my room. My noise thermometer looks like a three-foot
thermometer with red Velcro that acts as the mercury. I number
increments from zero (no noise) to ten (extreme noise/out of control).
The thermometer starts at zero each morning. When my class gets louder
I raise the thermometer to a level that matches their noise level. I
never have to say a word. They see me near it and the room immediately
becomes quieter! If it hits five, the class loses two minutes off
recess and as it is raised even higher, they lose more time. This has
proven to be an effective way for students to monitor themselves and
work cooperatively to keep noise down. Last year, my class got to five
only three times. I hate to use lost recess as a consequence, but
losing six minutes all year isn't a bad trade-off for a relatively
calm classroom."
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I
Love to Read Month
From Maureen Dreibelbis (hdreibelbis@comcast.net), a kindergarten Para
educator at Town Point Elementary in Dover, Delaware:
"During our school's I Love to Read Month, we have a Lincoln
Penny Day. Each class is given a coffee can (5 lb.) with a hole cut
into the lid. The idea is for children to donate a penny for each book
read. Last year, we received several hundred dollars, all in pennies!
Our school has about 300 students, K-4, so this was a roaring success.
Proceeds were donated to the library to update our book collection. We
always do a Reading Night during the school year. Teachers read to
children and their parents and then lead an activity related to the
book. This models, for both student and parent, how homework and
special projects should be handled."
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Goof Off
From Cindy Merrill (cemerrill@cox.net), a second grade teacher at
King's Grant Elementary School in Virginia Beach, Virginia:
"I always keep a can of Goof Off in my classroom to remove sticky
tape residue and soil from laminated posters, banners, and such. It
makes them sparkle like new. It is not oily or greasy. Among other
things, I use it to clean the plastic on my pocket charts that get
dingy by the end of the school year. Always test it before use, as it
does not work on all plastics. If your nails are polished, be sure to
wear rubber gloves. Because of the odor, I never use it when students
are in the classroom. It is available in hardware stores, usually in
the painting supplies' section."
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Tell
it to the Frog
From David Puritz (TchrBr@aol.com), a second grade teacher at Eagle
Point Elementary in Weston, Florida:
"Working with kids ages 7-8 provides plenty of opportunity for
them to tattle on one another. I finally got tired of sitting at my
desk and hearing someone shout out, 'I'm going to tell the teacher!'
so I decided to utilize the large two-foot stuffed frog I have in my
classroom. I tell the students that if they have a complaint they have
to tell it to the frog (unless they have a medical need). The students
have to write down their complaint on a piece of paper and insert it
in the bowl next to the frog on the counter. The frog responds to them
later in the
day. During my break time, I read the complaints the children write
down and respond in writing. For example, if a child writes, 'Sally is
being mean to me.' I would write back: 'Frogger says it's okay to
ignore people who are being mean to you. If they are truly your
friend, they will come by and say they are sorry later on.' The kids
love writing notes to Frogger and the notes have decreased the amount
of tattling going on in the room."
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Spelling
Vacation
From Melanie Finotti (melaniefinotti@csonline.net), a fourth grade
teacher at Keystone Elementary School in Knox, Pennsylvania:
"As an incentive motivator, when my students get an A on their
weekly spelling test, I place a star sticker beside their name on the
Spelling Stars chart. As soon as a student accumulates 5 stars, they
are awarded a Spelling Vacation. During their vacation week, they are
excused from all spelling assignments and tests given during that
week. An automatic A goes into the grade book for their weekly test
grade and assignment/homework points. During spelling class they may
read a book, work on other assignments, use the classroom computer, or
run errands and do jobs for me. It has proven to be such a motivator
and so much fun
for the students. They really work hard to get those 5 stars and can't
wait to tell everyone (especially their parents) that they are on
Spelling Vacation! My grade level peers have been using my tip for the
past 4 years and tell me that their students love this challenge. It
is a win win for both teacher and student!"
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Acts of
Kindness
From Majii (jajji2@yahoo.com), a third grade teacher:
"I have a board set up in my room where students can write the
good deeds of others. My students are grouped in teams at the
beginning of the year. When the members of the team agree that one of
the other members did something extra special or nice, the team signs
the person up on my Acts of Kindness board on index cards that hang on
the board. They list the person's name, the date, and what the person
did that was extra nice. At the end of the week the name cards are
placed in a bucket and one to two names are picked out. The students
who are picked get a prize and the names are cleared for the next
week. Trust
me...acts of kindness will soar!"
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Buddy Sticks
From Kim Downs (kdowns@adair.k12.ky.us), a first grade teacher at
Colonel William Casey Elementary School in Columbia, Kentucky:
"I use an equitable strategy for cooperative learning and student
selection in my classroom. At the beginning of the year, I write each
student's name on a large craft stick. I put the sticks into a
container labeled, Buddy Sticks. I draw out sticks for student
selection. I use Buddy Sticks to group students for cooperative
learning activities, classroom helpers, give aways,
questioning/answering sessions, and just about anything so students
are chosen fairly. Students are very receptive to the strategy. I hear
comments like, 'Use Buddy Sticks because it's so fair.' The arguing is
less among students. As a teacher, I feel like I don't favor
one student over another. It also cuts out the comment, Teacher's
Pet."
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Book Binding
From April Barasch (APRIL4may@aol.com), a kindergarten teacher at
Study Elementary in Fort Wayne, Indiana:
"In our class we produce at least one class generated book a
week. Tired and frustrated with rebinding the little plastic
loops on our well-read stories, I now use metal index rings (the kind
that hinge open and close). These rings come in many different
sizes to accommodate the different book sizes and stay together much
better than the plastic bindings typically used in schools."
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Project
Hyperlinks
From Barbara Lutz (blutz@bcps.org), a second grade teacher at
Edmondson Heights ES
in Baltimore, Maryland:
"I set up a 'Start Page' for my second grade students which
hyperlinks all the websites that they need for a project so that they
can just click on the link and go. They don't have to waste time
typing the link or worry about typing the link incorrectly. They also
don't spend time 'surfing' on other sites. The 'Start Page' is
basically a web page with all the hyperlinks listed. I add cute
graphics and a small bit about what they will see or look for on each
site. I have 'Start Pages' on topics such as amphibians,
insects, math, and a general one that includes a little of all the
content areas."
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Posters
and Charts
From Sonya Shaffer (sonyashaffer@cox.net), a first grade teacher at
Juniper Elementary School in Escondido, California:
"I keep my posters and charts on a chart stand for all my
students to read. I punch two holes in the top for the metal
rings allowing me to change the posters and to also let the students
read them. I use them year after year and have laminated them to
keep them going. After teaching for 8 years, some of my
laminated posters started ripping through the holes I punched. I
had no way to fix them except to re-laminate them. I figured if
I was going to re-laminate, I better figure out how not to have the
ripping happen again. I decided that I needed to make the
posters really durable and thick on the top where you punch the
holes. I took an extra poster board and cut it into about 2 inch
strips and glued it on the
back of the posters on the top. I glued 2 strips on each one
making the poster or chart very sturdy on the top where you punch the
holes. Hopefully these posters and charts will last much longer.
I now do this for every one of my posters and charts that I laminate
for the first time and for any ones that rip through!"
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Bathroom Duckies
From Jennifer Litchenberg (jlitchenberg@hsd2.org), a second grade teacher
at Oak Creek Elementary School in Colorado Springs, Colorado:
"I got tired of my students taking the bathroom passes to the bathroom
and accidentally dropping them in the toilet or the sink so, I borrowed this
idea from a fellow teacher. Since our school doesn't require that the kids have a
hall pass, when a child needs to leave, the boys put a little blue plastic duck and
the girls a green one on their desk. (The color of the ducks matches the beginning
letter of boy/girl.) There is only one of each duck so there won't be a party in
the restroom. I can see at a glance if someone is gone and if it's a boy or a
girl."
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Spray It Clean
From Adrienne Ross (thebean8855@aol.com), a fifth grade teacher in Demarest,
New Jersey:
"When using an overhead projector, instead of having to keep getting a
wet paper towel or cloth to wipe off the transparencies, I keep a spray bottle of
water and a roll of paper towels by the machine. What a simple and helpful thing,
which took me 17 years of teaching to think of!"
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Assignment Highlights
From Denise White (dwhite4610@yahoo.com), a third grade teacher at County
Line Elementary School in Winder, Georgia:
"It is sometimes difficult to get students to remember to put their name
on each assignment. I leave a container of highlighters next to the assignment
shelves. I have taught my students to highlight their name just before they turn in
their assignments. This really works! If their name is not on the paper they
always remember to include it prior to turning it in."
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Dispensing White Board Cleaner
From Jeanette Newquist (neti4band@sbcglobal.net), a first grade teacher
at Lincoln Elementary School in Tulare, California:
"I don't like to spray cleaning fluid made for white boards as I have some
breathing problems. It is also hard to control where it goes if I only
want a small area cleaned. I solved this problem using a dispenser made for
fingernail polish remover. You can get these (empty) at beauty supply stores or
(full of nail polish remover) at department stores. I paid $1.97 at Wal-Mart, put the
nail polish remover in another bottle and filled it with the white board
cleaning fluid. Gently pressing down on the dispenser head releases a measured amount of
fluid onto a tissue. The amount dispensed is small so I don't have to wipe up a lot
of extra fluid. Since it is in a closed container I don't have to worry about
spills, over spraying or odors."
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Ask Three Before Me
From Paul Brooks Clark (clarkp@mersd.org), a technology coordinator at Manchester Memorial School in Manchester, Massachusetts:
"This 'oldie but goodie' still has legs. Teaching in a K-6 computer lab
with
20+ students at a time can be quite taxing when the questions come fast
and
furious. The admonition 'Ask Three Before Me' can be a successful strategy
on several fronts: the teacher is freed up to work individually with struggling students; the teacher can do more assessment; and the students
asked for help can demonstrate their understanding of the topic. The student
providing the help cannot just take the mouse and do the job, he must actually teach his classmate so the classmate understands the concept or
skill."
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Independent Thinkers
From Laraine Reisner (lreisner@lausd.k12.ca.us), a fourth grade teacher
in Los Angeles, California:
"Periodically, I have students who ask exorbitant amounts of questions,
either for lack of using their skills to figure out an answer or for attention. I developed a plan to curb this behavior. When applicable, I
give a student three 'tickets', made from colored construction paper each
day, and whenever he/she asks me a question, a ticket must also be handed
to me. When the tickets are used up, they may not ask me another question
for that day. I have seen children become independent thinkers and self-sufficient when on this plan because they want to save the tickets
for really important questions. It's a great way to develop problem solving skills."
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Introducing Keyboarding
From Kathy Gryta (kgryta@yahoo.com), a technology teacher at Kyle Elementary School in Kyle, Texas:
"One of my responsibilities is to introduce keyboarding, even to our kindergarten and first graders, and a large challenge is to get the kids
to type with two hands. In addition to using some keyboarding software
that divides our keyboard into left- and right-handed keys, I cut a piece
of chenille stem (pipe-cleaner) to a length slightly longer than the width
of the keyboard. Before the kinder- and first-graders come to the lab, I
gently wedge the stem between the 5 and 6 keys and the B and N keys, effectively dividing the keyboard down the middle. Now when they type, I
can keep reminding them 'Don't let your fingers jump the fence', and they
have a good visible reminder of exactly where that 'fence' is. It also
makes it much more obvious to me, from a distance, who is still 'crossing
over'."
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Keeping Kids Focused
From Dawn DeLong (ddelong@elknet.net), a second grade teacher at Williams
Bay Elementary School in Williams Bay, Wisconsin:
"I plan an end of the year play/graduation ceremony where kids need to
make
scenery, have costumes and memorize play parts. I think the parents really
like it. I play Pomp and Circumstance on the tape recorder, kids march in
wearing graduation mortar boards and every child has a line in a graduation
speech. It also helps me wind up the year on a positive note. It keeps
them
focused on a particular project and always comes off great!"
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Noise Level Music
From Alan Pilkenton (apilkenton@mmpsa.org), a K-8 art teacher at Mid-Michigan Public School Academy in Lansing, Michigan:
"To get the attention of my students, I blow a harmonica. When the students hear the harmonica, they know that they are to stop what they
are doing, look at me and listen quietly. I have the kindergarten and first grade students put their hands on their heads as well which they
think is fun. I wear the harmonica around my neck at all times and use it
with all my students, K-8."
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Equal Participation
From Jennifer Caldwell (blumeeni@earthlink.net), a fourth grade teacher
at
Mason-Corinth Elementary School in Grant County, Kentucky:
"To insure that I am calling on all of my students equally, I put
everyone's name on an index card. I keep the deck of cards with me and
instead of calling on raised hands, I call on the next card in the deck.
This prevents all those Oooo! Ooo!-ers, helps me make sure I'm not just
calling on those who raise their hands, and keeps all the students on their toes since they don't know when their card will be next."
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Recognition of Achievement
From Carollyn Mahieu (aug31see@mchis.com), a first grade teacher in Davenport, Iowa:
"As a first grade teacher I was in a great position to see my students
succeed as they progressed through school. I kept my class list each year
and as I read or heard about any achievement a child made, I would send a
note acknowledging it. When it came time for graduation, I would scan the
paper for names of former students. I would send them a graduation card
with a personal note telling them how proud I was to see them reach their
milestone in education. The class list gave me many addresses, which I
checked with the phonebook to be sure the family still lived at the same
residence. If I could not find an address, I would call the high school
or send the card to the school for the student.I have gotten so many replies,
telling me how much that meant to the student. Many times I would also
get a picture. This has been a rewarding experience for me and my students!"
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Observation Labels
From Carol Sowl (clsowl@yahoo.com), a multi-age teacher at La Point School
in La Pointe, Wisconsin:
"I teach in a multi-age classroom, grades 3-6 in a two room schoolhouse
on an island in Lake Superior. To keep notes on my students - observations,
behaviors and assessments I have a clipboard with a full sheet of mailing
labels. I jot the date, the student's initials and then record my observations on one label. The size of the label keeps the observations
brief. The full page of labels allows me to record observations for all
students on the same page. At the end of the day, or more likely once a
week, I peel off the labels and paste them into a loose-leaf notebook where each student has their own page. The observations on the one sheet
let me look at class performance. For instance, if I am introducing a new
concept, it lets me see at a glance how the whole group performs so that
I can revise my teaching plan as needed. The individual student pages are
great at conference time because I have lots of specific information to
share with parents instead of my recollections of general patterns."
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Reading on Tape
From Roberta Braverman (rbraverman@mountlaurel.k12.nj.us), a fifth and
sixth
grade enrichment and gifted academic program teacher at Mount Laurel Hartford School in Mt. Laurel, New Jersey:
"As a student teacher, many years ago, I had to figure out a way to deliver
the content of social studies and science to all kids, including the non-readers. My
solution was to tape record someone narrating each chapter of the textbooks. I
used family members (to vary the voices and styles) as readers and added music
and sounds (bell) to keep the kids on the correct page.
Tapes can be loaned with an inexpensive cassette player or recorder for
homework, and absentees can catch up by listening with headsets in the
back
of the room. Duplicate sets of tapes and keep the originals in case one
gets
lost. Take off the rewrite tab so that kids can't tape over or erase the
content.
Commercial read-along tapes are often geared to primary and pre-school
ages,
so I tried to include contemporary music to increase motivation and make
the
"brain based learning" connections. Knowing how to follow the words and
when
to turn the pages helps kids process new information without the struggle.
Some students can develop sight vocabulary faster than applying phonics.
Provide a related vocabulary list, with illustrations, if possible."
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Writing "Checks" for Holidays
From Linda Means Golomb (lgolomb@laedu.lalc.k12.ca.us), a third and fourth
grade teacher at Cedar Creek School in Canyon County, California:
"I have a shopping activity with my students using catalogs. We give the
students a spending limit and a packet of 'checks'. I photocopy one of
mine with the account number and name blanked out and the name of the school typed in. Then I teach them how to write a check. They really feel
like big shots! They have to keep subtracting from the ongoing balance as
they spend. Not only is it good math practice, but it also gives you a
lot of insight into the individual students. One bought only food-type
things, another bought gifts for his family and nothing for himself."
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Fieldtrip of Dreams
From Claire Melits, (Claire3831@aol.com), an instructional assistant at
Wilson Elementary School in Phoenix, Arizona:
"I work at an elementary school in a district with a high drop-out rate.
Many see school as an impediment to a full-time job working for minimum
wage, while others get to high school where the work is hard and they don't get so much individual attention. College is often not even an
option. A teacher I work with and I came up with a great field trip idea.
First we had the students perform a mock courtroom debate, one side for
staying in school, the other side against. I was called to the stand as
a witness, because I go to school full-time AND work. I also receive financial aid. I tried to explain to the students that it is possible and
that they can do it. Many students were intrigued and hands shot up. I
felt this wasn't enough, so I suggested that we take a field trip to the
university I attend. I spoke to a professor of mine who is more than willing to have this class visit one of hers so they can see that higher
education is attainable. My professor also suggested that we meet with
student aid representatives to discuss scholarships, grants, and loans.
We will also ask the university's Hispanic organization to meet with us
since 99% of the class is Mexican-American. This trip is planned for next
semester, after the Christmas break, and I can't wait to see these students experiencing a college classroom - it's something a lot of us
take for granted!"
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Setting Goals
From Barbara Teetor, (bteetor@prodigy.net), an achievement specialist at
Tyrone Elementary in St. Petersburg, Florida:
"I started a Raise Your Grades Club for the third through fifth graders
at
our school. After each report card, students chart their grades and set
goals for their next report card. The students that wish to participate
write me a letter telling me which grades they will raise and how. After
the next report card, the students who have met their specific goal(s)
are invited to a celebration. This club not only recognizes what students are
doing right but teaches achievable goal setting."
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Imaginary Animals
From Gay Johnson (gayjohnson@mindspring.com):
"Here's what we did Friday, a beautiful fall day. We went outside for 10
minutes to walk around the building. Each person had to collect a handful
of colorful leaves, pine needles, twigs, and mum blossoms...whatever. I had
told the kids the art project would be to invent an imaginary animal. We
reviewed the parts of an insect and talked about camouflage and mimicry
(we'd been studying animal adaptation to climate and environment). Inside
they assembled body parts on their papers and glued down what became a whole
range of animals: a colorful cat, caterpillars, butterflies, fish, and winged
creatures. After lunch, I put two note cards by each picture. Each child
started at someone else's picture and wrote adjectives and names for the
imaginary animal on one note card. Then they put that note card under the
picture, out of sight. Someone else came to the picture and had to do the
same thing in another 120 seconds... think of poetic phrases for this creature... write exotic example of where this animal might live or what
it eats.
Finally the owner came back to his picture. He could use the two
people's suggestions or not. The owner had four minutes to write a descriptive paragraph of the animal as if it would appear in a science
book. Now the fun begins Monday. What they don't know is that they will find
their paragraphs--with names cut away-- posted with Letters on one side of the
bulletin board. On the other side the pictures will be numbered. They must
identify the species by the descriptive paragraphs in a grand matching game.
I've done this for several years and my fourth graders love the challenge
as well as appreciate their classmates' masterpieces. The activity helps us
start a unit on descriptive writing and proves to the children why specific
description is necessary."
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Building Writing Skills
From Laura Lepore (ljlepore@hotmail.com):
"Divide students into pairs and give each student several Lego blocks (or other building toys that include parts of different shapes and
sizes). Each student puts a little figure together and in complete sentences,
describes how to replicate the figure. Students trade papers and try to
recreate the figure by following the written directions. Such an activity
can also be used by having one student learn how to do something for homework or independent study (measure liquid volume, mass, make a model
of something, design a lab activity...). The student then writes a description of how to do the same thing and the student and teacher
supervise the other students as they try to repeat the activity."
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Key Ring Cards
From Sue Kast Skast@aol.com), a fifth grade teacher at Vintage Hills School in Pleasanton, California:
"I keep a 4x6 card on each student with their names, DOB, phone numbers,
parent's names and cell phone numbers, email addresses, their class book
numbers and supplies. I keep the cards on a key ring. Any information that comes up during the year can be added to the card. I enter the
information into my computer and print a set for each of the fifth grades. I keep it with me for quick reference. Many times kids will
return supplies because they have their own. This is marked on the card
and makes collecting supplies at the end of the year much easier. Using
their email addresses, I set up an address book on my computer. Now I only
send out hard copies of letters to the few parents that don't have email.
It saves on paper copies which comes from our school budget."
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Cheesecloth Ghosts
From Marie Hlavin HlavinM@perry-lake.k12.oh.us), a kindergarten teacher
at Perry Elementary in Perry, Ohio:
"To make a cheesecloth ghost, I spread out two long pieces of wax paper
so that they're slightly overlapping and I tape them to a counter so they won't move. I spread out the same number of toilet paper tubes on
the wax paper as I have children and I place a gourd upside down inside
of each tube. I use four yards of cheesecloth to make the ghosts which
I cut into 14"x14" squares - one for each child. I pour lots of glue into
a large rectangular foil pan so that the glue covers the whole bottom and
I add a 1/4 cup of water. My children soak the cheesecloth in the glue
until it's completely saturated. Together, we open the cloth as much as
it will stretch out so that it remains square. We drape the cheesecloth
carefully over the gourd so that the cloth is in the center. The children
write their names on the wax paper next to their project and let it dry
for twenty-four hours. When they're dry, the students squeeze the gourd
away from the cloth and it keeps its shape. The children glue on plastic
eyeballs and an insect. It looks just like a ghost!"
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Cleaning Transparencies
From Florence Pinder (Semiconch@aol.com), a first grade teacher at Indian
Pines Elementary School in Lake Worth, Florida:
"I never clean transparencies! I keep a roll of Saran Wrap by my overhead
projector. When I want to use my transparency, I simply roll the wrap over the transparency that I placed on the overhead, and then I write on
the wrap. When I am done, I just roll the wrap back off, put my next transparency down, and pull more wrap over the next transparency. I use a
permanent marker as it is brighter and left-handed people don't erase their work. One big roll from Sam's Club will last many years."
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Recycled Transparencies
From Janet Kane (JKANE0105@aol.com), a second grade teacher at Worcester
Elementary School in Lansdale, Pennsylvania:
"If your school is lucky enough to have its own laminating machine, then
collect the ends of the laminate to reuse on the overhead projector. Recycling the laminate saves on the cost of blank overhead sheets."
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Participation Cards
From P Gail Matz (pgailmatz@hotmail.com), a fourth grade teacher in Ketchikan, Alaska:
"At the beginning of the year, I have each student write his/her name on an index card. Throughout the year, I draw cards for seating
assignments, forming cooperative groups, calling on students to read, pairing up for games, choosing science helpers, and virtually anything
that involves choosing kids for activities. This method seems to appeal to their sense of fairness and eliminates the frantic
hand raising and disappointment when they are not chosen."
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Digital Charts
From Cheryl Sergi (Cherylsergi@cs.com), a second grade teacher at Greene Primary School in Greene, New York:
"I am often frustrated when students do not complete work that is on the
board or large charts. It is cumbersome to keep reposting the charts for
them to finish copying, but I know that some truly have difficulty with
the transfer from chart to paper. I now take a digital photo of the chart, enlarge it and print it out on an 8 1/2 x 11 inch paper. I then
give this paper to students who need more time so they have their own desk copies."
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Helping Children Resolve Problems
From Marcia Williamson(mwilli@eol.ca):
"I have several things I do to encourage children to confide or resolve their problems. These strategies allow me to give them
my undivided attention at a time of my choosing and cuts down on the number of children who demand
attention during times of transition.
A) I have a cartoon character called Mr. Mouse who is like our 'Dear Abby'. His picture is posted on a bulletin board. Students
can take a piece of Mr. Mouse notepaper and write a private noteto him asking for advice. The note is put in Mr. Mouse's mailbox
and the reply is later left taped to the child's desk. The children love getting a note from the mysterious Mr. Mouse. They
are reminded that Mr. Mouse is quite busy helping children and that, although he loves to get friendly mail from children, they
should write just when they really need advice.
B) I also have communication notebooks. These are numbered and as each child has their own number, these can be re-used each year
after the used pages are removed. Students use these to write messages
directly to me when they have a conflict with which they need help. I meet with them later to talk to them about the problem.
C) When a problem tends to keep resurfacing, I start a dialog sheet. The children involved in the problem carry on a
conversation on paper. This paper continues to be passed around the room. I let the children do most of the talking, and when
they need input or redirection, I record my own ideas on the paper. This process really gets them talking to each other and
each child must listen to the others, and be listened to, without interruptions."
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Open House Project
From Sue Kast (Skast@aol.com), a fifth grade teacher at Vintage Hills
School in Pleasanton, California:
"On the first few days of school I take pictures of each student standing
in front of a giant tape in the shape of a ruler. I get double sets of
pictures and mount one set on construction paper that measures 1/2 inch
larger than their pictures. I post the first set next to their work that
is displayed on the bulletin board throughout the year. That way parents
and kids can put faces and names together quickly as they look over the
display. The second set is saved for open house. I take another set of
pictures just before open house. I pass out both sets of pictures and the kids can easily see how much they have grown over the year. They
make a folder that includes both their Sept. and May pictures and then
write about the physical as well as the academic growth they have made
over the year. It is a quick, easy, and fun open house project as well
as a keepsake for parents."
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Quieting Rambunctious Students
From Janet Shlegle (jshlegle@olg.com), a special education and kindergarten teacher at Benjamin Banneker School in Loveville, Maryland:
"Quieting a rambunctious group can be a challenge, but I've had success
in several primary grades with these simple tricks. I teach the children
to CopyCat movement patterns, saying 'do what I do' while moving my arms
up and down, patting my head, touching my nose, etc. Initially I do one
movement, then switch movements about every 5 seconds. Later, I will do
a pattern of movements. Children need to watch and tend to stop talking
as they concentrate on imitating. I praise children for copying quietly.
In addition to getting their attention, this gives them a simple movement
break, and if I combine activities that cross and uncross the midline it
helps their sensory systems and improves their thinking skills.
Another trick, especially for a noisier group is to clap patterns and have them
imitate. I teach the game during group time first and then from anywhere
in the room, I can clap a pattern, and children begin imitating. I continue the same or varied patterns until everyone is quiet and joins
the game. This strategy practices sensory processing as well as auditory
attention and memory. Moving in the hall can be hard, but I have achieved
almost silence by having the children 'Put a Bubble in their Mouth'. They
puff up their cheeks and close their lips. If they talk, they have popped
their bubble. (Just watch that they don't hold their breath!) When we arrive at our destination, we all get to pop our
bubbles. I remind them
that bubbles don't make noise when they pop. We practice with real bubbles before the first time.
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Blackmail File
From Karen Marty (DCMConsult@aol.com), a retired fifth grade teacher from
Columbine Elementary School in Grand Junction, Colorado:
"When I was a fifth grade teacher, I kept what I called a Blackmail File.
When a student repeated minor misbehaviors, I had a conference with the
student and we wrote up what had been happening and came up with a plan.
We both signed and dated the write up, which went in the Blackmail File.
If the misbehavior cleared up, nothing happened. If misbehavior continued,
then I had a conference with the parent and the student. During the conference, anything in the Blackmail File was brought up and discussed.
Most of the time the students appreciated having a chance to clean up their act."
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Math Trophies
From Donna Kelley (dkelley@jeffco.k12.co.us), a fourth grade teacher at
Zerger Elementary in Westminster, Colorado:
"Here's an idea about how to use old sports trophies, the flashier the
better! I have a set of 24, one for each student. The trophies are awarded
for speed and accuracy on a weekly timed math test. Highest scores get
first pick, etc. You can adapt the idea by using fewer trophies for top
scores on a variety of tests. I put temporary name cards on the trophies
to give bragging rights for the day/week/month. They are collected at the
end of the day so they don't become a nuisance. It works4me!"
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Magnetic Schedule
From Mary Beth Zorger (marybeth72@mac.com), a fifth grade teacher at Du Pont Elementary School in Wilmington, Delaware:
"Using my word processor,I printed the name of each class (Math, Science,
Lunch, etc.) using a large font size on neon-colored pink paper, cut them
into strips, and laminated them. Then I printed special events (Class Trip,
Assembly, Project) using a different colored paper. Once all the strips
were cut and laminated, I glued magnets to the back of each one. I use
them to display the schedule on the board each day. They are easy to rearrange. When there is a special event on the schedule, the students
spot it right away since it is a different color."
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No More Missing Scissors
From Mary Beth Zorger (Marybeth72@mac.com), a fifth grade teacher at Du Pont Elementary School in Wilmington, Delaware:
"To end the problem of having my supply of student scissors dwindle each year, I
devised a permanent method of marking them. I purchased nylon zip-ties (sometimes called cable ties) inexpensively from a local home-improvement store. These come in different colors. I
tightly attached one zip-tie to the handle of each pair of scissors, and closely trimmed the excess. Now I can tell
which scissors are mine at a glance. This method is permanent, since the only way to remove the zip-tie is with a very sharp pair of
scissors. Using this method has greatly reduced the amount of scissors I've needed to replace over the years."
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Marker Removal
From (REBEKAH634@aol.com):
"A fast efficient way to remove permanent marker from furniture or laminate
charts is with hairspray. The cheaper it is, the better it seems to work. Just spray and wipe. If it's a bit tacky, simply spray with
a little alcohol."
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The Kissing Hand
From Trudy Henderson(thenderson@admin.cookel.davis.k12.ut.us), a third
and
fourth grade teacher at Cook Elementary School in Syracuse, Utah:
"I teach third and fourth grade gifted students and this is how I use the book, The Kissing Hand by Audrey Penn, with
older students. Right before we take our state criterion reference tests, I read this to the students telling them that
although it was written for much younger students, the idea of what a little raccoon was required to learn in his nocturnal
night school, was not. I divide them into small groups and they come up with their best ideas for raccoon courses of study.
Students then self-select the area which appeals to them and the new groups write the core curriculum, list the objectives for
the course, make a sample lesson plan and finally, an assessment so they know the raccoons learned the objectives. This takes two
days of heads together and what great things they come up with!!
Examples: a time line of famous raccoons of the past 200 years, a field trip to the forest to identify the plants not good for
raccoons to eat, a video identifying raccoon predators – all ways I have used to teach and assess progress! Then we take our
year-end tests and I tell them not to be intimidated by this assessment. It's just another way I want to know if my
'raccoons' learned their 'night school' lessons."
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Sticky Nametags
From Mary Masters (mmasters@osprey.net):
"Purchasing nametags can be expensive, adhesive file labels won't stick
to clothing, and masking tape is boring, so what can a teacher do? Purchase contact paper with a neat design and then use your school's die
cuts to cut out interesting or thematic shapes. Use a permanent marker to
write on the students' names and let dry. These nametags are very inexpensive and will stay on all day making them great for when there is
a classroom visitor, sub, or when you go on a field trip so keep a couple
of sets ready for special times. Even better, let a parent volunteer prepare them for you to have on hand."
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Mystery Puzzles
From Ruth Munoz (munozzz@msn.com), a third grade teacher at Valley View
School in Duarte, California:
"Do you have puzzles that are in good condition but the boxes are worn
out? Throw out those boxes and create mystery puzzles! Put the puzzle pieces in a gallon size Ziploc bag. Tape an index card on the front that
says the name of the puzzle and gives clues about what the picture contains. (For example, Bugs Bunny has a red shirt and blue pants on. He
is working in his garden and is growing corn. A black scarecrow is next
to a red barn.) These mystery puzzles will be one of your students' favorite free time activities!"
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Shoe Collateral
From Karen Sandberg (Karen_sandberg@eg-main.east-greene.k12.ia.us), a fifth and sixth grade science teacher at East Greene Elementary School in
Rippey, Iowa:
"I learned a fabulous idea for saving pencils when I student taught. I
have a jar of pencils on my desk and students know they are free to borrow
one, BUT they must first give me a shoe. They don't get their shoe back
until I get my pencil back. My supply has lasted all year and in fact,
grew, because students pick lost pencils up off the floor and put them in
my jar. This shoe system works great!"
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When Done Board
From Marie Irvin (seanirvin@worldnet.att.net), a third grade teacher at
Saint Helen Catholic School in Georgetown, Texas:
"Students seldom finish individual class work at the same time. I like to
give myself a tool for directing free minutes into productive time as well
as provide variety and choice in my classroom. To accomplish this, I use
a When Done Board and When Done Packets. I have a When Done list in the
front of the room, which consists of half-page direction sheets secured
to the board with a fun tack (makes them very moveable).
Whenever students are finished with their individual work ahead of others, they take a look
at the When Done Board (print is large enough to be seen from each student's desk). The When Done Board may have anything I choose posted on
it, such as Work on Manners Poster, or Answer Reader's Response p.38, or
Silent Reading, and the students follow the directions in the order posted. When the board has When Done Packet posted, students who are
finished early take out the packet and read or work on anything in the
packet that the student chooses until time is up. These When Done Packets
are 36 packets, which I assemble at the beginning of the year (one for
each week of the school year). I use good quality page protectors and insert age-appropriate reading material (Kid's Discover is one of my
favorites), word search booklets, short story booklets or whatever!
These packets are kept in students' desks - one packet per student. The
students in my class each have a student number and each Monday the students pass
their packets to the next student (student #1 passes his/her packet to
student #2, etc.). Student #1 receives a new packet from me, the last
numbered student turns his/her packet into me, and I keep the packets in
order and rotate through the stack as the year progresses. This works regardless of the number of students in my
classroom, and the same packets can be used each year (with a little renewing, of course). This tool has
greatly reduced behavior problems and has completely eliminated the bothersome, 'What do I do now?' question. I love it and so do the
students!"
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Textbook Labeling
From Alecia Lambert (blambert@farmerstel.com), a principal and former teacher at Fyffe Elementary School in Fyffe, Alabama:
"This tip is one of the most beneficial things I've done in all my years
of teaching in a self-contained classroom. Upon receiving new textbooks, I number them in sequential order along with an L for
Lambert. I also write the number with a black Sharpie on the bottom end of the book which lets me see the numbers at a glance. I assign
one number per student at the beginning of the year and post this on a
chart in the room. For example...Allison is number one and all her books will be numbered with L1. Any time a book is found in the
classroom, we can quickly identify who the book belongs to without having to open it and look for the name. If it's found on the bus, any
student in that particular grade knows this is a book that belongs in Ms. Lambert's room.
At the end of the year, the books are taken up and stacked in order with the end
numbers showing. A quick scan identifies any missing books. The principal and central office textbook
coordinator are most appreciative of the time saved in performing the textbook inventory as they can quickly scan the numbers and move
on to the next classroom. This past year I served in a new position as principal of our school and many of the teachers didn't number and stack their books in this manner. After personally conducting the
inventory process twice, textbook labeling will definitely be a school-wide requirement for the fall to save time for myself and the
central office people who have to inventory an entire school system."
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Making Bread
From Mary Jane Belter (mmcbreat@remc7.k12.mi.us), a third grade teacher at
Lake Hills Elementary School in Grand Haven, Michigan:
"My class makes bread in a breadmaker to demonstrate states of matter in
science. I started by introducing the parts, equipment, recipe and ingredients to the class. Then I put them into groups to do the baking. As
I showed the class the ingredients, they identified the states of matter.
The recipe calls for dry milk, an illustration of physical change. I also
mixed warm water with dry yeast and sugar in a clear bottle. I placed a
balloon on top and set it aside. The students were excited to see the balloon inflate and realized that there really is gas in the bread making
process. The curriculum connection spans areas beyond science. Using math,
we measure and weigh ingredients. The students wrote individual books titled, If You Give A Class A
Breadmaker. We study marketing, economics
and social studies when we label the bags of bread and give them away.
It takes real teamwork to successfully make a loaf of bread."
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Signing Out Materials
From Denise Carithers (dmcarithers@yahoo.com), a reading specialist at
Litwin School in Chicopee, Massachusetts:
"I found an easy way to have teachers sign out materials from a Literacy
or Math Closet. All storage bins have the title of the item written on a
laminated card, which is stuck to the bin with a piece of Velcro. In the
case of multiple copies of books, which are in Ziploc bags, the title cards are stuck to a storage box, which may contain several bags of books.
On the wall is a chart with all the staff members' names on it and a strip
of Velcro beside each name. When the teacher borrows an item, he/she simply removes the Velcro title card from the item and sticks it next to
his name. In this case, other teachers can see at a glance where certain
materials are. It eliminates signing out items in a binder or even having
to write anything at all. This system is perfect for the busy teacher."
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My Autograph Book
From Marty Crutcher (crutcherm@preferred.com), a third grade teacher at
Love Chapel Elementary School in Erwin, Tennessee:
"The last week of school, I make each child an autograph book using the
notepad (half sheet of stationary) in Print Shop by Broderbund. The title
page says, 'My Third Grade Autograph Book', it has some cute grap hics with
the date and I staple various pages for the inside. I include a special
page for Girls Only, Boys Only, My Third Grade Friends, Teacher Page and a
page for phone numbers. It's a great way for students to stay in touch
over the summer. The other third grade teachers and I have a 45-minute
signing sometime during the last week of school. The autograph book makes
a great souvenir of the year. It also gives teachers a place to write one
final positive comment about each child!"
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Multiplication Poems
From Penny Lowe (cjpjlowe@mediaone.net), a fifth grade teacher at F.J.
Dutile Elementary School in Billerica, Massachusetts:
"We combine math and language by assembling a book of multiplication
poems. Each poem focuses on a different set of facts. Students work in
pairs to create, type, and illustrate their writing. Here are a couple of
samples:
1 x 1 = 1 is grand,
Especially at Disney Land.
When multiplying 1 x 2,
Mickey yells, 'The answer's two!'
When the book is completed, I send it home for the parents to read. We
include a Readers' Response page at the end of the book where the parents
can write their positive impressions of our students' writing."
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Planting Seeds, Growing Minds
From Marfa Levine (Levine_marfa@fallscity.k12.or.us), a teacher at Falls City Elementary School in Falls City, Oregon:
"My students are having a good time using a curriculum by Kathryn Donald
from the Oregon Association of Nurserymen, 'Planting Seeds, Growing Minds'. The kids put several alfalfa seeds in a baggie with a wet piece
of paper toweling and taped them in different places around the room. The students check the sprouts each day and keep records of the growth. We also
explored placing several seeds in a variety of baggie environments: no water, a lot of water, salty water, biodegradable soapy
water, dirt and no water, etc. The kids estimated whether or not they thought the seeds would grow in the different environments and recorded the
estimates next to the baggie. We were surprised by some of the results. I'm reading aloud the biography of George Washington Carver by
Eva Moore, which gives us a chance to discuss a variety of subjects and to
reinforce what the kids are learning about plants, botany and soil."
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Tech Tools
From Corrine Prescher (cprescher@blueearth.k12.mn.us), a 4th grade teacher
at Blue Earth Elementary School in Blue Earth, Minnesota:
"I teach 4th grade and the students love using Alpha Smarts, which are
word processing machines. When we use these tools the room is so quiet it
is unreal! We have had keyboarding lessons and have written many poems,
stories, and other pieces. A few students who have difficulty writing use
them for spell checking and producing clear copies. Right now we are creating a class newspaper. Students type their news stories into the
Alpha Smarts and then we transfer that information into a MAC or PC, so it
can be formatted and printed."
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Bubbles
From Jeff Ramsey (jramsey@teleport.com), 5th grade teacher, Whitman Elementary, Portland, OR:
"At the end of the year, I always take a little time for 'Bubble Science.' I make a bubble solution (1/2 cup dish soap, 5 cups water, 2-3
tablespoons glycerin) and have the students clear their desks. I pour a small puddle
of the solution directly on the students' desks and distribute straws. We
then have contests to blow the largest bubble, the most bubbles at one time,
bubbles within bubbles, connected bubbles, piles of bubbles, etc. The
students push the solution all around their desktop, and I add solution as
it evaporates. At the end of 45 minutes or so, we wipe off the desks with
paper towels and they are as clean as they were on the first day of school!"
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Organizing Class Pictures
From Sue Kutzner (skutzne1@san.rr.com), a third grade teacher in San Marcos, California:
"I take lots of pictures of my students during the year but never had a
system to manage them and it was a scramble to find them at the end of the
year. Now, I always have duplicate prints made. One set goes in a classroom album that the kids can browse through and the other set goes
into a card file. I bought a 4x6 file box and a pack of dividers. I turned
the alphabetized side over and numbered the dividers from 1-20. Each student has a class number and their pictures go into the file behind
their numbers. Now when it's time to turn in pictures for the school year
book or other special books, I know exactly where to find them. Pictures
from the album can be divided among the class and everyone ends up with a
set of pictures from our year together. Parents donate the film at the
beginning of the year."
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Constructing a New School Year
From Dana Labarry (Dlabarry@aol.com), a fifth grade teacher at Adcock Elementary School in Las Vegas, Nevada:
"On the first day of school, I meet my students wearing a hard hat that
says, 'Room 35 Construction Crew.' I discuss with the students how starting a new school year is like building a house. The foundation is
the relationships we have with other people in the school (other classes,the office staff, other teachers, etc.), the frame is the relationships
we have with our own classmates, and the interior is the decorations in our
classroom and around the school. We discuss how important each of these elements is to making our school successful and how if one part
of our building falls down, the house won't stand up.
Then, we talk about building codes that regulate the building of houses. The students then
come up with their own building code for our classroom (i.e.-rules). Throughout the year, whenever we are having a problem in the
classroom, I talk to the students about how the house we have built is
not working right and might collapse. We go back and talk about the building
code, which is much more interesting way to discuss classroom rules."
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