have questions, need answers

[Brit]

I'm wondering if any primary (k-3) teachers out there would be willing to answer some questions for me regarding classroom organization and planning to help me out with a course I'm taking.

Thanks.

[herdgrad]

Brit I teach 3rd. I would be glad to help you with whatever that I can.

[Boxcar]

I can also help. I've taught kindergarteners.

[David]

I would be happy to help Brit.

[silvana]

Count me in Brit

[Brit]

thanks all! I thought about IM'ing, but with such great response, I'll post here -- maybe answers will help out more than just me. here are the questions:

Classroom Organization and the Learning Environment


How do you arrange the physical environment of your classroom? What are some areas that are essential for you, and what are some advantages and disadvantages of different set-ups?

How do you store materials, both for kids to acess, and for you (e.g., scissors, glue, different kinds of paper, photocopied worksheets, pencils, etc.)?

What are some of the ways that you group children, and how does the way that you group them corrispond to the kind of work they're doing?

What are some challenges associated with group work and literacy/math centres? How do you cope with those challenges?

how do you create your initial seating plan at the beginning of the year, and how does it change throughout the year?

what routines do you have in place for group work and math/literacy centres? How did you introduce those routines, and how do you maintain them? (e.g., how do you have children choose activites, group themselves, problem-solve, etc)

What are your dialy routines (e.g., sharpening pencils, going to the bathroom, entering/exiting the room at start/end of day and breaks, etc.)

What factors impact on the primary learner in the areas of technology, media, language, culture, gender, family, socio-economic factors, school goals?

How do you create your weekly timetable? are there variables that you take into consideration that are unique to primary students?

How have you found time to have large blocks (100 minutes) for literacy and mathematics uninterrupted?

May I have a sample of your timetable from last year?

How do you go about developing long and short term plans? what is your process?

[Brit]

i know it's a ton of questions, y'all,but my deadline fast approaches for this assignment....help?

[Boxcar]

Sorry! Your thread got lost for me. I got your PM and will respond tonight or tommorrow morning.

[herdgrad]

Sorry Brit, I have been unexpected busy the past couple of days. I will try to answer your questions the best I can. Keep in mind I teach 3rd graders and we have what is called an EOG at the end of the year (End of Grade Test). It is a state proficency test. My opinion (I like giving my opinion when no one knows who I am :laugh: ) is that 3rd graders are too young to have to worry about this test. If you want to give a test fine, but this is WAY to hard and stressful for these kids. OK before I start fuming I will try to answer your questions. I will answer in a couple of different posts since I only have time here and there today to answer, but I promised you that I would try to help so here goes.....

How do you arrange the physical environment of your classroom? What are some areas that are essential for you, and what are some advantages and disadvantages of different set-ups?

I have many areas in my room. I like to incorporate learning stations. I have the student desks in groups of 4-6. These desks are arranged facing the front of the room where the screen is because we do a lot with the document camera and interwrite pad. I have a reading area with a carpet, bench, and bookshelf full of books and magazines (various levels). I am going to get a couple of beanbag or beach chairs to go along there also. I have a computer area where they can either work on study island.com, write an email back to their e-pal, blog on my website about different topics I have posted, or just practice typing their spelling words. I also have an art area, and a carpet in front of a big (to the floor) bulletin board that we have our word wall on, the kids do different activities with the words. I also have a writing station (on an old teacher desk), they think they are “special” to write at this desk. I also have a math station (I call it the think tank). I have a long bookshelf that I took away from the wall and had it going out into the classroom. I painted the backside of the bookshelf with magnetic and chalkboard paint so the kids can practice spelling words or quiz each other on multiplication tables there. This area is a big hit! I change up the tables sometimes so there is something there for science, social studies, health, or something special we are working on. I also have a big kidney table where I work with small groups.
I don’t know if one station (beside the small group with me at the kidney table) is essential, but I have found that each one serves a purpose and is beneficial in some way.
The advantage of having stations is that your early finishers can get a tag and go to a station without disrupting the ones still working. Of course I give them all time to do stations. Also the advantages of having their desks in groups of 4-6 is you can have them work as a small group or with a partner. It also takes up less classroom space to have their desks in groups and not spread out.
The disadvantages are that it takes a lot of my time to set things up or come up with new activities throughout the year. I have had a few kids argue because they wanted to do that station. That is when I came up with the tag system. I put little hooks on each station and when you go to a station you have to put a tag on the hook saying that space is occupied at that time. The number of spaces/hooks depend on each station. I also hold them accountable for each station, so they can’t be at the same one twice until they have finished all of them. If a child becomes a problem then they are not allowed to go to any stations for a certain period of time until they can cooperate and work as a team. There is no arguing over stations. Another disadvantage to stations is I always have a couple of students who think they can rush through their seat work just to go to a station. You quickly know who those kids are and I check their work as soon as they are finished. If it is not done properly they come back and “try again”. They usually pick up on this after a couple of times and start doing it the right way the first time. The disadvantage to having their desks set up in groups is talking! Third graders have learned to socialize and they love to talk. (I will write more on this on the other question).

[herdgrad]

How do you store materials, both for kids to acess, and for you (e.g., scissors, glue, different kinds of paper, photocopied worksheets, pencils, etc.)?

I store materials that the kids can use such as scissors, glue, rulers, crayons, colored pencils, etc. in old coffee cans. My mom gave me many coffee cans so I painted and labled. These work great!
I store construction paper in a cabinet (kids must ask permission first). Any usable scraps of construction paper are put in an old copy box labeled “scrap paper”. This is in the same cabinet as the construction paper. I have a closet that I keep a lot of materials. I have a box for party supplies, one for art supplies, etc.
I did buy little plastic boxes to organize art supplies ( one for googley eyes, one for feathers, one for sequins, etc.). The students are not allowed in this closet.
As for photocopied worksheets, those are by my desk. I labeled and then laminated some file folders. I labeled one for math, reading, writing, reader’s theatre, etc. I then put them in a plastic tub. When I photocopy things I just file them behind the correct tab….easy to find when needed. I also have a space where I keep this weeks work. I have a folder labeled for each day of the week. I keep all needed worksheets, etc. for that day. After making my lesson plans the week before I make all needed copies, etc. and put in the appropriate folder. I know this sounds like a lot of work, but it isn’t. It keeps me organized and SO easy in case I need a sub. Of course things come up and you have to take an assignment and move it to the next day.

[herdgrad]

What are some of the ways that you group children, and how does the way that you group them corrispond to the kind of work they're doing?

The desks are arranged in various level groups. I don’t put all “smart” kids together or all lower kids together. I usually have high, medium, and low together. Now some activites I do I like to put the really “smart” kids together so they can work as a team (which is usually hard for them because they want everything done their way) and of course I expect more out of them. I then place a medium kid and a lower kid together. This usually gets the lower kid involved and he/she doesn’t seem to be as intimidated because the smarter kid isn’t there running the show. It really depends on the activity. When I pull small groups I will group them just because I can enrich the higher ones and provide more one on one with the lower ones.

[Brit]

herdgrad,

wow, some really cool ideas! i love the idea of tags for centres. how do you track who's been to what centres to make sure they go to all of them?

do you find groups of 6 sometimes a bit big? I've been told that 4 is the absolute maximum for group work, but I haven't really tested that theory out yet.

I LOVE the idea of using an old teacher's desk as a writing station, and you gabve me the idea of posting a list of possible computer activities above my computer so there's more choice when at the computer station (right now, I have a "must do" website or program -- usually starfall -- because I jsut am not that familiar with computer activities. I like the idea of typing word wall words or blogging or writing to pen pals!). How did you set up your blog? is it public? Like, can I go read it?

Thanks again for your help!!!!!

[herdgrad]

What are some challenges associated with group work and literacy/math centers? How do you cope with those challenges? (see 1st post) :)


how do you create your initial seating plan at the beginning of the year, and how does it change throughout the year?

I try my best to organize kids in a mixed ability and gender group. We have little cards we fill out on each
child before we leave for the year--these cards go to the principal. She uses them to alter classes a little after the computer schedules the kids and we can look at them during the teacher workdays before school starts. It basically tells you if they are high medium or low, if behavior is great good fair or poor, etc. It also has a space to let the principal know of kids that should not be placed in the same room together the next year. They are very helpful. However, I ALWAYS seem to be moving kids after about the 1st week. I move the kids around to different spots in the room and with different students as the year goes on. Usually about every 6 weeks. Of course you then know who not to put beside each other , who your talkers are, and who the behavior problems are.

[herdgrad]

Brit
Sorry I forgot to mention. Each student has a folder for centers. All work goes in that folder. They each have a check list, they date the slot.
These get turned in at the end of the week.

I usually have 4 in a group, but 6 for some good kids. That is just the way their desks are arranged. I arranged them in a U shape. 2 on each side.

The blog is on my school website. I can give you the link, but I have deleted all of my blogs. To show you an example I will also post another teachers blogs (she is doing a summer enrichment program right now so her's is still up).

http://room-102.mcdowell.marion.groupfusion.net/modules/groups/integrated_home.phtml?gid=653771&sessionid=f27bf514961eda47d23b6a45d0fde63a

(MINE)


http://ms-mckinney.mcdowell.marion.groupfusion.net/modules/groups/integrated_home.phtml?gid=993080&sessionid=f27bf514961eda47d23b6a45d0fde63a


(other teacher)


I have erased mine and am getting my site ready for the new year. I also post pictures of my class doing various activites throughout the year here. I hate that I have deleted it all so you could have seen it. sorry.
I will answer the rest of your questions in a little while....gotta run.

[Boxcar]

1. My room was organized into centers. We had the following: Writing, Math/Minipulatives, Blocks, Reading, Computer, Quiet Space, Science, Music, Dramatic Play, Sensory, and Art. The advantages to this layout include things like all the areas of development are targeted, there is enough space for everyone to work, and a range of activities can occur simulateously. The disadvantages are mostly related to the available space and the overlap in classifications. Some of our centers are very small. For example, our book area was just a rack and some pillows. Additionally, there are rules for which centers have to be next to each other. Blocks and Dramatic Play should be together. Reading and Quiet Space cannot be beside one another. Also, there was sometimes debate over whether something should be placed in a particular center. An example would be something for science vs. something for math.

2. Items are stored in honeycomb shelves. Things like pencils, markers, stampers, and the like are in clear plastic bins without lids. A picture of the items and a label is placed on each end. Keeping it simple seems to work best.

3. There is a set number of chairs at each table. Once all the chairs are taken at a center, the children need to wait for a vacancy. The students are usually old enough to work this out on thier own. For very popular activities, the teachers help with crowd control. There are multiple activities going on simulataneously. Therefore, there isn't usually a problem. Centers like Books, Blocks, and Dramatic Play are open to all without limits on capacity. Quiet Space is for only one or two children. It isn't for play. Children use this area to relax, reflect, work through emotions, and have privacy. Students are gathered together into one or two large groups for Circle times. This happens when they arrive in the morning, as part of various transitions, and for structured teaching before lunch.

3. I would say the main challenge is addressing a wide variety of different abilities. The solution is to provide open-ended materials and visit the area frequently to support each child individually.

4. Children are allowed to pick thier seats. At mealtimes, we don't allow children to touch thier food to mark a seat. If a problem arises between students, they are assisted in resolving it. In very rare cases, students will be seperated.

5. During Free Play and Choice Times, activities are laid out on tables. The children go where they wish. Teachers move about the room and assist as needed. From the beginning, conflict resolution stratigies are modeled. Most of the children have been in care for a long time - some since the age of six weeks - and are already skilled at this. Prior to Worktime, the teacher tells the children what is "open" and available. As part of High/Scope, the students plan, do, and review. So, we have each student pick a center at which to start. At the end of Worktime, we come back to the rug and share what we did.

6. At the end of each block of time, we always call the children to our The Rug. Although the children can always go to the bathroom at any time, we also have set times for this. They at least have to try to go before we go outdoors. The students must wash hands before meals.

7. I think personal experiences and the experiences of those close to the children affect thier learning. Young children have a small world which grows with them.

8. My timetable and schedule is very set. It is not often changed. My students are young and need that routine and perdicablity. They tell time by the events of the day.

9. That is a really big chunk of time for young children. Math and literacy are always available in the room, but we don't have specific blocks of time where children sit and do work on these things for that long. Our main Circle Time is the longest and is devoted to literacy.

10. To plan, I think about what the children are currently expressing interest in and use that in all the developmental areas. Sometimes, the children help me plan by doing a web together.

[herdgrad]

what routines do you have in place for group work and math/literacy centres? How did you introduce those routines, and how do you maintain them? (e.g., how do you have children choose activites, group themselves, problem-solve, etc)

I do several things: individual work, group work, centers, partners, etc. depending on the activity. The main thing with groups is that they must be a team player or they will have to work by themselves (they hate this so I very rarely have any problems). I have a set time during the week for stations (this is when I pull small groups) , but I also leave them open for students when they are an early finisher. Routines and rules are established at the beginning of the year. We practice them! I introduce one thing at a time. Eventually the kids know the routines and what they can and can’t do. The key is to teach everything from the beginning.


What are your daily routines (e.g., sharpening pencils, going to the bathroom, entering/exiting the room at start/end of day and breaks, etc.)

The students may sharpen pencils as needed. However, they are not allowed to get up to sharpen a pencil while I am in the middle of a lesson. If we are using pencils and their pencil breaks during the lesson I will have them sharpen it, but just to get up to sharpen during a lesson is not allowed (we call it disrespectful).
Last year I had two students that wanted to live at the pencil sharpener, in this case they were to only go after getting permission.
We have scheduled bathroom breaks, however the students can ask at anytime to go. Sometimes it becomes a problem, but is usually quickly solved by writing a “note of concern” to the parents J.
When entering the room in the morning they have their routines (unpack, sign lunch choice, write homework assignments in their assignment book….I have it on the document camera when they enter, etc.) They then have morning work to be working on till our announcements are broadcast.
We line up to exit the room. Sometimes I will just ask them to line up quietly, sometimes I will say girls line up - then boys, sometimes I will call by groups, etc. just to mix things up. Students usually know that I pick the quiet ones first…they catch on.

[herdgrad]

What factors impact on the primary learner in the areas of technology, media, language, culture, gender, family, socio-economic factors, school goals?

Wow…that is a loaded question. I think home/family has the biggest impact. We as a school can provide some experiences, but it is the parents and the home situation that is engrained into the child. If the parents push academics and expect high standards (whether they are poor or rich) then that is where the student will achieve. If the parents don’t care about school and don’t support the teacher, then that is rubbed off onto the kid and that is what you will get.
Computer/internet access does not exist usually in lower socio-economic homes therefore the use of technology is limited to school. That is why I introduce my students to email (carefully monitored by the way), blogging, safety issues, how to do simple research, and just using the computer overall (study island.com). We have several Hispanics in our district, many of whom have difficulty with the English language. This I believe holds them back tremendously. Sometimes they are looked at as lower students, but the fact is really the language is the issue and not intelligence. I don’t see too much difference between gender. Although I think as a school and society itself we tend to focus on the lower students. My belief is that this really holds back the higher kids. Yes they will get it quicker, but remember these are the students that will be leading us in the next generation and not the lower ones. I believe everyone has a purpose in life and we need to do the very best with all of them, not just the lower ones.

[herdgrad]

How do you create your weekly timetable? are there variables that you take into consideration that are unique to primary students?

My timetable is pretty much set. We do a certain thing at a certain time. If we have a special event or something I will rearrange, but other than that I believe consistency is the key. This also goes hand in hand with the kids knowing what to do and when. It also helps with pacing themselves (helps with that dang EOG at the end of the year….uugghh). I found that the kids like routine.


How have you found time to have large blocks (100 minutes) for literacy and mathematics uninterrupted?

HAHAHA…uninterrupted?? I didn’t know that existed! :rofl:
Seriously, I have blocks of time uninterrupted, but then comes lunch and specials and outside time, etc. etc. etc. Sometimes I really believe there is way to much to do for the time that we have to do it in. It almost seems impossible sometimes. However, I just get done everything I can and move day to day. If the students need extra I will rearrange my plans to help them.


How do you go about developing long and short term plans? what is your process?

I make a curriculum guide at the beginning of the year (ok during the summer when I actually have time to do it) that lays out what 6 weeks I will teach what. This ensures that I have all of my standard course of study covered. I try to still as closely to this as I can, but it doesn’t always work.
Short term I look at what I plan on teaching and then try to incorporate it into a unit of study. Sometimes these are short and sometimes they are long….just depends.


Whew! I think I answered them all. I hope all of this helps. I know it seems as though I was being long winded, but I thought I would try to incorporate as much detail as possible instead of being vague.

[Boxcar]

You put me to shame!!!

Let me know if I need more details, Brit.

[herdgrad]

Boxcar....I am sorry, I was not talking about your post. I SWEAR!!! I was just explaining my reasoning for being so long winded, I did not mean anything by it. I am sorry if I offended you. I just get to talking and well..... :gabby: I was just trying to give as many details as possible to help her out. I didn't understand your post at first until I went back and looked at mine, then I realize that my innocent comment could have been taken the wrong way. Again I apologize.

[Boxcar]

Nothing to apologize for. I was being silly. I was poking fun at myself. Don't worry about it. Really, it takes a lot to offend me! We have some kooky souls on these boards with many different senses of humor.

Its all good.