I’ve been busy lately. For the past three and a half weeks I’ve been working at Lindamood-Bell Learning Centers for the summer. The first two weeks were training. I have to tell you that it was brutal. It was two weeks of teleconferencing with the 54 other centers across the country.
Don’t get me wrong, the training was fantastic with a lot of good information, but it was a bit overwhelming . So, long story short, I’ve been working there for nearly a month. It’s a little different than teaching. For one thing, it’s regimented and kinda’ scripted. I like working there because everyone is so nice. In fact, everyone tries to “out-nice” each other. It’s a really good place to work.
The pay is not good, but the experience is wonderful. I’ll see how much I can learn to teach my future students and keep you posted.
Bye for now!
I found this excellent article that purports to explain why children fidget. Read this and see if you agree. Enjoy!
WHY CHILDREN FIDGET: And what we can do about it
Angela Hanscom – Thursday, June 05, 2014
A perfect stranger pours her heart out to me over the phone. She complains that her six-year-old son is unable to sit still in the classroom. The school wants to test him for ADHD (attention deficit and hyperactivity disorder). This sounds familiar, I think to myself. As a pediatric occupational therapist, I’ve noticed that this is a fairly common problem today.
The mother goes on to explain how her son comes home every day with a yellow smiley face. The rest of his class goes home with green smiley faces for good behavior. Every day this child is reminded that his behavior is unacceptable, simply because he can’t sit still for long periods of time.
The mother starts crying. “He is starting to say things like, ‘I hate myself’ and ‘I’m no good at anything.’” This young boy’s self-esteem is plummeting all because he needs to move more often. Continue reading “The Real Reason why children fidget! by Angela Hanscom”
I have a story I just have to tell. It’s about my older sister (even though she tells everyone I’m older), who I’ll call Brown Girl. She is so giving. She is always giving me & the rest of our family gifts.
Even though this gift she gave me today is not even the biggest gift she’s given me, it was really what I needed. You see she gave me 25 books with the accompanying audio tapes. This is significant because I was just reading another teaching blog about the teacher having a listening center. Since I had older students I didn’t think to have a listening center. Add to the fact that my school had no resources. Well, now, thanks to my sister, I have the following titles:
- This Is The Way We Go to School by Edith Baer
- Abiyoyo by Pete Seeger
- The Snowy Day by Ezra Jack Keats
- Happy Birthday, Moon by Frank Asch
- Geraldine’s Big Snow by Holly Keller
- The Girl Who Loved Wild Horses by Paul Goble
- The Legend of Sleepy Hollow by (Adapted by) Freya Littledale
- The Vanishing Pumpkin by Tony Johnston
- My Favorite Time of Year by Susan Pearson
- Clifford’s Halloween Fun by Norman Bridwell
- Jamberry by Bruce Degen
- Make Way for Ducklings by Robert McCloskey
- Millions of Cats by Wanda Gag
- Happy Birthday, Moon by Frank Asch (duplicate)
- The Brave Little Tailor by (Retold by) Freya Littledale
- Sally’s Room by M.K. Brown
- Jamie O’Rourke and the Big Potato
- The Seven Chinese Brothers by Margaret Mahy
- Jesse Bear, What Will You Wear? by Nancy While Carlstrom
- Grandma and the Pirates by Phoebe Gilman
- Clifford, We Love You by Norman Bridwell
- It’s Valentine’s Day by Jack Prelutsky
- Chicken Soup With Rice by Maurice Sendak
- Curious George Rides a Bike by H.A. Rey
- The Popcorn Dragon by Jane Thayer
Even though some of these title are for young children, I will use these to make up my listening center. I’m going to plop them into some bags, label them, and create some other sort of activities to go with them. So there you have it- A center in a bag!
By the way, if you know of any activities I can use to make this center more interesting, feel free to drop me a comment!
Dear Readers, I was talking to my husband today about learning and if there’s a formula for it. That’s what jogged my memory regarding a formula I came up with. It’s pretty simple & straightforward.
Here it is: Learning the information + Making a connection with the information + Application of the information= Synthesis of information.
If you’re a teacher, have you found this to be true? Let me know what you think!
***This post is for Mary t. (sorry about the transposed letters). I hope this answers your questions. If not, don’t hesitate to e-mail me.***
Recently I posted about Elkonin boxes and how I have been having much success with them. I also linked to some other posts of mine regarding their usage. Click here and here. Now let me further explain how I use them.
Here’s a picture of an Elkonin box with three boxes. You can print this or you can make your own. To make your own, just draw 2,3,4, or 5 boxes side by side. Either way will work.
Elkonin boxes are used to teach phonemic and phonological awareness and syllabication.
Elkonin boxes are great because the students are using multiple modalities- tactile, visual, oral, & kinesthetic.
Title: Push it Good! Continue reading “Elkonin Boxes & Its Uses! (For Mary t.)”
I want Kindergarten teachers or anyone teaching the ABC song to make sure their students hear the different letters and not jam them altogether into one word. I have two stories about that. The first story is about my experience just this past week. The second story is about my niece, Mimi’s graduation twenty-one years ago. Like to hear ’em, here they go!
“Mrs. B,” my Kindergarten student, Will, asked, as I told him to write out the alphabets, “What is ellumenopea? How do you spell it?” Continue reading “What is Ellumenopea?”