So why am I a teacher?

My teaching journey  was one that started at the age of problem 9 or 10  when I used to play school with my dolls.  I remember wanting an easel for Christmas and on Saturday mornings,  I would line my dolls up on the bed and teach them how to add and subtract.  I became empowered with the idea of standing in front of a room of people and knowing I was in control.

Little did I know how wrong I was back then.  This journey had lots of twist, turn, bumps and stops along the way.

However, my passion for teaching grew stronger as I entered elementary school.  It was two teachers that made me want to be a teacher even more  They were enthusiastic, nurturing and  engaging.  They taught with grace and poise.  It was effortless,  I remember being chosen as the teachers assistant and being able to check papers, tutor classmates and even lead small group discussions.  I owe my early inclination to teach to Mrs. Hawkins and Mrs. Jones, may they rest in peace.  I loved these ladies. They were firm but fun.  They made me want to be better and do better.

I than got to middle school, oh my word it sucked all the love out of school for me.  It was the most exhausting 3 years ever.  My passion began to die until I met Mr. B.  He was sarcastic, and funny at the same time.  He held no punches.  He called it like it was and commanded attention from the students.  He wouldn't let you be a passive learner in his class.  He reaffirmed my yearning to teach.  I wanted to give that feeling to kids.  I wanted to make a difference.  I wanted to be that teacher everyone thought was cool, or came back to see.  Yet, most of all I wanted to be that teacher that my students felt they learned the most from and it was because of me they were on the paths they were on.

I then entered high school and met Mr. Garvin,  he was the most unusual man ever.  He would dress up and stand on top of desk and quote Shakespeare.  I thought he was crazy, but somehow I ended up with Mr. Crazy for my 3 years of high school.  He opened up my heart to books,, he exposed me to text I would have never ever thought of picking up.  So my journey and love for reading began.   I knew what I wanted to do when I grew up.  I wanted to be the best reading teacher ever.


It wasn't until I got to college did I realize the amount of work that was required to become a teacher I took courses from teachers that furthered nurtured my love of reading and my calling to teach.  I would like to thank  Dr. Linda Dorn and Dr. Marion Dokes.  These two professors taught me the pedagogy of teaching and how to utilize ;my professional learning  with my personality to become that teacher I wanted to become.


I remember that first year of teaching,  I wanted to quit the first week!!  I know now coming in in the middle of a school year is not fun or the best way to build relationships or classroom environment.  I was this classes fifth teacher,  they were a handful.  I remembering walking out or at least trying to walk out, but was blocked by one of the teachers who set on my interview committee.  She told me she knew after my first sentence I was the right teacher for this class.   I was told to find my voice and take control  I needed to reach the ring leader, my principal  told me.  I sat there with tears in my eyes thinking about all I went through to get to this point and came to the conclusion that I  was put here in this particular position for a reason.


I took a moment to get myself together. At that moment,  I became a classroom teacher.

The students were taken to lunch and I quickly transformed my room into a boot camp.  Oh, did I forget to tell  you that in between my graduate and undergraduate career.  I was also in the military and  duties called.  All I can tell you is by the end of the day, the ring leader had lost his followers. They  realized that I was here to stay and I was in control not him.  It took him 3 days to figure that out and a blunt conference with the single dad that was raising with some stereotypical ideas of men and women's rolls in society.   I made it through my first year,  but I realized then that those college courses didn't prepare me for reality.

If you can get pass the first 3 years, this is your job, If you make it pass five years this is your calling. At least that is my philosophy.  My first three years,  I was trying to find my voice, combine the pedagogy with real time in the classroom.  I only hoped my students learned something,  because I was learning as I entered the class daily for 3 years.  I realized just how many other responsibilities that teachers have besides teaching.  I  realized that my no one understood, but a teacher.

WHY AM I WRITING THIS YOU ASK?

As I look back 17 years later,  I  wonder how I made it through.  I finally realized that each school year will bring its challenges.  I learned that I couldn't compare one school year to the next or the students.  I learned that things are changing yearly and I had to change and grow with them.  I began to study, to read, to practice and mimic mentors,  I learned that although I am the teacher, I am the learner as well.  I had to learn my students strengths and weakness.  I learned to reflect on my own teaching daily.  I had to be willing to listen and take advice and support.  I had to change my mindset and my teaching style every year.  I learned that this is the  hardest job ever besides motherhood.   I learned that  people who aren't teachers don't have a clue what the job truly requires.  It requires dedications, sacrifice and continual professional growth to prepare students to live in the society and ever changing aspects of society.  I realize this 3 years in and was scared out of my wits to acknowledge that I was responsible for educating students to be able to go out in the real world.


I learned that all students don't learn the same , and one size doesn't fit all, I learned just how scare it is to know that I am the one who has been equipped to prepare our future doctors, lawyers, teachers, etc,  I learn I am not only a teacher I am a nurse, a counselor, a sister, a friend, and sometimes a mom.
I have often contemplating quitting and then the unimaginable happens.   So why do I teach? Here's why:  A former students showed up one day and told me he got into college and it was because of me, that if I hadn't believed in him and stayed on top of him to get it together he would have never thought college would be a possibility.  Another student left a letter n my mailbox at work and tells me how much I meant to her, how much I taught them, inspired them and made them want to do better.  I have former students come visit me and tell me I was their favorite teacher, I have students that send constant reminders of how much they loved my class  and me.  It's the moment like these that makes the rough days obsolete.  When someone tells you you made a difference,  it reaffirms why you started teaching in the first place.  This picture sums it up.  I am poised to take on the next
school year.

I love being a teacher,  I can't wait for each year to start, by the middle I am ready for it to end, then

in the Summer I am preparing  for the beginning.  So before you say I can do your job, remember looks can be deceiving.  Reality is far more complicated. So who is my favorite super hero,  a teacher.  She/he wears many capes and takes too many leaps, saves and adventures to count.

It's the end of the year, Oh Boy!

The school year is winding down and your at your wits end, right?

The kids are fidgety, they lack motivation or focus.  So what can I do?

Modify and Adjust

What do I do?  I created activities to put that energy to work.

Reading Stations Rotations

Students are given activities with the directions, materials and some times response sheets.

Station 1 Reading Technology app or game site
Station 2 Reading skills board games
Station 3 Reading interactive response projects
Station 4 Reading book clubs/ blog page
Station 5 Independent Reading/Genre stations
Station 6 Small group instruction with teacher

I explain and model expectations along with how to do each activity.  Students respond in Reading journals or in apps that I can access and view later. I set timers and they spend 20 minutes in each station.  They are required to finish at least 1 activity from the station.

Spelling/word study/ vocabulary stations

Materials:   Various types of magnetic letters, dry erase boars, markers and erasers, dictionaries, personal word walls,  access to puzzle maker.com, scrabble game, hangman game, blank sorting cards, pre made sorting cards, ink stamps, all types of writing paper, thesaurus' baskets of books.

I prepare materials and place them in extra browsing buckets or baskets like these:

Are you self contained like me?

Math rotation station ideas

Use to practice Four mathematical operations,  and place value

Playing cards
Dice
Dominoes

Online math games
Curriculum games
Life and Monopoly  board games;  Financial Literacy Strands
Project based activities


Hands on on activities a way to motivate and keep students actively engaged.  You need to prepare all materials ahead of time, make sure to model every activity students will be engaged in during the time period, and set the expectations for behavior and performance. I use baskets like these and place everything needed for the rotation station.

I love stations because I get to spend twenty minutes  with the students and do focused instruction.  In order to do that I have to be strategic in creating my groups, all the stations reflect the low Teks that we demonstrate on the assessment for that subject area, so it makes it easier to group students accordingly.

We actually started station  rotations this week, and it was so much fun to see the students laugh, and enjoy themselves while holding each other accountable for actually understanding the activity, answering the task and discussing incorrect answers.


I usually get in 3 rotation groups in  hour for reading and  4 for math.  I change out the activities every 2 days this allows all students to get through all stations.  It is a must to change up the stations so students will not get bored.  When that happens, then the day not only is unproductive, it becomes chaotic and behaviors escalates.



So your a teacher,   Now What!

IT'S SUMMER, NOW WHAT?

How do I prevent the backslide that we as teachers often see happen in some students during Summer vacation?  I create supports to help prevent that from happening.

As it closer to the end of the year,  I think about all the work teachers put in during the school year and how when some students come back they have totally lost all the progress they made over the year.  I am mainly concerned about  my below level babies.


SUMMER READING

So I am a teacher,  What are some things that I can do for my students to prevent the back slide?


1.  How about creating a  a Reading Bingo Board.
                make it fun

2.  Provide ziploc bag of books that represent below level, on level and above level .

3.  Give an incentive:

4.Provide a list of on line reading sites  (Funbrain,com is one such site)
                    they have cool games that allow kids to practice reading skills in a fun manner

5. Create a day to meet your new students at the  community library and read to them or help them choose books.

6. Provide parents with  ways to help their students over the Summer

7.  Use Scholastic order forms and give parents options to order on line and have the books sent directly to their homes.

8.  I suggest to students to join the Summer Reading program at their local library

Although  my blog  is mostly dedicated to reading.  I felt a need to focus on sharing what I provided to my students during the Summer.  I definitely create activities  for not just Reading, but Math, and Writing as well.

SUMMER MATH

How do I keep kids engaged in math?

1.  I supply all students with a copy of Multiplication cards

2.  I create a Math  bingo board

3.  I provide math games they can play with Playing cards and dice.  I provide the dice and cards most times
                *The Dollar Store*

4.  I create  a  color ladder  incentive for students.  They color it every time they  study facts, and after they complete one level they move to the next level.  ( Parents are required to sign off)

5.  I provide online sites that students can practice in a fun matter.  (Funbrain.com)

6  Provide parents with a list of ways to help their students.

7.  Other math ideas I plan to use or suggest
                Dominoes, Uno Cards,  Monopoly and Life games are just a few that I will suggest to students

Summer Writing

As a fourth grade writing teacher, who has to contend with the STAAR test,  I make sure to have the kids practice writing.

I usually send home at least 1 prompt a week,  alternating between Expository and Narrative

1. Teacher made  Narrative/expository prompts

2.  Writing bingo board

3.  Make shift journals where students free write in daily

I make it clear to students that the Summer practice is meant to keep their minds alert to the skills that they have learned over the year and prepare them for the skills for the grade they are entering.  So to make a valiant effort to complete the task.  I also make it clear that the task should not take them more than an hour to an hour and 1/2.


So what do I do as a teacher?  I prepare students for everyday life.  I show them how what they learned in class will be used in real life.

So what do I need to be able to do small group teaching?

 Your a Teacher now, you have your routines established, your expectations set, so what am I forgetting?


Teaching in small groups requires preparation.  What type of preparation?


1.  Teachers need to analyze student Benchmark Running Records to determine point of instruction.



2.  Group students accordingly and then make sure you understand what students should be able to do or do with the text you plan on using for instruction
       
             Where can you find this?   If your school used Fountas and Pinell's Benchmark assessments, there is a book entitled the Reading Continuum in the kit.  I referred to it in an earlier post.  It  lays out the characteristics of the book levels as well as skills that can be addressed from books of that level.  If not do what teachers do best, search pinterest, TPT sitores or just type in URL bar:  Reading Level Descriptors.

3.  As a teacher, you must read the guided reading book ahead of time so you can determine what  difficulties students will have as well as skills you can address.

4.  Teacher needs to make sure they understand the MSV  in order to work with students in relation to how they are processing a text.  Here is a visual that I downloaded off the Internet and that I carry in m binder during instruction.

5.  Teachers should prepare comprehension questions ahead of time,  These questions should reflect the three types of thinking that is required of readers as noted on the Running Record forms.  

6.  The last thing teachers should make sure to do during small group instruction is to make sure to incorporate some type of word work:  Vowels sounds, HF words, Blends, making and building words etc.  

Teachers must be willing to study and do the work so they can be prepared and not be playing it by ear. You want to be prepared.  Here are 2  books I highly recommend.  for teachers of Reading. There is another book for primary teachers entitled:  Guided Reading:  Good First Teaching for all Children by Fountas and Pinell

   

                 

 However, what teachers  really need is to make sure they have a way to organize and keep up with the information they are collecting from conferring, running records, progress monitoring, mentor charts and text as well as lesson plans.

So Stay tuned  for my next few blog:  So I need a Guided Reading Binder?

If you find any of this information helpful or informative go check out my previous blogs, my facebook page, my pinterest boards and my instagram page. 

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So you're a new teacher and don't know where to start?

What is the hardest job in this world you ask? I use to wonder that as well until I became one.  Being a parent is definitely the hardest job in the world.    However,   I soon learned  the second hardest job hands down is teaching.

I am a teacher, and proud of it.  I have been teaching 23 years and have a lot to offer.  So why did I start this blog?  I started this blog to be able to share the knowledge and resources I have learned over the years.  I started this blog to show you what I have to offer you.  I started this blog for new teachers who may be overwhelmed and don't know where to start.  Please go back and read my previous blogs.    I remember being new and not knowing if I was going or coming.

My first class of students bless their souls. They were my guinea pigs. I  hope they learned something, because I was just  flying by the seat of my pants.  I learned a lot about myself and just how prepared I was for teaching.   So I dug in and begin to educate myself about how to be a classroom teacher.  I had the book knowledge  I needed the rest,  I was given a mentor and a list of books.  I was overwhelmed to say the least.  The one thing  I realized is that I  had to have classroom management under control first or my teaching would be in vain.

 I began to read books about  classroom management.  The book below was the first book introduced to me that I refer to often.  I have found 3 more that give practical and relatible scenarios and solutions for classroom management  of not only student behavior, but also teacher behavior.  I refer back to these ofter, because each year is different .  You have different kids with different issues, and with Covid the last 3 years have been quite a struggle for all educationrs. .  Yet it is important that we  reflect, adapt and modify for the current students in front of us.  Never assume one thing will work for all students.  Through trial and error one of the things I realized is the way to be able to run class effectively without a lot of disruptions is through active engagment.

I highly recommend this book for  new teachers.


In order for classroom management to be under control, you have to have rules, routines and procedures in place that are modeled, practiced and enforced.  Follow through is important  You can't implement something and not follow through with it.

I also recommend these books:

1.  Power struggles by Allen Mendler

    It's every educators worst fear: losing control of the classroom. This book showed me how to regain the focus of challenging and resistant students with this practical resource on classroom management, discipline, and motivation. 

2. Teach like a Champion   3.0 latest version ( there are 3 versions of this one) -  by Doug Lemov

  This book teaches you how to create a positive and productive classroom that encourages student engagement, trust, respect, accountability, and excellence

3.   Teach  Like a Pirate:  By Dave Burgess

 This book offers inspiration, practical techniques, and innovative ideas that will help you to increase student engagement, boost your creativity.

Once your classroom management and routines and procedures in place and only then are you ready to delve into your instruction.   I realized that I got more accomplished once I had all the procedural  things in place.  I was able to delve into the curriculum and learn my content.

   

The second thing that has to be in place as a new teacher is knowing your Teks and content.

I was self contained and tasked with teaching Reading, Writing, Word Study and Social Studies.  I grabbed copies of the expectations for my grade level for the subject area for the year and I read them, created a binder for them, highlighted them, tagged them with sticky notes and referred back to them often.


I created binders for every subject area, and every unit.  I would print the curriculum off our COL.  It allowed me to write on it directly.  I know some say it is a waste of paper, but I needed to have something concrete in my hands. I would read the UBD(Learning Plan) to see what is expected of the students and myself.  I would than analyze the End of Unit Assessment and determine what the students would be responsible for being able to do at the end,  Sometimes I found that there may not have been lessons on some of the things they would be tested on, so I had to create the lesson or integration of the topic.


I learned to use a timer to make the most of my time especially when it came to  Reading and Writers Workshop.   I realized after my first three years how important it was to stick to a mini lesson and to allow students the opportunity to engage in the actual task of Reading or Writing.  This is when I was able to pull those small groups that I have been blogging about.  I would reteach, reinforce or introduce skills to small groups of students.  I made sure that I met with every student at least once during a week.  

As teachers, we have to become strategic in forming flexible groups for multiple purposes.   If you haven't had a chance go check out my previous blogs that talk about how to form small groups, and possible resources you may need,

As educators we have to be willing to do the work in order to yield the results we are aiming toward.  I studied each lesson and made sure I had all the material ahead of time to make the most of the the mini lesson.   I didn't just read the Teks I studied them. I studied the assessment, looked over student work and let  the students dictate the direction of my instruction.  Of course, I had to do some whole group reteaching, but mostly I found I could group kids and teach to those who needed while continuing with the continent in the pacing guide in the order provided.  As a teacher, you learn  to modify and adjust Sometimes you have to just use your teacher instincts when planning your next step of instruction.

The third thing I had to have in place was  professional development to help me to grow as an educator and to continue to learn.  I enrolled in every workshop that dealt with my subject area.  I met colleagues that I  built relationships with and began to collaborate with and share ideas.  I found support systems that provided me with even more resources, books and ideas on how to become a better teacher.

So, here I am 17 years later sharing what I learned and how far I have come as an educator.  I am ready to go to the next level and help others excel.  I want to provide tips and resources via this blog, my Instagram pages, pinterest page, my Business Facebook page, my TPT account and by going live with quick tips that can be implemented immediately.

If you have questions you would like to ask, I will try to answer them,  feel feel to leave them in the comments below or go to one of my social  media pages.  Feel free to view, like, follow, share and comment

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A beginning of the year get to know bundle that helps you to set expecations, and to build relation ships with learners. 

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If I knew what I know now

Are you realizing that college didn't truly prepare you for the classroom?  Don't know where to start,


I am here to tell you,  I wanted to go call all of my college professors after my first month of teaching and  say some choice words to say the least.  I was so overwhelmed and above my head.  So, before I was ready to do my small group teaching, there was some other things I had to have in place first.


My 10 must haves in order to have a productive classroom:  (My first 3 weeks)

1.  Don't just give a list of rules, model those rules and have the students practice those rules.
2.  Have routine and procedures for  everything.  I mean everything and practice these as well.
3.  Have systems in place for materials:  Teacher and students
4.  Invest in a planner to track meetings, upcoming events, etc.
5.  Ask for a Mentor or coach you can talk to, plan with, get feed back from and problem solve.
6.  Develop a non punitive Discipline plan and be consistent enforcing it.
7.  Create partnerships that are flexible.
8.  Revisit  number 1 and 2  before breaks, after breaks, and especially towards the end of the year.
9.  Invest in a journal where you and reflect on your day, what worked, what didn't work, what changes you
     need to make academically, personally and in regards to the students.
10. Invest in organization tools:  Carts, baskets, etc.

SO YOUR A TEACHER, NOW WHAT?

What other insights do I have you ask?

Realize that you will make mistakes in front of the kids, use it as a teaching point.

Try to attend all professional growth classes that are related to your content area.

Make sure to read and study your lessons before time to teach them.

Study and know your districts Teks/Standards.

If you don't know ask somebody.

Make list, lots of list to keep you on target.

Keep open communication with your parents.

Here is a page from my 365 planner that I use daily.  What does your planner look like

All of these things are like second nature now, but when I first started I was clueless.  Every Summer  now, I write down every think I want to do, I sketch out my room arrangements, I revisit my rules and procedures list I save in my G drive.  I reflect on what worked and didn't work.  I study my Teks, attend professional growth class do book studies.  But the one thing I make sure I do, is take time for myself.  I rest, rejuvenate and take a break from it all.  I look at each year as my first year and try to make it the best that it can be. 

A teachers job is never done:  If you would like more tips and ideas go to my  Facebook page,  I also  post book suggestions for the classroom,, for personal growth.   If the link doesn't work search for Rhonda Educates and follow me.

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Teaching Reading in Small Groups

As a Reading Teacher,  It is my job to ensure students are taught the strategies and skills necessary to decode and understand text that they read independently.

   Using my data,  I group students in different ways:
            1.  Reading level
            2.  Strategy
            3   Skill

How do I teach  use Reading Level?

  I usually pull my lowest group five days a week,  my bubble group three times a week and usually I sat my high readers up into book clubs.  I pull  My on level or above readers at the beginning of the week and set up expectations for book clubs, they choose books, we create a calendar of meetings and assignments that they will do with their books and due dates.  They usually meet with me once a week, and I create quick writes to monitor discussion groups. When I pull my bubble groups according to their Reading Level,  I also utilize the Reading bands which provide me with skills and strategies students should be able to apply to the text.  I use QAR to help students understand where the answers to questions about their text come from.  I create questions that reflect the four types of questions, and model how to sort them based on criteria and then we answer them.

I create a response template like the one below as an anchor chart and a student response sheet.

My low group is usually my students who are struggling with using MSV  accurately.  So we work on Word Work.  I use  ABC charts, Blend charts, Magnet letters, poems and GR books that lend themselves to the word work lesson that is listed in the Fountas and Pinell''s  Reading Continuum.

Another thing that I work on during guided reading time is monitoring comprehension.  I take the book I will use and read it ahead of time and  prepare questions about the topic of book.  I sometimes use the Three types of questions formats, or focus in on skills.   I usually place them on sticky notes in the book that I am using to model.  However, sometimes I type the questions on sticky notes , run them through the printer, and place them in the students books ahead of time on the pages the questions are referring.  The students read independently and answer the questions when they read the page where they are attached.  After all students have finished the text, we discuss the book and questions.

 As students are reading, you as a teacher should be taking quick running records. Try to listen to one or two  students   a day.  The student read a short section of the text orally as you take anecdotal notes.  These notes will help you to plan a teaching point at the end of the lesson.  I try to listen to all students in the group during a week.  It may or may not be on the same book.  You also want to do a Formal Reading Record at some point to make sure students are applying what has been taught or are moving toward goals you have set for them.

Do I write lesson plans ahead of time? 

 Yes, but remember the best laid plans change at a whim.  So, according  to how the lesson goes daily dictates what the next lesson will look like.  Remember that you should be using a different book everyday, but again remember the best laid plans change.  Sometimes I find myself using a book 2 or 3 days.  I use familiar text to introduce and reinforce whole group teaching and also NF books take a moment to get through.

Things to Remember when forming Guided Reading groups?

Group kids by Reading level

Choose books that interest kids

Read the book ahead of time and write questions  ahead of time

Gather materials ahead of time so you want waste time

Do a book introduction that would get students engaged and wanting to read text

Do a picture or book walk and discuss photos or features you notice in the book

Make sure to do quick Running Records as kids are reading independently one or two at the most

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