Hello everyone!
I'm in the process of moving my blog over to a new website! Yay! The website is https://sites.google.com/site/apluselementary/
Please feel free to head over and explore. All of my pictures/printables are already attached in the files and docs tab. I'll still be blogging on the main page. I also have a word and book of the week section. Also, please +1 me if you like me! I'd really appreciate it!
Thank you everyone and happy teaching!
Lauren
Sunday, August 26, 2012
Monday, August 20, 2012
First Printable
I am posting my first printable today! Hopefully it works out and you're actually able to print it. All I ask is that you keep the little copyright part attached. :) Please and thank you! More information after the picture!
Alright, so the plan here is that each child has this tapped to their desk. You can either cycle out the paper each week and send it home to the parents so they can see how their student did, or laminate it and use dry erase markers to just reuse! Rewards can range for whatever works best for your grade level and class (I made this with K-4 in mind). I like to use computer time, stickers, stamps, and extra time playing with a "toy" (ie-learning activity) as rewards for my kiddos. I printed mine out two on one sheet of paper like you see above and below is a picture of just half the page (don't forget to click to make it bigger/save as a text or picture and print). Hopefully you'll be able to print one version... Forgive me for being so inept...It's my first time doing this!
More to come soon! Keep teaching!
Lauren
Saturday, August 18, 2012
Literacy?
One of my bulletin boards for your viewing pleasure:
The letters curve in a downward motion reflecting the butterflies.
The tree is 3D: Made with light green tissue paper covered with paper leaves
The tree trunk is made of cardboard.
The caterpillars are painted cotton balls (that I plan on changing for next time. Puff balls from the craft store! It's okay to admit that something didn't go right!)
I colored all the butterflies but the books were printed out. I also colored the letters of the words. I just happened to have a bug border which I thought looked adorable and fit perfectly with the theme.
Have I mentioned that I love crafting? I'm hoping to get some printable materials up soon!
Keep Teaching,
Lauren
The tree is 3D: Made with light green tissue paper covered with paper leaves
The tree trunk is made of cardboard.
The caterpillars are painted cotton balls (that I plan on changing for next time. Puff balls from the craft store! It's okay to admit that something didn't go right!)
I colored all the butterflies but the books were printed out. I also colored the letters of the words. I just happened to have a bug border which I thought looked adorable and fit perfectly with the theme.
Have I mentioned that I love crafting? I'm hoping to get some printable materials up soon!
Keep Teaching,
Lauren
Thursday, August 9, 2012
Mini Bulletin Board
Hello everyone!
Busy week for me so here is a mini bulletin board to keep you happy!
This is called the Reader's Toolbox. Basically I found an idea on Pinterest (http://mrsgilchristsclass.blogspot.com/2011/07/readers-tool-box-stategies-to-build.html) and then changed it up a bit. The tools all say something on them. For example, the saw says "break the words into parts," the hammer says "act out the story," and the pliers say "Use the pictures." I just found pictures, cut them out and colored them, mounted them on construction paper, and put them on the window.
Hope you all enjoyed it!
Happy teaching!
Lauren
Busy week for me so here is a mini bulletin board to keep you happy!
This is called the Reader's Toolbox. Basically I found an idea on Pinterest (http://mrsgilchristsclass.blogspot.com/2011/07/readers-tool-box-stategies-to-build.html) and then changed it up a bit. The tools all say something on them. For example, the saw says "break the words into parts," the hammer says "act out the story," and the pliers say "Use the pictures." I just found pictures, cut them out and colored them, mounted them on construction paper, and put them on the window.
Hope you all enjoyed it!
Happy teaching!
Lauren
Monday, August 6, 2012
Some Information
Where I work we have a few kids who have visual/auditory perception issues. I've realized that a lot of people and teachers have no idea what I'm talking about when I say these words.
Basically, visual and auditory processing disorder can come by themselves or together as a team. Visual processing disorder is often misdiagnosed as dyslexia. Students tend to write or read numbers and/or letters backwards. They don't always write with regards to the lines on the paper (margins or otherwise). They can seem ADD or ADHD because of their doodling or tendency to write all over the paper. The technical end of it is that the information that is being seen by the eyes is not passing through the brain correctly. Instead of the student being able to see every letter in its entirety a student may see the sentence look like this: "Whr I wrk w hve a fw kd wh hae visl/adtry prcepon isue." They may also see have the letters; for example an upper case E may look like uppercase F and lowercase e may look like c to them. This is why when they read and write letters may get jumbled and words may not be read in their entirety. These students also tend to skip lines when they read in order to get through the work faster. They do this so that less attention can be drawn on their reading.
Auditory processing disorder is often misdiagnosed as ADHD. These children stare off into space, draw on paper, may get up and move around a lot, and spend a lot of time confused over directions that were given orally. These children suffer from a lack of connection from brain to ear and back again. They may only hear parts of sentences (similar to a child with VPD who may only read parts of sentences and words) and the often run into things when they walk. They are considered clumsy because they miss directions and lack fine motor skills. These students will often act like the class clown so that they don't get noticed for "not listening" when in fact they aren't hearing properlly.
There are very easy ways for students to learn to live with Auditory and Visual Processing Disorder. Often they are just easy fixes in the classroom, such as moving the student closer to the front of the classroom so that they can focus on the teacher's lips as the move and giving the student bolder colored lines on a paper. It may mean a slightly bigger font or a highlighter that changes white to hot pink. Most students can learn to cope easily with these disorders and they are not detrimental as long as they are noticed and evaluated.
Please feel free to message me or leave a comment if you have any questions!
Keep Teaching,
Lauren
Basically, visual and auditory processing disorder can come by themselves or together as a team. Visual processing disorder is often misdiagnosed as dyslexia. Students tend to write or read numbers and/or letters backwards. They don't always write with regards to the lines on the paper (margins or otherwise). They can seem ADD or ADHD because of their doodling or tendency to write all over the paper. The technical end of it is that the information that is being seen by the eyes is not passing through the brain correctly. Instead of the student being able to see every letter in its entirety a student may see the sentence look like this: "Whr I wrk w hve a fw kd wh hae visl/adtry prcepon isue." They may also see have the letters; for example an upper case E may look like uppercase F and lowercase e may look like c to them. This is why when they read and write letters may get jumbled and words may not be read in their entirety. These students also tend to skip lines when they read in order to get through the work faster. They do this so that less attention can be drawn on their reading.
Auditory processing disorder is often misdiagnosed as ADHD. These children stare off into space, draw on paper, may get up and move around a lot, and spend a lot of time confused over directions that were given orally. These children suffer from a lack of connection from brain to ear and back again. They may only hear parts of sentences (similar to a child with VPD who may only read parts of sentences and words) and the often run into things when they walk. They are considered clumsy because they miss directions and lack fine motor skills. These students will often act like the class clown so that they don't get noticed for "not listening" when in fact they aren't hearing properlly.
There are very easy ways for students to learn to live with Auditory and Visual Processing Disorder. Often they are just easy fixes in the classroom, such as moving the student closer to the front of the classroom so that they can focus on the teacher's lips as the move and giving the student bolder colored lines on a paper. It may mean a slightly bigger font or a highlighter that changes white to hot pink. Most students can learn to cope easily with these disorders and they are not detrimental as long as they are noticed and evaluated.
Please feel free to message me or leave a comment if you have any questions!
Keep Teaching,
Lauren
Tuesday, July 31, 2012
Inspiration for the day
Back when I student taught I worked in a school with kids who really struggled. They came from the inner city, had parents that weren't around (and not because they were working), and basically the last thing on their mind was school.
I had one little girl, A, and she was among the set of kids that I really worried about. She hated her mother with a passion I couldn't understand but at the same time could. It was hard for me to realize the world she lived in but I felt for her. I could see her pain.
I remember the day very clearly. It was a Wednesday and it was her birthday that next day, Thursday. It was right before spring break. I remember she walked in to school that Wednesday so excited that I went home and told my boyfriend at the time her story that she told me. She said that her mother was going to bake cupcakes for her to pass around class. I told my boyfriend that I was concerned because of the way her mother makes empty promises.
The next day A came in in the most adorable outfit. She was glowing with excitement and I felt so happy for her. As the day went on she became more and more upset by the evident lack of cupcakes that she was promised for her birthday. By 2:00 she was beyond miserable and everyone knew how unhappy she was. She had spent a lot of the day not paying attention to any work that I was trying to teach. At around 2:40 she got called down the office. A packed her bag thinking that she was going home only to come back a few minutes later with a tray full of cupcakes. She procceeded to pass out all the cupcakes to anyone and everyone that she could... Including the Principal whose office she spent most of her time with and the Security Guard who usually had to assist her down to the office when she had her angry outbursts.
Between my boyfriend and myself we made one little girl extraordinarily happy. She spent the last few minutes of the day ridiculously happy, laughing and smiling. After we came back from spring break she came up to me and cocked her head to the side, asking very slyly if my boyfriend and I like to bake. I very plainly said that we liked to do a lot of things. The last day of my student teaching she hugged me and told me thank you and that she loved me. I helped make a difference in A's life. I helped make a little girl feel special for a few moments on her birthday.
Teaching isn't always about getting across numbers and letters. It's about making sure that kids feel safe and happy...If they don't feel that way they won't spend any time learning.
Keep Teaching,
Lauren
I had one little girl, A, and she was among the set of kids that I really worried about. She hated her mother with a passion I couldn't understand but at the same time could. It was hard for me to realize the world she lived in but I felt for her. I could see her pain.
I remember the day very clearly. It was a Wednesday and it was her birthday that next day, Thursday. It was right before spring break. I remember she walked in to school that Wednesday so excited that I went home and told my boyfriend at the time her story that she told me. She said that her mother was going to bake cupcakes for her to pass around class. I told my boyfriend that I was concerned because of the way her mother makes empty promises.
The next day A came in in the most adorable outfit. She was glowing with excitement and I felt so happy for her. As the day went on she became more and more upset by the evident lack of cupcakes that she was promised for her birthday. By 2:00 she was beyond miserable and everyone knew how unhappy she was. She had spent a lot of the day not paying attention to any work that I was trying to teach. At around 2:40 she got called down the office. A packed her bag thinking that she was going home only to come back a few minutes later with a tray full of cupcakes. She procceeded to pass out all the cupcakes to anyone and everyone that she could... Including the Principal whose office she spent most of her time with and the Security Guard who usually had to assist her down to the office when she had her angry outbursts.
Between my boyfriend and myself we made one little girl extraordinarily happy. She spent the last few minutes of the day ridiculously happy, laughing and smiling. After we came back from spring break she came up to me and cocked her head to the side, asking very slyly if my boyfriend and I like to bake. I very plainly said that we liked to do a lot of things. The last day of my student teaching she hugged me and told me thank you and that she loved me. I helped make a difference in A's life. I helped make a little girl feel special for a few moments on her birthday.
Teaching isn't always about getting across numbers and letters. It's about making sure that kids feel safe and happy...If they don't feel that way they won't spend any time learning.
Keep Teaching,
Lauren
Saturday, July 28, 2012
When the Lightbulb Goes On
For me, the best moment of teaching is when you see a student struggling to get through a math problem, sound out a word, or answer a reading comprehension question suddenly GET it. I see it a lot when I teach math to kids. I always struggled with my math when I was younger and was originally very hesitant to teach anything other then 6th grade and younger math. Of course, what am I doing now? Teaching algebra and geometry.
What?!
I think the reason I can teach these subjects (although with a bit of hesitation at times) is because I had to learn the math in a different way than most of the other kids in my classes. Most of the kids who come to where I work need to learn math in a different way and I am able to provide them with that opportunity that someone who has understood math their entire life may not be able to do.
The other day I was teaching a student a math problem. She wasn't getting it at ALL. Finally, I showed her the way that I remembered how to plug in numbers into equations. She looked at me and that look showed up on her face.... That look that shows the light bulb went on and she said "oh my God it makes sense now!" I couldn't help but smile and laugh. It was an incredible feeling to see her get what I was explaining.
This is one of the reasons I lover being a teacher....To see a child get what I'm explaining. To have it click in their mind. To see the look of excitement on their faces when they can take what I've said and apply it to their work without my help. It's how I know I've truly made an impact to them, that they care about what I've said and how I've shown it to them. It's tells me that they were LISTENING.... And isn't that what we want? For our students to listen?
Keep Teaching,
Lauren
What?!
I think the reason I can teach these subjects (although with a bit of hesitation at times) is because I had to learn the math in a different way than most of the other kids in my classes. Most of the kids who come to where I work need to learn math in a different way and I am able to provide them with that opportunity that someone who has understood math their entire life may not be able to do.
The other day I was teaching a student a math problem. She wasn't getting it at ALL. Finally, I showed her the way that I remembered how to plug in numbers into equations. She looked at me and that look showed up on her face.... That look that shows the light bulb went on and she said "oh my God it makes sense now!" I couldn't help but smile and laugh. It was an incredible feeling to see her get what I was explaining.
This is one of the reasons I lover being a teacher....To see a child get what I'm explaining. To have it click in their mind. To see the look of excitement on their faces when they can take what I've said and apply it to their work without my help. It's how I know I've truly made an impact to them, that they care about what I've said and how I've shown it to them. It's tells me that they were LISTENING.... And isn't that what we want? For our students to listen?
Keep Teaching,
Lauren
Thursday, July 26, 2012
First Pictures!
Hello fellow teachers!
Today I've decided to post my first (of hopefully many) pictures. The bulletin board that I've chosen for you is my rather large Drive In Movie Theater. Basically I took a love that I had (drive in movies) and my passion for teaching, plus my strong desire for students to understand grammar and produced this.
The first picture, obviously, is the entire thing. Yes it's large but it can absolutely be scaled down!
The second picture is just a tiny part of the idea. It's popcorn coming out of a 3D popcorn box.
Of course, this wasn't all me, I had a ton of help! Yay team efforts! Basically what we did was create the movie screen and then added tons of words and a few numbers. Each of the numbers represent something that had no identification.... so think along the lines of punctuation, interjections, things like that. All the other easily identifiable objects (such as the popcorn, music notes, clouds, and movie tickets) relate to either nouns, verbs, adjectives, and so on. The lovely popcorn words are all adjectives. The point is for the kids to fill out a piece of paper stating what each part of the movie screen represents. I think interactive bulletin boards are the best...They keep kids entertained and interested in what you're doing as their teacher. Plus it's a "game" and they're learning through the process. It's pretty win-win if you ask me!
Keep teaching!
Lauren
Today I've decided to post my first (of hopefully many) pictures. The bulletin board that I've chosen for you is my rather large Drive In Movie Theater. Basically I took a love that I had (drive in movies) and my passion for teaching, plus my strong desire for students to understand grammar and produced this.
The first picture, obviously, is the entire thing. Yes it's large but it can absolutely be scaled down!
The second picture is just a tiny part of the idea. It's popcorn coming out of a 3D popcorn box.
Of course, this wasn't all me, I had a ton of help! Yay team efforts! Basically what we did was create the movie screen and then added tons of words and a few numbers. Each of the numbers represent something that had no identification.... so think along the lines of punctuation, interjections, things like that. All the other easily identifiable objects (such as the popcorn, music notes, clouds, and movie tickets) relate to either nouns, verbs, adjectives, and so on. The lovely popcorn words are all adjectives. The point is for the kids to fill out a piece of paper stating what each part of the movie screen represents. I think interactive bulletin boards are the best...They keep kids entertained and interested in what you're doing as their teacher. Plus it's a "game" and they're learning through the process. It's pretty win-win if you ask me!
Keep teaching!
Lauren
Wednesday, July 25, 2012
What is Discipline?
As someone who has spent most of her life surrounded by children in some shape, way, or form, I have to admit that discipline is something I learned very young. Babysitting does that to someone.
At work, I have these two little boys. They're ADHD. They don't sit still. They CONSTANTLY have things to tell me.
I love them.
Discipline is what these kids thrive on. They needed someone to tell them to sit still, to follow certain rules, and to listen to directions. So how do I go about doing this you ask?
1. I set up rules specifically catered to them. One reads directions well while the other does not so on one (we'll call him "A") "A" has a rule that says "Read all directions." These rules are written down and reviewed every. single. day. It's not a one time and done sort of thing. Many times we as teachers get distracted and may forget the simple fact that we need to review something every day. I totally get that! But it really is important that they have the rules reviewed all the time. Also, if they have an exceptionally good day and follow EVERY SINGLE rule, they get a special prize. For my boys at work, they get a sticker at the end of the day if they've done exceptionally well.
2. Consistency. Not only do they review the rules at the end of the hour, I make sure everything about what they do is consistent. They come in at the beginning of the hour and know EXACTLY where to sit down in their seats. Most of the kids will move/change seats each hour they are at Sylvan but my boys will consistently sit in the same seat. This keeps them calm, they know all the time where they are going, and it doesn't throw them off their center of gravity. They also know without fail what activity they are doing first. No matter what, we will ALWAYS do facts first...Again, it's consistent and they don't get confused. The more confused they are, the more questions get asked, and the more loud they become.
3. Special Privileges. "A" loves a computer game so if he gets through a certain number of activities within the hour, he gets to play a math related computer game. He loves it and has zero idea that he's learning while playing it. The best part is that due to consistency (!) he now knows exactly how many activities he has to get through in order to get the special privilege of going on the computer game. "T" likes to practice phonics (!!!) and so his special privilege is to play with our phonics activities if HE gets through a certain amount of activities in the hour. These privileges work like a charm and they know if they don't get to go to the computer or play with the phonics games that they have done something to not deserve it.
4. Knowing them. Part of discipline is knowing the kids. What works on "A" does not always work on "T" and what works for both of them does not always work for the student I had the hour before. I know how they both tick. Knowing how they tick and what makes them motivated helps with my discipline technique for each of them, as well as any other student who comes into the center. Each of the kids is their own person and its important to know them all so that you know what works best for each.
What's important to know is that this is what works best for me right now in my work environment. These techniques will/would have to be tweaked more than likely in a classroom setting.
I know I don't have many followers right now but if any of those few want to comment, I'm wondering: What do you do to discipline in class? In any line of work with kids?
Best Teaching,
Lauren
At work, I have these two little boys. They're ADHD. They don't sit still. They CONSTANTLY have things to tell me.
I love them.
Discipline is what these kids thrive on. They needed someone to tell them to sit still, to follow certain rules, and to listen to directions. So how do I go about doing this you ask?
1. I set up rules specifically catered to them. One reads directions well while the other does not so on one (we'll call him "A") "A" has a rule that says "Read all directions." These rules are written down and reviewed every. single. day. It's not a one time and done sort of thing. Many times we as teachers get distracted and may forget the simple fact that we need to review something every day. I totally get that! But it really is important that they have the rules reviewed all the time. Also, if they have an exceptionally good day and follow EVERY SINGLE rule, they get a special prize. For my boys at work, they get a sticker at the end of the day if they've done exceptionally well.
2. Consistency. Not only do they review the rules at the end of the hour, I make sure everything about what they do is consistent. They come in at the beginning of the hour and know EXACTLY where to sit down in their seats. Most of the kids will move/change seats each hour they are at Sylvan but my boys will consistently sit in the same seat. This keeps them calm, they know all the time where they are going, and it doesn't throw them off their center of gravity. They also know without fail what activity they are doing first. No matter what, we will ALWAYS do facts first...Again, it's consistent and they don't get confused. The more confused they are, the more questions get asked, and the more loud they become.
3. Special Privileges. "A" loves a computer game so if he gets through a certain number of activities within the hour, he gets to play a math related computer game. He loves it and has zero idea that he's learning while playing it. The best part is that due to consistency (!) he now knows exactly how many activities he has to get through in order to get the special privilege of going on the computer game. "T" likes to practice phonics (!!!) and so his special privilege is to play with our phonics activities if HE gets through a certain amount of activities in the hour. These privileges work like a charm and they know if they don't get to go to the computer or play with the phonics games that they have done something to not deserve it.
4. Knowing them. Part of discipline is knowing the kids. What works on "A" does not always work on "T" and what works for both of them does not always work for the student I had the hour before. I know how they both tick. Knowing how they tick and what makes them motivated helps with my discipline technique for each of them, as well as any other student who comes into the center. Each of the kids is their own person and its important to know them all so that you know what works best for each.
What's important to know is that this is what works best for me right now in my work environment. These techniques will/would have to be tweaked more than likely in a classroom setting.
I know I don't have many followers right now but if any of those few want to comment, I'm wondering: What do you do to discipline in class? In any line of work with kids?
Best Teaching,
Lauren
Sunday, July 22, 2012
Welcome!
Hello fellow Teachers/readers/bloggers who I hope stick with me while I make my way into the blogging world. I'm hoping that this blog will inspire teachers, parents, anyone who works with kids.
Let me start off by introducing myself. I'm Lauren and I graduated from college 3 (!) years ago. I have a job in a tutoring Center in New Jersey and I really love working there. I've learned so much about kids, teaching, and life while working in that center that I hope to bring to my classroom one day. I also hope to share some of these life experiences with you so that you can take it to your classroom, school, or home!
I have a love for teaching and a passion for kids to understand what is being taught to them. If I can change a child's life in one way.... be it igniting a passion for art or showing them how to multiply so that they have that "ah ha" moment, I feel like I have succeeded as a teacher. I know that's probably corny to say but as I said to the parent of a student who recently tested to us, that's truly how I feel. If I do something positive for a child, I have done something right...And it absolutely does NOT have to be something academic to be a positive impact on their life.
I know this first blog is short...I plan to make it longer, to add pictures of bulletin boards I do at work, and to talk about my various adventures in teaching.
Continue Teaching!
Lauren
Let me start off by introducing myself. I'm Lauren and I graduated from college 3 (!) years ago. I have a job in a tutoring Center in New Jersey and I really love working there. I've learned so much about kids, teaching, and life while working in that center that I hope to bring to my classroom one day. I also hope to share some of these life experiences with you so that you can take it to your classroom, school, or home!
I have a love for teaching and a passion for kids to understand what is being taught to them. If I can change a child's life in one way.... be it igniting a passion for art or showing them how to multiply so that they have that "ah ha" moment, I feel like I have succeeded as a teacher. I know that's probably corny to say but as I said to the parent of a student who recently tested to us, that's truly how I feel. If I do something positive for a child, I have done something right...And it absolutely does NOT have to be something academic to be a positive impact on their life.
I know this first blog is short...I plan to make it longer, to add pictures of bulletin boards I do at work, and to talk about my various adventures in teaching.
Continue Teaching!
Lauren
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