Building Relationships

I've thought about this quote many times this school year. My class this year is not like my class last year. Oh, how I miss my class! I see their smiles, hear their "Mrs. Parker!" and wish that they were still mine. Although, they will always be mine in my heart, I have a new class to love. 

And, that's exactly what I've tried to do. Love each child for who they are. It's not always easy; even when they are 5. I've had many sleepless nights wondering how to connect with a child so that I can help improve their behavior. Wondering how we will survive the next 100 days if we can not get behaviors under control.

But, I have learned that before I can teach them, I must build a relationship. Talking, learning about their interests and listening to them. The power of creating a relationship is limitless. I witnessed this  at conferences, when a child told his mother, "She loves me." It didn't matter what I had taught him, that was all he wanted her to know. 

So, as I sit here writing this, I know that I am doing the right thing; one child at a time. Creating and building relationships with kids and families. That's the most important work I can do as an educator. 

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At School - Social Story

A social story  according to Wikipedia, is "a tool to help individuals on the autism spectrum better understand the nuances of interpersonal communication so that they could interact in an effective and appropriate manner."

I have used social stories in various manners with children along the spectrum as well as with "normal" children.  Why? Because it is an effective tool to teach and show expectations.  

If you have ever taught kindergarten, you understand that we spend a great deal of our day modeling and teaching expectations.  A social story is just another support; usually a visual support to explicitly show what you expect.

For example, in the beginning of the year, our kindergarten children were having difficulty keeping our restrooms clean. Each teacher had talked about the expectations, but the behaviors did not improve until a visual support and modeling was provided and taught.

This was especially true for my friend who needed a reminder each and every time he went to the restroom.  It was right there for him.  All I had to do was remind him verbally, "In the bathroom, I pee in the toilet."  He would return, happily reporting that he peed in the toilet.  I would congratulate him and reward him with a PBIS reward.  Eventually, he stopped needing that verbal support and reward but the visual is still there for him and others.

Sometimes it is hard for some children to understand the expectations of a school/classroom setting. This can be true for children who have never been to school or for the child who may need more explicit modeling. I created this Social Story to to teach classroom expectations.  The language is easy enough to be read independently but the pictures explicitly shows my expectations.  

I used this with all my students at the beginning of the year.  It was our shared reading story the first week of school.  At the end of the week, each child was able to read it and understand for the most part what are our classroom expectations. Eventually, the children took it home, except for the child who still needs it.  It continues to be in his book box so that we can review it if I notice a behavior needs review or after a long break.  The book is a reinforcer of the positive behaviors that I expect in my classroom.  It has helped him be more independent as well as helped me teach more effectively.  A win-win for all of us!

I am not an expert, just a teacher, who wants each child in my classroom to be as successful as possible. I've also use this paid site to create more specific social stories. If you would like to learn more about social stories go here.

I hope you enjoy this freebie and consider leaving a comment or following me on Bloglovin'.

Lastly, stop by Melondheadz Illustrating to get this adorable clip art set in honor of Autism Awareness month.

Happy Teaching!

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It's All About the Details

I think one of the trickiest things about teaching is planning for classroom management and organization.  This is especially true when your audience is five year olds!

I want my kiddos to be as independent as possible as soon as possible.

Here are a few things that I do to help me and them.

First, each child is assigned a number. This saves me time from having to write the child's name on a myriad of supplies and items.

Another thing, I do is to assign each table a shape.  As students complete their assignments, they place their completed work into the "I'm Done" box based on their seating.  Students at each table are responsible for distributing the work at the end of the day to take home.

To save time and arguments at listening center, everything is labeled.

How do you keep your classroom organized? Share your teaching wisdom.


Happy Teaching

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Tips to Help Classroom Management

Classroom management is essential to learning.  I have high expectations for my students.  I consider myself to be firm but loving.  But, I also understand that I work with kids.  Kids need to be kids.
That said, it drives me crazy to hear my name called at the same time by 20 students.  Here are a few things that help me through the day. Most keep me from losing my mind and save time and energy.

I love highlighters!  This is a must for math time.  I always have the students highlight the directions.  During our math tests, I show them on the document camera where they must place their answers.  Highlighters are also handy during word study.



Another favorite are these signs.  I have some posted on my Big Book Center where we do whole group lessons.  Raise Your Hand and the Quiet sign are posted here as a reminder to take turns and to listen.  I also like the Eyes on Me sign.  It's great.  At the beginning of the year, I walk with the Quiet sign as we practice walking outside for recess and lunch.




Music is also essential.  I love to use music for lots of things (Post to come soon). Music is a great for crossing the mid line.  When taking long tests, I love to have the kids take a break with music.  Currently, Mark D. Pencil Exercise Songs are a big hit.  This is a great CD!




I have recently starting using the term;  My Turn, Your Turn.  This is especially helpful for my special education students but works like a charm for all.   When I get interrupted, I stop and say, "My turn."  In most cases, the student stops talking.  I apply this same language, "___'s Turn" to other students when someone wants to talk in the middle of someones conversation.  I also use this term with my ELD students who I only have 3 days a week for 50 minutes. It has really improved their behavior.  They know that during their turn, they may ask for water but during My Turn I am teaching information they will need to apply during their independent work.

Last year, I became familiar with A Help Box; a simple visual support for students.  It gives them step by step directions.  This really helps with disruptions and allows students to problem solve on their own.  I keep my Help Box posted on the whiteboard.  I also keep a sample of the work posted along with the directions.  Students love the visual reminder.

Another management tip I use is an I'm Busy sign.  I used this cut out and keep it by my table when I am working with students during Guided Reading or testing.  Most will automatically turn around if they see the sign.  If they don't, I hold the sign.  That usually does the trick.


Sign language is also a great tip.  Students sign if they need to go to the restroom.  I love this.  All I need to do is nod my head.

Many of these tricks were learned over time.  I feel that as I've become more confident as a teacher, my reactions to a child's need has changed.  I no longer sweat the small stuff.  I try to focus on what needs immediate change.  I try to keep it simple.

Do you have any tricks of the trade that you would like to share?  I'd love to read your comments and I'm sure others would too.  :)

Happy Teaching and Learning,

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