March 12, 2013

Guided practice:

Now, let's go back to problem of our library books.

(Elicit student input.)

What was the specific problem?
How did you feel? Why?
What did you do as a consequence?
How did you solve the problem?
How do you feel about it now?

Anticipate the ESOL curriculum guide writing skeleton for Day 2 in series:

A problem I had was ------. This made me feel ------- because -------. I decided to -------. I solved the problem when I -----. Now I feel -----.

March 11, 2013

I need to refresh my mind on how my RRT mentor would like me to deliver a series of two writing lessons on problem-solution.

The model is supposed to be based on the story we already read and discussed--"Birds in the Garden."

What about the hook? (preliminary) And then, to follow up the model, the guided practice?

Hook: I was wondering, have any of you ever not returned your library book on time, like past the due date or when the school librarian expected it back?

How did you feel? What happened?

Turn and talk with your partner.

March 9-10, 2013

My daughter's last weekend before turning 13! She spent her second weekend volunteering at the assisted living center. We realized that it is not a good idea to be sucked into the negative energies of a particular resident who always has to be right, even when I am correcting my daughter in being respectful, responsive, and helpful. I let my daughter know that she could not play the victim, in letting it appear like she "rather go outside to play."

Well, it is all for the best that I play the chaperone role rather than be a helicopter mom: it is also not proper for the facility to use me as an extra staff member--as it could become a liability issue regarding care of their own residents.

March 14, 2013

Happy Pi day. I have been experiencing some success introducing the picture books referenced by the Teaching Math article that I am reflecting on. I introduced One Watermelon Seed to the ESOL kindergarteners, and Two of Everything to a first grade section. The students become very animated counting the objects and predicting what will come next in a series. The picture books complement the themes my students have been exploring: Make-Believe vs. Reality (kindergarten) and Cultural Traditions (Grade 1).

March 8, 2013

I was surprised by a high-performing second-grader's tears when I was correcting her independent assessment in class. I had just pointed out the same correction to another high-performing student, who instantly acknowledged the minor correction--painless. But why should I be surprised? I was sensitive myself--I still am--and doggedly concerned about my own creativity not being stifled. Another student in the class resembles me for taking extra care in his writing assignments and the even the way he leaves the classroom. God bless these kids!

March 6, 2013

Today was the snow day that was just a bleak, rainy one in Dundalk. The upside was that in the morning I was able to evaluate a tricky math problem, enjoy the first half of Bourne legacy, and see the chiropractor!!

March 5, 2013

The principal at School A tells me to invest in myself. The principal at School B tells me to think of it like college. Pretty consistent, I'd say!