Salutations! Welcome to my blog. My name is Elaine Cabrera, and I am a student at Northern Marianas College, in the School of Education program. I am on my last semester, and I am undergoing my teacher training, otherwise known as student teaching. I have included some strategies, lessons, activities, and much more to document my teaching methods. Have fun, and remember, learn something everyday!
Monday, October 8, 2007
MEET MY MENTOR AND MASTER TEACHER, MRS. BEVERLY SURLA
Mrs. Beverly is a proud mother of two, and is an excellent mentor and friend. She is dedicated to the standards and benchmarks and the learning and skills of her students.
MEET ME!! MISS ELAINE CABRERA
Hi again! Just a little something personal. I began my journey towards being a teacher in Fall 2004. I have 4 beautiful children, Damian, Gaige, Kozmy and Reianah. I really enjoy teaching students, and I am learning and improving everyday. I believe that being a mother greatly helps me in understanding my students' needs. My motto is, "It is never too late for greatness."
TEACHING METHODS AND STRATEGIES
Mini-Lecture
The students had to do research on different biomes. The students were given the research material, and they decided what was the important information to present. They were in groups of five, and the biomes were Marine/Ocean, Tundra, Rainforest, Desert, and Grassland. Each group had different charts and different parts. They even had information on the type of wildlife and plantlife that live there, including adaptations and food chains. It tied in well with the standards and benchmarks.
Games and Puzzles
Games and puzzles can be used to provide a different environment in which learning can take place. This can also be used in cooperative learning groups. There are many different types of games and puzzles that can be adapted to present and review concepts. They can be used for review, reinforcement, critical thinking, problem solving, and decision making. Watch the competitiveness, as this is a learning tool to be used as for fun!
When we reviewed for the science final exam, we did a Jeopardy game. Here were my procedures:
Experiments and Demonstrations
Demonstrations and experiments can be used to show how something works or why something is important. These activities also provide a way to show the correct process for doing something, like a procedure. They should be carefully planned and conducted. they often involve the use of supporting materials.
The mini-lecture is a concise way to provide participants with background information, research findings, or motivational examples to spark interest and give them a framework for discussion or activity to follow. Mini-lectures should be brief and targeted, setting up an activity or discussion.
I often begin each lesson with a mini-lecture, whether it is to review and do another pre-assessment with question and answers, or introduce a new topic or activity that we are going to do. I feel that lecture is always important, and I make sure to do one with each lesson. Even when I give an exam, we have a discussion before, when the kids are studying, to make sure that they did not miss anything they were supposed to study.
I often begin each lesson with a mini-lecture, whether it is to review and do another pre-assessment with question and answers, or introduce a new topic or activity that we are going to do. I feel that lecture is always important, and I make sure to do one with each lesson. Even when I give an exam, we have a discussion before, when the kids are studying, to make sure that they did not miss anything they were supposed to study.
Research
Research required participants to seek information to complete a task. Participants may be given prepared materials that they must use to complete an assignment, or they may have to locate resources and gather information on their own. As a part of this strategy, participants must compile and organize the information they collect.The students had to do research on different biomes. The students were given the research material, and they decided what was the important information to present. They were in groups of five, and the biomes were Marine/Ocean, Tundra, Rainforest, Desert, and Grassland. Each group had different charts and different parts. They even had information on the type of wildlife and plantlife that live there, including adaptations and food chains. It tied in well with the standards and benchmarks.
Games and puzzles can be used to provide a different environment in which learning can take place. This can also be used in cooperative learning groups. There are many different types of games and puzzles that can be adapted to present and review concepts. They can be used for review, reinforcement, critical thinking, problem solving, and decision making. Watch the competitiveness, as this is a learning tool to be used as for fun!
When we reviewed for the science final exam, we did a Jeopardy game. Here were my procedures:
- First, I had the students pick a domino from a bag, there was a 11 red, and 11 blues. This is how we determined if they were going to be on the red team or the blue team.
- Then, I asked the students to place their dominoes on the desk, with the dots facing up. I used them to write the team member names in order. Here is the important thing, I teamed them up with someone who matched their skill, so that they would be evenly matched.
- After the pairs were established, we went over the rules. A pair will go to the desk in the front. I will pick the first category. They must put their hands flat on the desk. When the first one to raise their hand will be the first one to try to answer. If they get it incorrect, their opponent gets a chance to answer. Whoever gets it right gets the points.
- In the event that both of them get it wrong, then the next pair has to wait for me to finish reading the COMPLETE question before they are allowed to raise their hand. Now it is a game of speed. Have the class help you to point out who was the fastest.
- If they get the answer correct, color the square the color of their team. When the next pair come up, that team has control, and places a sticky note on the category and amount that they like.
- At the end of the game, tally up the student scores. Have the students add them together with you. Declare a winner and congratulate the whole class.
- Important to know:
- Set up the questions ahead of time, use a Jeopardy template on your computer to make it easier to get questions and answers.
- Draw the Jeopardy board ahead of time, and prepare the dominoes ahead of time also, or whatever you may want to use.
- Make sure to go over the rules with the students. I had rules about who gets to talk when, what happens if you blurt the answer (take off points!), and that there should be no teasing and taunting.
- Explain to the students that the game is not just about knowing the answer, but about being fast. This way the students will not feel so bad if they don't answer the question.
- Remember, praise, laugh, and enjoy!
Student or Participant presentation
Individual students or groups of participants can present information to the rest of the class. Be sure to have clear guidelines for participants to follow, including time, and objectives. This strategies also goes very well with adult learning theory, teach others for retention.
We did this in science. The students were given facts about bacteria, and they had to get into groups and put their information on their whiteboards. I hand picked students to do the presenting, so that they will have the confidence to speak in class. I told the students about respect of their fellow students. Basically, it was a golden rule moment, "Do unto to others as you would have them do unto you." If they did not want to be teased, then they shouldn't tease. If they want their classmates to listen, then they should listen also.
This was a cool flip to creative writing. The students started off by making one sentence. One by one, each student added his or her sentence. They started with, One hot summer day...". Each student gave his or her own twist or plot to the story. Halfway through the story, each student had to finish the class story. It was really cool to see how different these stories turned out. The main thing, they expressed their creativity, and I had so much fun reading them!
We did this in science. The students were given facts about bacteria, and they had to get into groups and put their information on their whiteboards. I hand picked students to do the presenting, so that they will have the confidence to speak in class. I told the students about respect of their fellow students. Basically, it was a golden rule moment, "Do unto to others as you would have them do unto you." If they did not want to be teased, then they shouldn't tease. If they want their classmates to listen, then they should listen also.
Creative writing
This strategy can take many forms, from poems, stories, written role-play (scripted) journal written reflective thoughts. They can be shared or not. This form gives participates a creative outlet to the subject taught or discussed. One can also see transfer learning happen in this form of expression.This was a cool flip to creative writing. The students started off by making one sentence. One by one, each student added his or her sentence. They started with, One hot summer day...". Each student gave his or her own twist or plot to the story. Halfway through the story, each student had to finish the class story. It was really cool to see how different these stories turned out. The main thing, they expressed their creativity, and I had so much fun reading them!
Experiments and Demonstrations
Demonstrations and experiments can be used to show how something works or why something is important. These activities also provide a way to show the correct process for doing something, like a procedure. They should be carefully planned and conducted. they often involve the use of supporting materials.
We did an experiment testing which brand of paper towel was stronger: Bounty, Brawny and Sofitelle. The day before we reviewed the steps of the scientific method. The students were put into four different groups. We studied the packaging, we talked about the website, and they decided which one they thought was the best. The students came up with three different hypothesis, and it was time to test to see which hypothesis was correct.
When we were done, we reviewed the data, and came up with the same conclusion. The winner was and still is.....Bounty! With an average of 100 marbles and 8 shakes, Bounty blew the competition out of the water. Only 9 students were correct in their hypothesis. It was a great experiment. The students identified every procedure of the scientific method. Remember, always review the procedures twice or even more, and have the students repeat what the procedures are.- Each one of them had a job to do. I had a timer, a material collector, a marble dropper, a water person, a recorder, and paper towel holder.
- Materials were paper towels of each brand, marbles (100), bowls, measuring cups, stopwatch or watch, paper and pencil.
- The students had to hold the paper towel over the bowl, and pour 1/4 cup of water in the middle of the paper towel. Then, every three seconds they were to drop a marble on the paper towel. When the paper towel broke they would record the data.
Continuum Voting
Continuum voting is a stimulating discussion technique. Students, participant express the extent to which they agree or disagree with a statement read by the leader. The room should be prepared for this activity with a sign that says agree on one wall, and a sign that says disagree on the opposite wall. There should be room for participants to move freely between the 2 signs. As the leader reads the statement, the participants move to a point between the signs that reflect their thoughts or feelings. A position in the middle between the signs indicates a neutral stance.
We did a unit on bacteria, from the kingdom Monera. It was really fun. I used bacteria facts, and the students had to choose whether the statement was true or false. I had the students line up in the middle. The right side was true, and the left side was false. Of course the middle was for those who were undecided. I asked each bacteria fact, had them vote on their answer, and then I told them whether it was true or false. The kids really cheered when they got it correct, and asked why when they got it wrong. I gave them the explanation. I intergrated this into their learning, and I had then as bonus questions on the test.
I often had the students pair up so that they can do math. I find this the best time for me to do it. We did it when we worked with fractions and rounding. I think that the most interesting thing you can do is to make sure that you pair them according to ability. Do not pair up students that you know will be lost together on the assignment. I have used labels, writing their names on their paper, and even having them choose (just once mind you!). We did this activity on rounding where we had to roll the dice. This really helps because you can hear the students explaining to each other why something has to be rounded up or down. It was very good when it came to the final because most of the students understood without extra help.
The students were given daily vocabulary. Each vocabulary word came with a question that the students had to answer that pertained to each word. The students were to write a paragraph, and were given a rubric for the number of sentences and grammar. We were learning editing marks, and we used them in the journals. Everyone got full credit, regardless of their grammar. However, we did take off points if they were not making an effort. They had to write five sentences, if they wrote three or less, that meant that they were not trying. They were given enough time and were also allowed to bring it home to finish it.
We did this a lot in the class. We usually had small group activities. In this activity, we were making a model of a cell using jello (cytoplasm), gummy bears (vacuoles), jelly beans (chloroplasts), malt balls (nucleus), and raisins (mitochondria). It was really disgusting and cool! Thomas decided to look under and hold the paper plate above its head. Although I didn't like it, it was a good idea because when they did, they got a good look at how a cell looked through the translucent paper plate! I say, use every opportunity!
We did a unit on bacteria, from the kingdom Monera. It was really fun. I used bacteria facts, and the students had to choose whether the statement was true or false. I had the students line up in the middle. The right side was true, and the left side was false. Of course the middle was for those who were undecided. I asked each bacteria fact, had them vote on their answer, and then I told them whether it was true or false. The kids really cheered when they got it correct, and asked why when they got it wrong. I gave them the explanation. I intergrated this into their learning, and I had then as bonus questions on the test.
Dyad Discussion
Working in pairs allows students to provide encouragement and to support each other. I often tell participants to Buddy Up or get with someone and then do the assignment. Often in groups of 2 more sharing will happen than in a larger group. You can have the dyad report out their discussion.I often had the students pair up so that they can do math. I find this the best time for me to do it. We did it when we worked with fractions and rounding. I think that the most interesting thing you can do is to make sure that you pair them according to ability. Do not pair up students that you know will be lost together on the assignment. I have used labels, writing their names on their paper, and even having them choose (just once mind you!). We did this activity on rounding where we had to roll the dice. This really helps because you can hear the students explaining to each other why something has to be rounded up or down. It was very good when it came to the final because most of the students understood without extra help.
Journal Writing
Journal writing affords the opportunity for thinking and writing. Expressive writing requires that participants become actively involved in the learning process. This process becomes less effective if participants need to worry about spelling or grammar. Students should be encouraged to write freely in their journals without fear of evaluation.
The students were given daily vocabulary. Each vocabulary word came with a question that the students had to answer that pertained to each word. The students were to write a paragraph, and were given a rubric for the number of sentences and grammar. We were learning editing marks, and we used them in the journals. Everyone got full credit, regardless of their grammar. However, we did take off points if they were not making an effort. They had to write five sentences, if they wrote three or less, that meant that they were not trying. They were given enough time and were also allowed to bring it home to finish it.
Small Groups
Participants working together can help simulate each other’s creativity. Small group activities are cooperative, but have less formal structure than cooperative learning. These activities encourage collective thinking and provide opportunities for participants to work together and increase social skills.We did this a lot in the class. We usually had small group activities. In this activity, we were making a model of a cell using jello (cytoplasm), gummy bears (vacuoles), jelly beans (chloroplasts), malt balls (nucleus), and raisins (mitochondria). It was really disgusting and cool! Thomas decided to look under and hold the paper plate above its head. Although I didn't like it, it was a good idea because when they did, they got a good look at how a cell looked through the translucent paper plate! I say, use every opportunity!
VALUE IN DIVERSITY
We have a lot of diversity on campus. There are many ways that we show our diversity, with many activities.
One activity was to have a different day represnt a wacky Halloween week. We had mix up color day, wacky hair day, and even aloha day. Here are some pictures where we had fun dressing up. Parents and teachers joined the students in celebrating this festive time. This helps us to appreciate diversity.
We also have Family Reading night. This helps the community come together with their children. The parents can choose to read or to be read to by their children. It also helps by having the students actually take a test on what is being read.
Campus Cleanup is scheduled every month. Here the students and the community come and help cleanup the campus together. We learn to be Peacebuilders, be good citizens, and enjoy family time.
Another great day that we have is Sports day. We have one every semester. The students enjoy a day of sports and games, from tug of war to egg races, it is really a time for the students to have fun. Now, the last time we lost to Mrs. Church's class at tug of war, but we are hungry to win so hopefully we take it this time.
Our students are very active. They love to join PGFC, where they are able to participate in the performing arts. They also learn about language and reading. Also, the students join Math Court, where they participate in leveled math challenges. San Antonio may be a small school, but they really have a lot of participants. Students are recognized for their success at Peacebuilder ceremonies and in the bulletin.
The community also celebrates Thanksgiving. this year, we took home two prizes! Russ Dequito came up with the winning theme: "Thanksgiving is a time to give thanks to those who has helped us". We also won the door decorating contest. We used brown banana leaves, and we wrote who we were thankful for. We also had little chicks on a crest bus and saying the Peacebuilder pledge. We also performed on stage, the students worked hard for it.
Of course, who can forget our Peacebuilder's ceremony. Every Friday, we have gather in the morning, say the Peacebuilder pledge and sing the song. We have a performance from students who teach us through song, skit, or dance, the different aspects of Peacebuilders and CREST. A new addition this year is a 15 minute workout to promote health and wellness. I must admit, the most favorite song is "the Chicken Dance".
PROFESSIONAL GROWTH ACTIVITIES
Professional Development
I attended professional development on 4th grade hands on science twice. It was a great experience where we learned about how to teach about matter and the human body. I also attended a very interesting class about dealing with sensitive issues such as identity. It was a great experience that I am sure I will see more of.
Grade Level Meetings
Grade level meetings help me see that there are more than grades and teaching. We have to be aware of what is needed for accreditation. We learn what are low level and high level activities for students. I attended grade level meetings and we have to make a pre/post-test for each benchmark in science. This is a good guideline to help us define the standards and benchmarks and make teaching between grade levels more uniformed.
Education Day
Education day was on November 21, 2007. It was my very first and I had so much fun. It is a time for all the schools to come together and have fun. We celebrate our teachers, teacher aides, and support staff. We ate, we danced, we celebrate. Oh, and congratulations to the Teacher Aide of the Year, fellow SOE stud
ent teacher, Miss Kate Borja.
I attended professional development on 4th grade hands on science twice. It was a great experience where we learned about how to teach about matter and the human body. I also attended a very interesting class about dealing with sensitive issues such as identity. It was a great experience that I am sure I will see more of.
Grade Level Meetings
Grade level meetings help me see that there are more than grades and teaching. We have to be aware of what is needed for accreditation. We learn what are low level and high level activities for students. I attended grade level meetings and we have to make a pre/post-test for each benchmark in science. This is a good guideline to help us define the standards and benchmarks and make teaching between grade levels more uniformed.
Education Day
Education day was on November 21, 2007. It was my very first and I had so much fun. It is a time for all the schools to come together and have fun. We celebrate our teachers, teacher aides, and support staff. We ate, we danced, we celebrate. Oh, and congratulations to the Teacher Aide of the Year, fellow SOE stud
ent teacher, Miss Kate Borja.
MAKING LEARNING RELEVANT FOR STUDENTS
We did a unit on ecosystems. So, we went outside and observed and recorded a 12 x 15 foot area of the campus. We also wrote and discussed how humans affected these areas.
We discussed about relationships among animals. We brought it down to our level and background. We talked about the brown tree snake and the scarlet gourd, and how they are affecting our environment. It was a good example of what happens if there is too much prey and no predators.
We covered the five kingdoms. The students studied the Moneran kingdom, Protista, Animalia, Planteae and of course Fungi. The students understand that the Animal Kingdom is classified into different classes. We used Spongebob Squarepants characters to help them see the classifications. After this discussion, they were able to understand better.
When we talked about symbiosis, it was easy to discuss about mutualism because the whole class watched "Finding Nemo". They were able to see the relationship between the clown fish and the sea amenome.
We discussed about relationships among animals. We brought it down to our level and background. We talked about the brown tree snake and the scarlet gourd, and how they are affecting our environment. It was a good example of what happens if there is too much prey and no predators.
We covered the five kingdoms. The students studied the Moneran kingdom, Protista, Animalia, Planteae and of course Fungi. The students understand that the Animal Kingdom is classified into different classes. We used Spongebob Squarepants characters to help them see the classifications. After this discussion, they were able to understand better.
When we talked about symbiosis, it was easy to discuss about mutualism because the whole class watched "Finding Nemo". They were able to see the relationship between the clown fish and the sea amenome.
ASSESSMENT
BRI (Basic Reading Inventory)/RFA (Reading First Assessment)
Students are tested every quarter for their reading fluency and reading comprehension. They are also testing on sight words for grade level. The students are given specific times to come and get tested. They only come on their assigned time. Testing period is three days, and done by grade level.
Star Reading/Star Math
Students are given goals for their reading and math level. They take tests and practice to reach their goals.
Worksheets
The students are given worksheets to practice skills. These include Main Idea, Context Clues, and Summarizing. These are given everyday as homework. We use this to help them develop the skills needed to be successful throughout their school years.
Accelerated Reading/Accelerated Math
Here, the students are also practicing their skills. Here, students can take tests and read books according to their individual level. They can take their time and go at their own pace. Accelerated math helps them to pick up their grade level. It is like having a personal tutor.
Journals/Rubrics
The students have to write journals on their daily vocabulary. They have a rubric to follow. They are also familiarized with the editing marks. It is a good read, and it helps them develop their writing skills.
Hands-On activities
We do a lot of hands ons actvities in science, social studies, and math. In science we do experiments, and in math we use manipulatives.
Tests and Quizzes
With each section, we break it down into quizzes. At the end of the quarter, we administer final exams for each subject. It does not count for a major part of the grade, but it helps us to determine if we need to reteach and who we need to tutor.
Tests and quizzes
Students are tested every quarter for their reading fluency and reading comprehension. They are also testing on sight words for grade level. The students are given specific times to come and get tested. They only come on their assigned time. Testing period is three days, and done by grade level.
Star Reading/Star Math
Students are given goals for their reading and math level. They take tests and practice to reach their goals.
Worksheets
The students are given worksheets to practice skills. These include Main Idea, Context Clues, and Summarizing. These are given everyday as homework. We use this to help them develop the skills needed to be successful throughout their school years.
Accelerated Reading/Accelerated Math
Here, the students are also practicing their skills. Here, students can take tests and read books according to their individual level. They can take their time and go at their own pace. Accelerated math helps them to pick up their grade level. It is like having a personal tutor.
Journals/Rubrics
The students have to write journals on their daily vocabulary. They have a rubric to follow. They are also familiarized with the editing marks. It is a good read, and it helps them develop their writing skills.
Hands-On activities
We do a lot of hands ons actvities in science, social studies, and math. In science we do experiments, and in math we use manipulatives.
Tests and Quizzes
With each section, we break it down into quizzes. At the end of the quarter, we administer final exams for each subject. It does not count for a major part of the grade, but it helps us to determine if we need to reteach and who we need to tutor.
Tests and quizzes
TEACHNOLOGY IN THE CLASSROOM
We were doing a lesson unit on cells. What better way to study cells, than to actually look at them through the microscope. We teamed up with our 4th grade colleague Mrs. Church to look at various cells. We started out with an onion cell, for it is easy to see the cells in formation. The children then had to draw what they saw, and compare it to their cell drawings that they made the previous week. We took it one step further and had the students look at actual human cells. I can say that for most of them, what they saw on the slides was not what they were expecting to see!
Here are a few pointers that helped our lesson run smoother, and can help you, too!
- Having such a big class and expensive and sensitive equipment, make it a point to review the rules of handling the equipment, rules of conduct and the consequences with the students.
- Make sure that your are constantly on the move! Make sure that you eat something, so you don't run out of energy.
- Stop the entire class when needed for things such as checking if everyone looked at the microscope, and knows what to do.
- Break the students up in groups, and assign a group leader for each. Make the leader responsible for preparing the slides.
- Most importantly, have the class cleanup their mess! It is a tough job to clean everything yourself!
- Have some worksheets or books handy for those students who finish early. Better yet, have them write a reflection about their experience.
Star Reading/Star Math
The students take a test in math and reading. They do this on the website "Renaissance Place". Each student logs into their own account. Here, we determine their math and reading levels.
Accelerated Reading
The students have one hour of reading on Thursdays and Fridays. When the students have finished with a book, they log into their "Renaissance Place" account and take a comprehension test on the book that they read. Goals are set for each student. The more they read and get correct answers on the test, the more they are closer to reaching their goals.
The students take a test in math and reading. They do this on the website "Renaissance Place". Each student logs into their own account. Here, we determine their math and reading levels.
Accelerated Reading
The students have one hour of reading on Thursdays and Fridays. When the students have finished with a book, they log into their "Renaissance Place" account and take a comprehension test on the book that they read. Goals are set for each student. The more they read and get correct answers on the test, the more they are closer to reaching their goals.
BEHAVIOR MANAGEMENT AND STRATEGIES
Classroom Rules:
1. Follow directions the first time given.
2. Keep hands, feet, and objects to yourself.
3. Raise your hands and wait until you are called upon.
4. Carry out your student responsibility.
Student Responsibilities
1. Do your own work.
2. Ask help when you need help.
3. Take care of your own things.
4. Finish your work and turn it in on time.
5. Show respect to others--teachers, peers, and properties.
6. Accept responsibility for grades and other consequences.
Rewards for Good Behavior and Following Rules
1. Center Time
2. Computer Time
3. Praises from Teacher
Student Responsibilities
Students are assigned responsibilities for one week.
Secretary
The secretary takes care of the attendance. They mark who is absent and tardy.
Graphic Artist
The graphic artist designs the daily calendar. They can use lines or pictures.
Chronologist
The chronologist writes the date on the top left hand corner.
Meteorologist
The meteorologist records the weather of that day.
Historian
The historian notes any special events that we had that day.
A.M. Reporters
The A.M. reporters record the standards and benchmarks that were taught as well as the activities that morning.
P.M. Reporters
The P.M. reporters record the standards and benchmarks that were taught as well as the activities that afternoon.
Librarians
The librarians clean up the library and sweep the carpet.
Runner
The runner does errands for the teacher outside the classroom. The runner is also responsible for taking the attendance report to the office in the morning.
Class Monitor
If there is ever a time that the teacher leaves the classroom, the monitor records who were not following directions and breaking the rules.
Cafeteria Monitor
The cafeteria monitor chooses the students who are ready to line up. When the students are orderly, the monitor escorts the students to the cafeteria. He or she records who was talking and making a mess in the cafeteria. He or she then gives the list to Ms. Beverly or myself. We questions the students, and those that take responsibility stay in the class during lunch.
I find that using the Hi Five method is the most effective. When you raise your hand or tell them to give you a high five, they stop what they are doing and pay attention.
Another method that we use is that we ring the bell. The students stop what they are doing and pay attention.
For the students that go to the bathroom or library, there are passes available for them to wear.
1. Follow directions the first time given.
2. Keep hands, feet, and objects to yourself.
3. Raise your hands and wait until you are called upon.
4. Carry out your student responsibility.
Student Responsibilities
1. Do your own work.
2. Ask help when you need help.
3. Take care of your own things.
4. Finish your work and turn it in on time.
5. Show respect to others--teachers, peers, and properties.
6. Accept responsibility for grades and other consequences.
Rewards for Good Behavior and Following Rules
1. Center Time
2. Computer Time
3. Praises from Teacher
Student Responsibilities
Students are assigned responsibilities for one week.
Secretary
The secretary takes care of the attendance. They mark who is absent and tardy.
Graphic Artist
The graphic artist designs the daily calendar. They can use lines or pictures.
Chronologist
The chronologist writes the date on the top left hand corner.
Meteorologist
The meteorologist records the weather of that day.
Historian
The historian notes any special events that we had that day.
A.M. Reporters
The A.M. reporters record the standards and benchmarks that were taught as well as the activities that morning.
P.M. Reporters
The P.M. reporters record the standards and benchmarks that were taught as well as the activities that afternoon.
Librarians
The librarians clean up the library and sweep the carpet.
Runner
The runner does errands for the teacher outside the classroom. The runner is also responsible for taking the attendance report to the office in the morning.
Class Monitor
If there is ever a time that the teacher leaves the classroom, the monitor records who were not following directions and breaking the rules.
Cafeteria Monitor
The cafeteria monitor chooses the students who are ready to line up. When the students are orderly, the monitor escorts the students to the cafeteria. He or she records who was talking and making a mess in the cafeteria. He or she then gives the list to Ms. Beverly or myself. We questions the students, and those that take responsibility stay in the class during lunch.
I find that using the Hi Five method is the most effective. When you raise your hand or tell them to give you a high five, they stop what they are doing and pay attention.
Another method that we use is that we ring the bell. The students stop what they are doing and pay attention.
For the students that go to the bathroom or library, there are passes available for them to wear.
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