This is Where We Learn

Or practice what we've learned.

Or do the task set forth by the teacher.

On a chair

He is completing his math "problem" in the most interesting way. I do not care. He is working. He is staying on task. And apparently, his body needed a different angle.

On the floor, with a friend

At a table, with a group of friends

Everyone finished at about the same time. Whether it was independent, or with others. I love that they are choosing what works for them to practice/complete a task. (This task was to show in their journal as many ways as possible that 7 marbles could be split into 2 different cups--write the addition fact to show the way. Great problem solving activity, since we had completed a similar one together just moments earlier.)

And they loved it also.

In fact, when they were done, they gravitated toward books, and their poetry folder. Some wrote more poetry to add, others practiced what was in it.

Then the BEST. THING. EVER. 

Independent from me, an impromptu reading/singing of poetry. Students gathered around after being invited by a couple.

And their appreciation was expressed in applause. I did not start it, but sure did join in.

Now as I reflect on those moments...

**Gratitude for time and space to allow these special children to choose a meaningful activity.

**Gratitude that social skills were being used by all (and recognized by others). So much so that one girl came to me and said--"I think you should give everyone 2 beads (my PBIS--please do not ask what that means, just know that it is 'catch them being good'), because everyone is getting along and no one is yelling."

I gave her a humungous handful of beads, and she joyfully spread them around to ALL of the students. 

**It felt like recess, because of so much choice. But it was real learning and practicing. Both reading and math, but also social skills. "Will you read this book to me?" "Come on, let's practice this." "Do you have a number chart that goes higher than 100? I want to make harder math problems."

**I am down to two desks, two circle tables, one rectangle table, and a kidney table. I think this will do it. It almost feels like we can breathe. We are more relaxed. We focus better (except for right after lunch). And I do not freak out about desks moving around or who is touching who's desk.

I really need to get a photo of the classroom. People walk by and say, you have so much room. Yes, I do. And we LOVE it.

I'm Finally on Board

Centers, Stations, Rotations, whatever you call them: I have had a most difficult time getting on board.

Until now...

It's got to be the new space I have "found" in my room.

All Saturday while Mrs. Jones and I were working at school (more to declutter, organize, rearrange, etc.) I kept thinking about where, and how I could put up a literacy station that was meaningful. And what that station might be. You know--really reading or getting better at a reading skill. That was a BIG deal when I realized what was going on in my head.

Because...

I've read the Daily 5. Tried it. Too much going on. I couldn't handle it. Read Literacy Stations and took a college class on it. Tried that too. We were tripping over each other. Didn't like that either. 

Now, as we embark on this new thing of "space in the classroom because of all the not having desks" I have so many ideas.

Here is what I put together... a retell station; a spell our weekly sight word pocket chart station; a winter books for reading and answer comprehension questions with one of those balls that has been sitting in my cupboard for three years because I didn't know what to do with it; a poetry station; and the library, because if they want to read--who am I to stop them?

Tomorrow can't come soon enough. I want to get these kids reading and pull a couple of strugglers and encourage their skills, teach them something and give them time for guided practice.

Pictures and more stories to come...

What's New and A Hug

When will I ever not say "I'm tired?"

Won't be today. Because, I'm tired!

Why?

I haven't even checked my blog reader this week. So, friends, I will get caught up this weekend and send some comment love. School and home have kept me busy. Not extra busy, normal busy.

See, I'm trying out a new thing. And it is wonderful and tiring all in one big ball.

Over the break I learned of teachers going deskfree. I've read plenty about not having a teacher desk, and that went three years ago. But what I'm talking about is kid-deskfree.

Mrs. Jones and I got pretty excited about the idea. We stayed up late dreaming. We worked extra in our classrooms. We talked it over with our principal. We talked it over with each other. We did A Ton of research on the internet. We got our custodian on board. And we began implementation this week, and it's been fantastic.

Today 8 desks moved out and one circle table moved in.

Weird how a panoramic photo squashes the room...

Here's what I've noticed so far...

1. The kids could move to get a drink or pencil and not trip over a desk.

2. The kids chose where to write during writing time. And boy did they write!!! For 15 minutes. Sustained. Check out the beauty...

There were a couple of side conversations, but then they got right back to work.

More of what I have noticed...

3. Since the kids move more, it seems to me that they are more attentive to me when I'm giving direct instruction.

To give direct instruction I pull all of the students up front. And there is room for all of them, no one is crowded.

4. Since they are all near me, I am able to be sure (as best as I can) that all are "getting it."

5. They have been smiling A LOT.

6. They seem happy to read, write and do math, instead of having recess all day long which would be their choice.

7. When they have finished a given task, they can move onto another task: read a poem in the pocket chart, take it apart, and read it again (it is really fun with a pointer); retell a story with retelling cards; read books for fun; or add "ch" words to a circle map that we started first thing this morning. See, awesome. And they have space to do this without stepping on someone or interfering with the direct instruction that someone else is getting.

8. I moved to the kids who needed instruction (instead of them coming to me) and that saved time which means more instruction.

9. Kids can make choices. I give the parameters and then let them choose. They have more perseverance when they make their own decisions.

10. I am super excited to develop more areas in the room to allow for purposeful practice of skills that I have explicitly instructed.

11. It has been even easier to differentiate the practice or instruction, because I can SEE. I see the kids. I see what they are doing. There is no hiding (at least, I hope not).

12. This is why I'm tired---I am constantly assessing, differentiating, redirecting, teaching, noticing and that, my friends, is mental and physical work.

Now, a story.

As the kids were leaving today I gave each a hug (as is my ritual). But there is one sweet boy that has never hugged me. He has his hand ready for the high five long before he reaches me, and that has been ok for us. As he approached today I got my hand ready. 

However, he nearly knocked me over with a huge hug around my waist. Quickly I grabbed him in a return hug. Then he was off to find his mom.

I was so stunned that I nearly forgot to hug the next in line.

I do not know what caused the change. It could be any number of factors. But I do know how it made me feel to have him hug me for the first time. 

Like a Rock Star.

He may not hug me tomorrow and that will be ok. I will let him lead for the rest of the year. But I will definitely be available for him--in the classroom, in the hallway, and when we say good-bye at the end of the day.