Monday, October 12, 2015
WBT Week 2 Hands and Eyes
I was struggling recently in my first year using WB with integrity using hands and eyes and getting my students attention but it was my two students who I did not anticipate as leaders who showed that hands and eyes as an effective way to get my students attention. Whenever my two students teach the class they always mirror first and use hands and eyes. It give a verbal and visual cue to get the class to refocus on the task that is at hand.
WBT with Teach Switch and a Goofy Lesson
Recently we had picture day. Personally I always dread it because they have this crabby old ladies who don't know what they are doing and enjoy making you wait as you get your picture taken and for special education students. this is pure torture and cruel punishment on earth for both the students and the teacher. I have tried bribing, threatening and scolding but it has never been effective waiting for pictures.
For this year I decided to use teach, okay and switch with giving the directions with short simple phrases that we often use with autistic students and then have them repeat the directions and teach each other. I also added switch to the lesson and they had to teach the lesson to each other. For the part of the lesson where they had to smile for the picture I made a goofy face. They absolutely were shocked a teacher would make a funny face and happlily taught each other the lesson. The directions were sit, wait a LONG time using the ASL sign for long and funny voices for long, smile, sit and wait ASL sign for wait. It worked like a charm and for the first time in 24 years I was not stressed out during picture time. In fact I liked both of my own shots and it took me quite a long time to pick my own picture. We used a similar scenero for a tornado drill. It worked great and my students were the best behaved in the hall. No bribery or scolding needed.
For this year I decided to use teach, okay and switch with giving the directions with short simple phrases that we often use with autistic students and then have them repeat the directions and teach each other. I also added switch to the lesson and they had to teach the lesson to each other. For the part of the lesson where they had to smile for the picture I made a goofy face. They absolutely were shocked a teacher would make a funny face and happlily taught each other the lesson. The directions were sit, wait a LONG time using the ASL sign for long and funny voices for long, smile, sit and wait ASL sign for wait. It worked like a charm and for the first time in 24 years I was not stressed out during picture time. In fact I liked both of my own shots and it took me quite a long time to pick my own picture. We used a similar scenero for a tornado drill. It worked great and my students were the best behaved in the hall. No bribery or scolding needed.
Lesson 6 WBT Teach Okay
I have been starting to use teach okay in my classroom. I like the fact that students are learning to teach each other and to hold discussion about the micro-lecture I just gave on any academic topic. It is going slow though and I feel that they are very uncomfortable talking in front of each other. But I am keeping on plugging away with my self-contained group. My resource group has been more able to use this method because they are used to a larger class setting where they have had to converse with a variety of students and ideas. I will try this method this week mixing up the resource and self-contained students and maybe that will spur my students on to success.
WBT 5+1 Rules
As the year has been progressing I am a huge fan of the Whole Brain Rules. For many years I thought I had the perfect rules. They were short and easy to understand but as I transitioned to WB I easily became a believer.
Unlike most WB teachers I chose to use Practice Cards pretty early because most teachers in my school have kids sit out when they had rule infractions in class. I found out that many of my students would go do the rules automatically when they lost recess or even offered to give up their time on the Ipad or Computer to do their rules so that they did not have to lose their time outside.
We also use the rules to find one that we want to improve upon each week. It is so nice to have found a system where instead of having to invent or add rules because they are measurable and are are already intact.
Rule 1: Follow directions quickly. (Hold up one finger, then waggle your hand quickly, like a rapidly swimming fish.)
Rule 2: Raise your hand for permission to speak. (Hold up two fingers, then lower your hand and make talking motions beside your mouth.)
Rule 3: Raise your hand for permission to leave your seat. (Hold up three fingers, then walk two fingers down your arm and then jump the fingers upward off the back of your hand … as if leaving a seat.)
Rule 4: Make smart choices. (Hold up four fingers, then tap you temple four times, once for each syllable in Rule 4.)
Rule 5: Keep your dear teacher happy! (Hold up five fingers, then use both hands, framing your mouth, as you happily smile)
Diamond Rule: Keep your eyes on the target, please! (Point two fingers at your eyes, then two fingers at your class.)
Unlike most WB teachers I chose to use Practice Cards pretty early because most teachers in my school have kids sit out when they had rule infractions in class. I found out that many of my students would go do the rules automatically when they lost recess or even offered to give up their time on the Ipad or Computer to do their rules so that they did not have to lose their time outside.
We also use the rules to find one that we want to improve upon each week. It is so nice to have found a system where instead of having to invent or add rules because they are measurable and are are already intact.
Rule 1: Follow directions quickly. (Hold up one finger, then waggle your hand quickly, like a rapidly swimming fish.)
Rule 2: Raise your hand for permission to speak. (Hold up two fingers, then lower your hand and make talking motions beside your mouth.) Rule 3: Raise your hand for permission to leave your seat. (Hold up three fingers, then walk two fingers down your arm and then jump the fingers upward off the back of your hand … as if leaving a seat.) Rule 4: Make smart choices. (Hold up four fingers, then tap you temple four times, once for each syllable in Rule 4.) Rule 5: Keep your dear teacher happy! (Hold up five fingers, then use both hands, framing your mouth, as you happily smile) Diamond Rule: Keep your eyes on the target, please! (Point two fingers at your eyes, then two fingers at your class.)
Sunday, October 11, 2015
WBT Beloved Rascals and Sweetie Pies
I was at Starbucks today and I ran into a teacher who has some of the students I had last summer this school year. In the past I would dread having those beloved rascals but now I look forward to having those kids because they help me grow as an instructor and I use my experiences with them to help me with other kids. They also help me gauge what type of teacher I truly am because if I can get the beloved rascals on board I can teach anyone.
I really enjoyed the Power Point and the talk Coach gave and I am excited to use the Star Cards. I also think that Juice Box and Crayons also had a great resource made this last month to have kids in my classroom show improvement using the Super Improver Card goals at their desks.
I can't wait to use this method of star lines to help my students instantly improve their behavior. I will use this along side of these.
https://www.teacherspayteachers.com/Product/Super-Improver-Cheat-Sheets-2075481
I really enjoyed the Power Point and the talk Coach gave and I am excited to use the Star Cards. I also think that Juice Box and Crayons also had a great resource made this last month to have kids in my classroom show improvement using the Super Improver Card goals at their desks.
I can't wait to use this method of star lines to help my students instantly improve their behavior. I will use this along side of these.
https://www.teacherspayteachers.com/Product/Super-Improver-Cheat-Sheets-2075481
WBT Week 3 Mirror Words
When I started studying the methods of WBT I was not really on board with the terminology of Mirror Words. I personally did not think it would work. But then I started teaching Whole Brain with integrity in my classroom and I found that my students really focused with I mirrored my instruction when they took turns mirroring instruction. I am now a big fan of the Mirror Words in WBT. I love the fact that it is a way to get students refocused and you can stop briefly and engage learners not only through their voices but also with their hands and eyes. It is another low tech method that I have engaged learners in some rather unorthodox teaching places such as the hallway, bathroom and even waiting to go to lunch. So everyday you walk into my classroom we will be mirroring all day!
Whole Brain Lesson 1 Class Yes
For the last few years I have used music to direct my class back to attention but I am a huge fan of the class yes. First of all it allows the teacher to call their class back to order no matter where the class is at. Second it is a fun game where both the teacher and the class may use variety to get the class focused back on the assignment.
I have even found success using the class yes in a variety of environments. I have been able to use class yes at various volumes with different groups whether I am working with my self-contained class as a special education teacher, a resource teacher using a quiet or silent voice in another classroom or in a loud but not yelling voice as I directed a group of children before and after recess lunch duty.
Last I like class yes because it involves students with positive peer pressure. The kids are willing to listen to you when they can influence their less complaint friends in their classroom. No matter what the age we all want to please the teacher.
I have even found success using the class yes in a variety of environments. I have been able to use class yes at various volumes with different groups whether I am working with my self-contained class as a special education teacher, a resource teacher using a quiet or silent voice in another classroom or in a loud but not yelling voice as I directed a group of children before and after recess lunch duty.
Last I like class yes because it involves students with positive peer pressure. The kids are willing to listen to you when they can influence their less complaint friends in their classroom. No matter what the age we all want to please the teacher.
WBT Six Steps for Unlocking Resistant Learners
I love how coach in Whole Brain teaching makes everything so easy. The six steps is another aha moment for me. I believe that all learners need to be treated with respect no matter how they are treated anywhere else.
I like how the first step is to give a smile to our learners. I do that everyday when my students come into school. I give them eye contact, greet them and give them a pleasant greeting. I don't worry about so much if they greet me back but I do expect them to acknowledge my presence.
Then I work on having them answer a question with a complete sentence and then several. It might take time but I truly believe if we focus on steps of instruction we can help our students with more difficult challenges later.
https://drive.google.com/file/d/0B0Uu23i9duSZMzVIcE5pdzBnTUk/view
I like how the first step is to give a smile to our learners. I do that everyday when my students come into school. I give them eye contact, greet them and give them a pleasant greeting. I don't worry about so much if they greet me back but I do expect them to acknowledge my presence.
Then I work on having them answer a question with a complete sentence and then several. It might take time but I truly believe if we focus on steps of instruction we can help our students with more difficult challenges later.
https://drive.google.com/file/d/0B0Uu23i9duSZMzVIcE5pdzBnTUk/view
Saturday, October 3, 2015
Step by Step-2nd Edition A Complete Movement Education Curriculum
Step by Step-2nd Edition A Complete Movement Education Curriculum By Sheila Kogan
© 2004
Paper
Book 344 pages
ISBN-13: 9780736044097
A book that is effective for both the new and experienced instructor, Step by Step is a complete resource for teaching movement education for the classroom teacher, physical educator, and personal trainer. The first section deals with movement education. The first chapter is about movement program and the second chapter deals with classroom structure such as free traveling, spots, and diagonal structure. I especially liked how many of the lesson plans detailed the various structures in their lesson plans. Chapters three, four and five provide an overview of loco motor and non loco motor movements. and chapter six discusses options for spatial awareness, floor patterns, and designs. I also liked the simple line drawing that offers easy ways to identify various classroom setups. Part two deals with the importance of working together, various obstacle courses. and the pros and cons of using myriad props. In addition, I enjoyed reading about the integration of movement as an academic tool in both the gym and the classroom. But my favorite section of the book contained the lesson plans. I liked how they were given generous detail and that the curriculum could actually cover an entire year of teaching in just one book. The sections are divided up into preschool through first grade, second and third, and the last section for fourth through sixth. It even gives tips on how to work with remediation, adding a challenge with students, ways of keeping instruction flowing, and space and awareness safety aspects. This book is a great resource for working with children and can also stand alone as a curriculum for a gym program, park district. or camp curriculum.
Sheila Kogan has taught movement education and dance in every possible environment: public schools, private schools, dance studios, recreational settings, preschools, and college courses. Kogan holds a B.A. in music theory and composition from the University of California at Berkeley and an M.S. in education, with a concentration in movement education, from Dominican College in San Rafael, California. She is also a certified teacher and language development specialist. Kogan has been teaching for 37 years.
© 2004
Paper
Book 344 pages
ISBN-13: 9780736044097
A book that is effective for both the new and experienced instructor, Step by Step is a complete resource for teaching movement education for the classroom teacher, physical educator, and personal trainer. The first section deals with movement education. The first chapter is about movement program and the second chapter deals with classroom structure such as free traveling, spots, and diagonal structure. I especially liked how many of the lesson plans detailed the various structures in their lesson plans. Chapters three, four and five provide an overview of loco motor and non loco motor movements. and chapter six discusses options for spatial awareness, floor patterns, and designs. I also liked the simple line drawing that offers easy ways to identify various classroom setups. Part two deals with the importance of working together, various obstacle courses. and the pros and cons of using myriad props. In addition, I enjoyed reading about the integration of movement as an academic tool in both the gym and the classroom. But my favorite section of the book contained the lesson plans. I liked how they were given generous detail and that the curriculum could actually cover an entire year of teaching in just one book. The sections are divided up into preschool through first grade, second and third, and the last section for fourth through sixth. It even gives tips on how to work with remediation, adding a challenge with students, ways of keeping instruction flowing, and space and awareness safety aspects. This book is a great resource for working with children and can also stand alone as a curriculum for a gym program, park district. or camp curriculum.
Sheila Kogan has taught movement education and dance in every possible environment: public schools, private schools, dance studios, recreational settings, preschools, and college courses. Kogan holds a B.A. in music theory and composition from the University of California at Berkeley and an M.S. in education, with a concentration in movement education, from Dominican College in San Rafael, California. She is also a certified teacher and language development specialist. Kogan has been teaching for 37 years.
Interdisciplinary Elementary Physical Education-2nd Edition By Theresa Purcell Cone, Peter Werner, Stephen Cone
Interdisciplinary Elementary Physical Education-2nd Edition By Theresa Purcell Cone, Peter Werner, Stephen Cone
© 2009
Book 344 pages
ISBN-13: 9780736072151
The new buzz word in the field of education is “collaboration.” Teachers are not only teaching skills and core curriculum but they are also working at co-teaching and making each second count in a student's day. Students find out not only meaning in the core concepts but are also seeing connections with learning, with mastering academic concepts, and with various specialists and classroom teachers working together.
This book is an awesome resource that is not only for the physical education teacher to collaborate with other teachers but also a good resource for classroom teachers to find alternative kinesthetic ways to teach standard-based curriculum. The first part of the book discusses and reviews the standards for teaching physical education. It also shares methods of teaching from the Connected, Shared and Partnership model and how to integrate each method from selection to implementation to delivery.
The second section is full of practical ideas for using lessons to teach academics in each of the curricular areas. First, there is a scope and sequence that identifies and addresses grade level skills. The five curricular areas of language arts, science, social studies, math, and fine arts are discussed with practical methods to integrate more than one subject together in a fun and interesting way. Grade levels discussed are in the preschool through sixth grade.
This is a great book that both the physical education and classroom teacher can pick up and use to make not only good kinesthetic lessons but also teach how to integrate subjects using a variety of instructions including visual, verbal, and movement activities. With the implementation and inclusion of not only students with disabilities but also those with various levels of cultural and social economic
opportunities, these books can provide an alternative but exciting way to integrate instruction in a student’s day.
Theresa Purcell Cone, Ph.D., is an assistant professor in the department of health and exercise science at Rowan University in Glassboro, New Jersey. She has taught physical education and dance for 35 years in public schools and college and university settings.
Stephen L. Cone, Ph.D., is a professor in the department of health and exercise science at Rowan University. He has published and presented extensively in physical education, dance, and interdisciplinary teaching, and has taught physical education and dance for 35 years in public schools and college and university settings.
Peter Werner, PED., is a professor emeritus at the University of South Carolina. His doctorate includes a specialization in physical education for children with a minor in elementary education. He has presented on interdisciplinary physical education for the past 35 years at the state, regional, and national levels.
© 2009
Book 344 pages
ISBN-13: 9780736072151
The new buzz word in the field of education is “collaboration.” Teachers are not only teaching skills and core curriculum but they are also working at co-teaching and making each second count in a student's day. Students find out not only meaning in the core concepts but are also seeing connections with learning, with mastering academic concepts, and with various specialists and classroom teachers working together.
This book is an awesome resource that is not only for the physical education teacher to collaborate with other teachers but also a good resource for classroom teachers to find alternative kinesthetic ways to teach standard-based curriculum. The first part of the book discusses and reviews the standards for teaching physical education. It also shares methods of teaching from the Connected, Shared and Partnership model and how to integrate each method from selection to implementation to delivery.
The second section is full of practical ideas for using lessons to teach academics in each of the curricular areas. First, there is a scope and sequence that identifies and addresses grade level skills. The five curricular areas of language arts, science, social studies, math, and fine arts are discussed with practical methods to integrate more than one subject together in a fun and interesting way. Grade levels discussed are in the preschool through sixth grade.
This is a great book that both the physical education and classroom teacher can pick up and use to make not only good kinesthetic lessons but also teach how to integrate subjects using a variety of instructions including visual, verbal, and movement activities. With the implementation and inclusion of not only students with disabilities but also those with various levels of cultural and social economic
opportunities, these books can provide an alternative but exciting way to integrate instruction in a student’s day.
Theresa Purcell Cone, Ph.D., is an assistant professor in the department of health and exercise science at Rowan University in Glassboro, New Jersey. She has taught physical education and dance for 35 years in public schools and college and university settings.
Stephen L. Cone, Ph.D., is a professor in the department of health and exercise science at Rowan University. He has published and presented extensively in physical education, dance, and interdisciplinary teaching, and has taught physical education and dance for 35 years in public schools and college and university settings.
Peter Werner, PED., is a professor emeritus at the University of South Carolina. His doctorate includes a specialization in physical education for children with a minor in elementary education. He has presented on interdisciplinary physical education for the past 35 years at the state, regional, and national levels.
Friday, September 25, 2015
The Lights in Their Eyes: WBT Magic
It has been an interesting road for my adventure in the Whole Brain. I teach two different types of learners. I have a self-contained class of both low level and high level but behaviors in my classroom. I also do a resource room. I am finding that both groups are very interesting. In the resource room I can move more quickly with the WB procedures. My class continues to find challenges as I teach and have to vary my speed with the low and high level learners.
I did have a visitor and she really liked my class. I think she appreciated my positive attitude and the various WBT and technology learning I did in my classroom.
My greatest joy though is when I watch my students in either class have their eyes light up. Grateful that I have found this method and can discover again why I went into teaching the first place.
I did have a visitor and she really liked my class. I think she appreciated my positive attitude and the various WBT and technology learning I did in my classroom.
My greatest joy though is when I watch my students in either class have their eyes light up. Grateful that I have found this method and can discover again why I went into teaching the first place.
Sunday, September 20, 2015
Whole Brain Teaching Lessons with Eyes Unaware
So many times we do things in our classroom and life that no one seems to see. I was reminded of that with two incidents that happened to me this week. First of all I was on my way to the gym when I noticed in the morning a cat hanging out in the middle of the street. She just stood there and did not move. I wondered if she was sick or startled. I stopped the car and she ran away. Behind her was a baby bunny. I talked to the bunny because I know how to talk to them ( having two as pets myself) and he hopped across the street.
It got me thinking about how God sees when we do the right thing. That cat was willing to protect the bunny. We want to help our students even if it is not comfortable or convenient for us to do so. I am so glad to have found a method that works and gets kids excited about learning.
The second thing that happened was on Friday. I was doing recess duty and I was calling a fairly large group to order. Seventy kids are pretty hard to control. But I got them focused on in control with the rules and class yes. My boss who is always encouraging told me that I had really good control of the students. I did not know she was listening or looking in the class. It was the type of compliment that I could tell that she was really surprised.
These two incidents taught me that when you do the right thing the important people see. And that's what counts. Make an impact today even if no one is looking.
It got me thinking about how God sees when we do the right thing. That cat was willing to protect the bunny. We want to help our students even if it is not comfortable or convenient for us to do so. I am so glad to have found a method that works and gets kids excited about learning.
The second thing that happened was on Friday. I was doing recess duty and I was calling a fairly large group to order. Seventy kids are pretty hard to control. But I got them focused on in control with the rules and class yes. My boss who is always encouraging told me that I had really good control of the students. I did not know she was listening or looking in the class. It was the type of compliment that I could tell that she was really surprised.
These two incidents taught me that when you do the right thing the important people see. And that's what counts. Make an impact today even if no one is looking.
Friday, September 11, 2015
Power of the Scoreboard in Whole Brain Teaching
Every Friday I have to supervise lunch recess. Today it was raining and the kids had to stay inside. It was incredibly crazy but I kept my cool by reviewing the Whole Brain Rules that apply to recess and used the scoreboard as a way for the kids to be quiet down the hall and relatively stay calm with over 60 students in one room.
When you make it a game it is amazing how the kids will just work for one extra minute of recess!
When you make it a game it is amazing how the kids will just work for one extra minute of recess!
Monday, September 7, 2015
First 14 Days a WBT Teacher
It has been an interesting adventure as a Whole Brain Teacher the first fourteen days. First of all it has made me focused more than ever before the first 14 days. With all the responsibilities that I have been added this school year it has forced me in a good way to stay focused on my main job; teaching routines and helping kids achieve order in the classroom.
I have been using the rules with integrity and practicing them all day everyday with my class. I also do recess duty once a week and it is a rush having the kids who get up to 100 in number say the rules before they play out at recess.
I have been using the class and yes and the kids love the change in my voice and how they are called to order. I have been using the Super Improver Wall and working on finding a easy way to have kids go from one level to another.
I have struggled though with teaching kids to work in teams and I think that has been because this is a new concept for me. So I am really backing it up and practicing how to work in teams as working with a class as a whole. I have also used possible student leaders to teach and instruct. It is such a good feeling to see those students who in the past been kind of quiet get the confidence to get in front of the class and teach.
I also see a difference in the teachers lounge. Even though it is stressful often to teach special education I am not frustrated like some teachers as much and it has helped me keep a positive attitude.
After the first three days I was visited one of the special education coordinators and I think she was impressed how things were going. That made me feel good. I am excited about the future week instead of the past dreading the coming week.
Thanks WBT for keeping me positive and focused on this exciting new way to be a teacher even after 24 years in the classroom.
I have been using the rules with integrity and practicing them all day everyday with my class. I also do recess duty once a week and it is a rush having the kids who get up to 100 in number say the rules before they play out at recess.
I have been using the class and yes and the kids love the change in my voice and how they are called to order. I have been using the Super Improver Wall and working on finding a easy way to have kids go from one level to another.
I have struggled though with teaching kids to work in teams and I think that has been because this is a new concept for me. So I am really backing it up and practicing how to work in teams as working with a class as a whole. I have also used possible student leaders to teach and instruct. It is such a good feeling to see those students who in the past been kind of quiet get the confidence to get in front of the class and teach.
I also see a difference in the teachers lounge. Even though it is stressful often to teach special education I am not frustrated like some teachers as much and it has helped me keep a positive attitude.
After the first three days I was visited one of the special education coordinators and I think she was impressed how things were going. That made me feel good. I am excited about the future week instead of the past dreading the coming week.
Thanks WBT for keeping me positive and focused on this exciting new way to be a teacher even after 24 years in the classroom.
Monday, August 24, 2015
First Day of Whole Brain
This year I decided to do Whole Brain the whole day. Granted it was only three hours but I fully invested myself in the method. First of all I did the rules over and over and had the kids teach each other the rules. I even initiated the class correcting students when they did not follow a rule. I also implemented the class yes, the scoreboard with the frownies and the smilies and taught them how to work with a partner. I know each day will be a challenge but I think they really enjoyed school the first day and I noticed less behavior problems because they were fully engaged and on task. They also did not get upset when they were corrected. I will add the Super Improvers Wall and the writing motions with college talk tomorrow. So happy that Chris Biffle has shared this method with others. It even works with special education!
Saturday, June 27, 2015
Academics with Hopscotch
This summer was my year of trying various types of instruction using academics with helping children use the outdoors in a structured way. This included using hopscotch. I found that hopscotch taught many academic skills including:
Math
Skip Counting by 1s, 5,s 10s, and 25s
Adding and Subtracting
Fractions, money, and math vocabulary
Language Arts
Spelling
Phonics, Vowels, Consonants and Vocabulary and of course teaching dolch words
Basically you can play hopscotch with going from 1 to 10 or rolling on the right answer such as what is 5 and 5 with is 10 on the hopscotch board. No matter the formation of hopscotch diagram and no matter what country that they originated from most games are played similar. Letters, words can be guessed and stepped on or practiced with going from place to place.
Non academic concepts also taught are learning how to wait your turn, taking chances and learning how to maneuver over different type of jumps, movements and rules are also taught with hopscotch. Learning to work together, explain rules and help others are also part of the hopscotch experience.
So if you are looking for a cheap way to teach academics try hopscotch.
For more ideas on hopscotch check out my Pinterest Page.
www.pinterest.com/cchapan/hopscotch/
Saturday, April 25, 2015
Learning to Live Life as a Whole Brain Teacher
I recently had the opportunity to attend a conference on Whole Brain Teaching. I initially was not able to attend the conference but circumstances allowed me to and I am ever grateful for the opportunity. First of all it gets the students actively involved with learning, teaching and moving. It gets kids taking responsibility for their learning by repeating what the teacher has said and moving around with teaching other students what they have just learned.It is a change for the teacher who used to lecture for hours. I remember as a teacher I would do lessons where I would talk, talk and more talk. This changes to me only instructing for small amounts of talking with students talking on task in between.
I have started it with my class. It is slow going but I am excited to see them as they mimic gestures, repeat information and teach it to each other.
I hope as time goes on and I read the book on Whole Brain teaching I can become a certified teacher. I believe knowing this method will not only impact me a teacher, help my students but I will be able to effect my school and district as well.
Sunday, March 22, 2015
Websites I can't live without!
I love my adventure as a special education teacher. I kind of found the calling by accident but it has turned out the be one of biggest blessings in my life. But I had to totally change my teaching style and make my instruction not for my own comfort but the comfort of the staff and students I serviced in my classroom as well as stay close to the standards, curriculum and testing prep that were required by my district. I have always had the passion for the left behind learner or the quiet kid in the corner. And the child that no one understood. Here are some websites both paid and free I depend on for my instruction.
Education.com
www.education.com
They offer a free service and paid subscription with various worksheets for themes and skills. I really like them for the lower level learner where they can work on skills with fewer problems and colorful graphics on every worksheet. It allows you not download with a paid subscription a worksheet, book or theme easily.
Teachers Notebook
www.teachersnotebook.com
They have games and worksheets at every level. They have made lots of improvements and I utilize the material for both Social Studies and Science but also for the core subjects. I look forward to their free material delivered to my inbox every week.
Teachers Pay Teachers
www.teacherspayteachers.com
They are absoltulely my go to for both sheets and games. It is neat when you don't have to recreate the wheel and materials are available from decorating your classroom to academic materials. I love their clip art form cute graphics to colorful borders and frames. My only complaint would be that they deliver their material Sunday night and that makes it tough to print out the material to laminate Monday morning.
Special Ed. About com
http://specialed.about.com/
It is so rewarding to have a educator who has been in various classrooms and environments. He has great worksheets and ideas for both the primary and intermediate learner.
Learning AtoZ
This is one of the most valuable websites my school has gotten a subscription to. It has leveled books and worksheets for various topics across the curriculum. My only complaint it is not always user friendly but definitely wonderful knowing that you can use it for especially suppliments to my Science and Social Studies curriculum.
And I could not leave the discussion without highlighting my own personal website for fitness and personal interest Pinterest Pages.
Fit 4 Fun Fitness
http://worknotes.com/IL/Chicago/Fit4FunKidsFitness/index.aspx
Cchapan Pinterest
https://www.pinterest.com/cchapan/
Saturday, February 7, 2015
Snowman Games
Snowman Games
I have written several articles on winter holidays but I have never written anything about my love of the snowman. If you come to my house during the winter you will see my extensive collection of snowmen. Here are some ideas I have used in my classroom celebrating the snowman for a activity break or indoor recess.
Toilet Paper Snowman
Take a roll of toilet paper and wrap your student from bottom to the top. This works well for teaching focusing and getting those children who have trouble being still focus to stay still during the wrapping. I have also found it quiets the kids as well. For a variety you can add eyes nose and mouth and winter wear.
Roll a Snowman
Have a sheet and have the students roll the dice and draw the part of the snowman including the three balls, body parts and winter gear. This teaches directions and allows the kids to realize that not every snowman is created the same.
Pick up Snow
I have kids pick up objects such as soft balls, packing peanuts and drop them off in a bucket. This teaches direction and coordination as they use their hands, a spoon or another object to place the snow in the bucket. You can keep score by counting the balls in the bucket or have two teams working at the goal of putting all the balls into two buckets.
Snowman listening games
Play Simon says with snowman says or practice right and left with using body parts with snowman items such as stick hands, stocking hats or scarfs.
Build a snowman
Have a relay where they draw or put body parts to create a snowman. I have done this with both building a snowman on a board or using making a snowman on the floor with hoops, plastic pool noodles for arms and pictures for eyes and nose for making a snowman.
Marshmallow or Foam Cup Snowman
Build a snowman pyramid with marshmallows or foam cups and see what formation keeps them up the highest. You can decorate them with markers and the kids move the marshmallow because you can eat them later. This build coordination and teamwork.
Snowman Bowling
Use pins decorated as snowman.
Snowman Pin ups
Play a version of pin the snowman parts on the snowman you draw on the board or use colorform items to place the parts of the snowman on a window or sticky board.
Also check out my Pinterest page for other ideas I have used or will next year for my Snowman Games.
https://www.pinterest.com/cchapan/snowman-games/
I have written several articles on winter holidays but I have never written anything about my love of the snowman. If you come to my house during the winter you will see my extensive collection of snowmen. Here are some ideas I have used in my classroom celebrating the snowman for a activity break or indoor recess.
Toilet Paper Snowman
Take a roll of toilet paper and wrap your student from bottom to the top. This works well for teaching focusing and getting those children who have trouble being still focus to stay still during the wrapping. I have also found it quiets the kids as well. For a variety you can add eyes nose and mouth and winter wear.
Roll a Snowman
Have a sheet and have the students roll the dice and draw the part of the snowman including the three balls, body parts and winter gear. This teaches directions and allows the kids to realize that not every snowman is created the same.
Pick up Snow
I have kids pick up objects such as soft balls, packing peanuts and drop them off in a bucket. This teaches direction and coordination as they use their hands, a spoon or another object to place the snow in the bucket. You can keep score by counting the balls in the bucket or have two teams working at the goal of putting all the balls into two buckets.
Snowman listening games
Play Simon says with snowman says or practice right and left with using body parts with snowman items such as stick hands, stocking hats or scarfs.
Build a snowman
Have a relay where they draw or put body parts to create a snowman. I have done this with both building a snowman on a board or using making a snowman on the floor with hoops, plastic pool noodles for arms and pictures for eyes and nose for making a snowman.
Marshmallow or Foam Cup Snowman
Build a snowman pyramid with marshmallows or foam cups and see what formation keeps them up the highest. You can decorate them with markers and the kids move the marshmallow because you can eat them later. This build coordination and teamwork.
Snowman Bowling
Use pins decorated as snowman.
Snowman Pin ups
Play a version of pin the snowman parts on the snowman you draw on the board or use colorform items to place the parts of the snowman on a window or sticky board.
Also check out my Pinterest page for other ideas I have used or will next year for my Snowman Games.
https://www.pinterest.com/cchapan/snowman-games/
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