I read chapter one! YAY!
It took me a while because I'm taking a grad course in Educational Tech (which requires way too much homework time). Nevertheless, I'm going to give you my short and sweet response to the chapter. I want to come at this book from a different angle
sort of. My experiences have been very different from the amazing veteran teachers who are linking up to this books study, and here's why:
I haven't taught a kindergarten class yet!
I know! I am so excited that I get to teach this next school year!! This book is really helping me see what I need to start doing from the beginning instead of hanging on by a thread, hoping that I'm teaching my sweet littles how to read.
1. How do I teach new behaviors?
That is the question, isn't it? I've heard it's best to model and model and model some more. The book actually says that it's the best way to go about it. Kindergarteners need consistency, so I plan on spending a great deal of time from the beginning working on how to behave in school. I hope that I can achieve that third column on the behavior instruction area.
2. How do I teach expectations?
The beginning of the year should be dedicated to setting up
expectations, and the authors claim that starting the Daily 5 right from
the beginning is helpful. I feel that kindergarten can be flexible in that area because they're just starting school. I feel that the teacher really needs to make sure that the students KNOW what the expectations are, and the teacher needs to make sure that the expectations are HIGH!
3. How do I monitor student behavior? whole group? small groups? individual?
When I did my student teaching in kindergarten, I noticed that I was doing the "daily frantic dance" that the authors mentioned. I had to give pencils, check each student's centers work, and make sure that nobody was crying throughout centers time. What I really wanted to do was work with my small group intensely. I feel that all three of those are required for an effective classroom, though. There's a time and a place for all!
4. What do I do when a student is not exhibiting desired behavior?
Wow. When I read this part I was really struck by it. In most of my elementary classes I've observed, I saw the card-pull system. I thought it was helpful and effective, but really it's a negative system. I want to implement the clip chart system in my first classroom. It's great for positive reinforcement. I like how the authors use recess time as a time for them to practice the behavior over and over instead of just standing against a wall perfectly still! (Which is what was done at my student teaching placement.)
5. Whose classroom is it?
I would like to think it will be my students' classroom. In my first year, that may be difficult to set up, but I feel that I can do so with the help of veteran teachers. :) I thought that classroom jobs were the norm and the best way, but the authors once again challenged my belief on that subject! It may still be helpful for kindergarten to have assigned roles for the students to give them a sense of responsibility. What do you think about this??
6. Locus of control?
In my experience, candy and treasure boxes are the way to motivate. It's hard to break that mentality of using those tools. I hope that I can try to get my littles to become intrinsically motivated. My only question about that is: How can I do that? I know that it's the best way to have students hold each other accountable, so I want to make sure I do that!
7. Where are supplies stored?
Should kinders be allowed to
actually use
staplers? When I was in kindergarten years ago, one little boy decided to staple his thumb. It was a
nightmare! I think that some supplies should definitely be available in a common area, but others may be too dangerous for 5-6 year olds. It's all about understanding the level of maturity of your students, I think.
You can join the fun and read along with us! Just read chapters one and two to get caught up! You will be blown away. It's looking like such a great book from what I've already read.
QOTD: How you do try to get your students to be intrinsically motivated?
