It’s wild to think that a new school year will be starting soon. Some have already started their new year! With the new year comes new teacher assignments, and a great opportunity to get to know those teachers!
As a teacher, I always appreciated when parents or students took the time to think of me— it was so nice to be acknowledged! Now, as a parent, I do my best to let my kids’ teachers know that I appreciate them and their hard work. Rather than just picking a random treat at the grocery store, I always like to know exactly what they like. I also like to make sure I get something they like, want, or need to avoid food allergies or purchasing something they don’t have use for.
When we go to back to school night, I often will take a little “welcome back to school” gift— a can of cleaning wipes, box of tissues, or something similar with a “getting to know you” survey attached. The survey can be filled out at the teacher’s convenience then sent home with your child.
I thought I’d share the survey I give to teachers so you can get to know the wonderful people who will be teaching your kids this coming year! Just click on the “Download” button below and print off a copy of the survey. I’ve included both a color and a black and white option to fit all printing needs.
**Printable is free, but please do not sell, re-post, or claim as your own.**
Bell ringer. Self starter. Warm-up. Do-Now. Question of the Day. Bell work. Any of these sound familiar? Whatever you call it, many teachers use them: a quick mini-assignment that students complete at the beginning of class to get them focused on the material, review learned concepts, and for teachers to informally assess how students are doing.
Back in 2009, I was an eager intern, ready to take on my first year of teaching. I remembered some of my Language Arts teachers beginning each class with a language exercise, frequently referred to as “Daily Oral Language” or DOL. In my mind, I these exercises were such a fun way to start class (probably because I loved grammar, writing, and reading). I don’t think everyone felt the same. In an effort to emulate some of my favorite teachers, I decided I was going to start my classes by having my students do DOL.
I’d roll my overhead projector to the front of the room, place my carefully selected DOL exercises on the projector, and have my students open their notebooks and begin. I quickly realized that, much to my dismay, my students did not share my enthusiasm for sentence corrections, grammar exercises, and spelling practice. Clearly I needed to rethink my strategy and find something that worked a little better.
It took some time to figure out what worked best for me and my classes, but I eventually settled into a new routine: rather than do DOL every day, I would rotate what we did. Some days we would do DOL, sometimes we would begin class with silent reading, and other times, we would begin with a journal prompt. The variety worked well, and kept things interesting.
After my intern year, I found a teaching position where I taught my own classes every other day. On the days I wasn’t in my own classroom, I was a substitute for other teachers in the building. I enjoyed seeing what other teachers were doing as their bell-ringer activities. They were always a great way to start class and get students in the mindset for whatever class they were in. It gave students a reminder of material they had already learned or to give them a preview of what they were going to learn.
I realize they don’t work super well for some classes, but for others, they are an effective strategy to begin class with.
Do you use a bell-ringer activity in your class? What kind of questions, prompts, or activities do you have your students respond to? If you’re not currently using a bell-ringer, perhaps you might consider giving it a try as you begin a new school year!
As we near August, many teachers around the country are holding on to every last second of summer break that is left. They’re soaking in a couple of extra pool days, intentionally not setting their alarms, and are enjoying the freedom of making mid-morning appointments or lunch dates with friends. They’ve got the date of their first contract day in the back of their mind, and are subconsciously aware that it’s coming up quickly. Some may be looking forward to their first day back with excitement, some with nervousness, and others with a mixture of the two. Others, however, may be dreading the day, not quite ready to trade their freedom for cell phone policing and grading. Depending on the year, I’ve experienced both feelings— both the agony and the ecstasy.
Teachers and other school staff aren’t the only ones in this boat; Students are also feeling the end of summer. They are squeezing in last minute family trips, summer camps, late nights, and late mornings. They are enjoying the endless flow of snacks and popsicles and are living their best lives next to the pool. For most kids, summer is bliss, careless and free. As summer starts to come to an end, they are filled with anxiousness as they wait for class schedules and teacher assignments to be posted. They’re hoping that their best friend is in their class, and that they get the “cool” teacher that everyone wants. It’s a double-edged sword, because they know that along with this excitement of a new year comes the idea of a more structured schedule, homework, and less freedom. Some kids are anxiously awaiting the first day of school because school is their safe place— a place of comfort, happiness, stability, and lack of hunger. For some, summer is the worst few months of the year, and is a time of uncertainty and fear. Other kids may feel anxiousness because school is hard for them and they just don’t want to have that frustration again.
Parents are also stuck in this dichotomous state of anticipation and dread. For many working parents, summer becomes a time of high stress, as they have to find child care, arrange schedules, and manage the guilt that can come from being a working parent. For stay-at-home parents, summer time can mean chaos. Schedules are thrown off, food seems to be flying off the pantry shelves (how are they STILL hungry??), and there is a constant chorus of noise coming from all corners of the house. The house is never clean, and they find themselves saying, “Please shut the door!” approximately 1,352 times a day. Parents are usually exhausted by this point in the summer, and are excited to have more structured days and to have the house stay clean for more than the eight hours the kids are asleep. On the other side of the spectrum, parents are also finding themselves breathing in the last days of summer, watching their kids enjoy childhood. They are feeling nostalgic, and are hoping they’ve created summer memories that will last a lifetime. They are rushing to create last minute moments of happiness as they savor these fleeting moments with their children.
I find it interesting how something like the start of school can stir so many feelings in people. I guess that’s how it is with change. And while I understand why there is such a wide range of emotions surrounding school, I also hope people know what a privilege it is to be able to attend school and learn. The freedom to be able to sit in a classroom is incredible. Teachers work hard to plan and carry out lessons that are meaningful and engaging, and are doing their best to make school a safe place for their students.
So, yes, the end of summer can be sad, and the start of school can feel daunting. But it’s also a time to start the new year with a positive attitude and excitement for what’s to come. It’s a time to cherish the memories you made during the summer while also looking forward to making new memories as the school year starts. So as we prepare to send summer out in style, let’s also welcome the school year with open arms, ready to experience whatever is in store for us!
Last week, our school district sent out an email containing their new cell phone policy. My kids are still too young to have a phone, but I read through the document so I was aware of the changes. For elementary and middle/junior schools, cell phones must be left in backpacks and settings must be that they cannot receive notifications during school hours. If a student needs to contact a parent or guardian, they must either go to the office and use the school phone or they can take their cell phone to the office and use once they are in the office. Smart watches are ok to be worn, but must be set so that they cannot receive or send notifications. For high school students, rules are the same, but phones can be used during class changes, lunch break, and before/after school hours.
The new policy was received with mixed reactions, as one would expect. I was at a neighborhood gathering later that day, and it seemed to be a big topic of conversation. All of the adults were happy about the policy, but all of the teens I spoke with were less than thrilled about it. Which, honestly, is exactly what I expected the reactions to be.
The teens were not excited about not having instant access to their phones. “But what if my mom needs to text me during the day?” one of the girls asked. To which I told her, “If it’s a big enough emergency, she can call the front office, and they will get a message to you! If it’s not a big emergency, then it can wait!” … She was not excited about my answer.
I think her response was rooted in more than a fear that her parents wouldn’t be able to immediately get hold of her; I think it was based in panic that her phone wouldn’t be right with her at all times. We have all become so used to having our phones in our hand, pocket, or purse at all times that the thought of being without it often causes an uneasiness and uncertainty. It’s an interesting phenomenon that is unique to this period of time.
From a teacher’s perspective, I see some great benefits from this new policy. I love the idea of phones being completely out of sight and not on them all the time. Digital distraction is real. I haven’t been in the classroom for eight years now, so this problem wasn’t nearly what it is now, but I would have really loved not having to ask students several times to put their phones away— and I had a no phones policy in my classroom! The idea of having my students be more present in class is one I can get behind. The focus that can come when a device is not attached to someone is incredible. There is also the problem of devices being used to cheat on assignments or tests. I’d like to say that all teachers are super aware and on top of things that are happening in their classrooms, and would be aware enough to catch a cheating student, but I think we all know that just isn’t the case, unfortunately. Not having phones immediately available is a good thing when it comes to sneaky students who want to cheat.
I remember allowing my students to use their phones to read (I taught English, and we did daily reading time). We also often had times where I allowed students to listen to music with headphones while we did independent work— most of them had music on their phones, so it worked really well and made for a very quiet classroom. Sometimes phones came in handy during writing/research assignments when we weren’t in the computer lab and someone needed to look up a quick fact or something. Even though phones were useful for these things, I don’t see a no phone policy being a problem today, as most secondary students are issued their own school-owned Chromebook that they can use. And honestly, reading from a real, physical book is quite a treat and is not all that inconvenient.
The other question that arises is should the district be able to dictate this kind of thing for teachers? Should teachers be able to institute their own cell phone policy within their own classrooms? Obviously, most teachers would likely be on board with phones being out of sight during class, but there are some teachers that do allow for occasional phone use and have a little more flexibility. I don’t know if there are any easy answers here.
What I do know is that when at school, students need to be focused and present. The texts, posts, and games can wait. Education is crucial, and it’s alarming how many students today don’t think it is. We cannot avoid phones and other digital devices— they are almost a necessity for living in today’s modern society. But we can be better about when and where we use them, and I know we can definitely be better about how, when, and where we allow our children and students to use them. Their young, developing brains do not need screens all day every day. In fact, they’ll be better off with minimal screen time.
While this great cell phone debate is real, is a hot topic, and doesn’t have easy answers, it’s one we face today. Where do you stand on this issue?
This past weekend, my husband and our two oldest boys ran a Spartan race— a grueling race that includes running along dirt trails for a specific distance all while conquering obstacles along the way. The kids’ races ranged from 1-3K with 10 or so obstacles, and adult athletes could choose between a Sprint (5K + 20 obstacles), Super (10K + 25 obstacles), or the Beast (21K + 30 obstacles). The race course was at a ski resort, which meant steep hills and mountainous terrain. It was 90 degrees outside, and we were at a base elevation of 6,391 feet. It was indeed a test of mental and physical strength and stamina, and was certainly not for the feint of heart. It was truly inspiring to watch the athletes compete and overcome the challenges with which they were faced.
Some of the obstacles athletes were asked to complete were less intense (like crawling through a tube or crawling under a tunnel), while others were much more intense (such as lifting and carrying a 60 pound ball from one end of the obstacle area to the other and back again, the rope climb, or the inverted wall climb). The obstacles by themselves would be challenging, but not impossible; add in the above mentioned factors of temperature, terrain, elevation, and distance to run, and the obstacles suddenly become much more daunting.
As I’ve reflected on the race over the past couple of days, I couldn’t help but think about how the whole race experience relates to education. At the beginning of each school year, we are given a new set of students, each with their own abilities, talents, likes/dislikes, and interests. They each have their own race to run alongside their classmates, and they all have obstacles to overcome.
For some students, math may be their rope climb, where they find themselves finally making progress just to start slipping back down as a new concept is introduced. For others, science may be their inverted wall, difficult to gain traction on and overcome, while it may be a tunnel crawl for others, fairly easy to get through.
It was interesting to watch athletes help each other overcome obstacles. I watched as one friend easily made it over a set of 6 foot hurdles, only to turn around and go back to help her friend by offering a boost to get her started. I watched complete strangers finish the rope climb, then turn to offer strategies and advice to athletes before they took their turn on the rope. I watched as my husband helped another athlete get his footing during a sand bag pull. I was grateful for the four people, all strangers, who stopped and immediately helped my husband when his calves cramped up and he couldn’t walk. As my husband finished the race, two of those people who helped him were waiting for him at the finish line because they “just wanted to see him finish.” It became clear that the people offering help to others weren’t in the race to be the fastest or the strongest. They were there to prove to themselves that they could do it, and to help others do the same.
As our students learn and grow throughout the year, they are met with many challenges, and some may be in it for themselves, but most are not. Most kids are willing to help their classmates, be a friend, and cheer each other on. It’s remarkable to see the difference it can make when struggling students are boosted by their peers. There is a new light in their eyes when they see that other people believe in them and want them to succeed.
So while they may be running in the same race, not all students will face the challenges with the same ability or confidence. As teachers, we get the unique opportunity to help facilitate the kind of relationships within our classrooms that will encourage, build, uplift, and carry. We also get the chance to do those things ourselves for our students. We get a front row seat to see our students progress, learn, grow, and thrive. We get to be their cheerleaders, give them boosts, and provide them with tips and advice on how to conquer their challenges. And that, my friends, is one of the coolest parts of being a teacher.
If your kids are like mine, they start to go a little bit stir crazy when they are cooped up in the house for too long. We’re trying to find a balance between structured activities and “use your imagination to entertain yourself” time. Some days are trickier than others. One thing is for certain, though: a daily dose of sunshine and fresh air does wonders for everyone’s moods. Some days, my kids are outside most of the day, and others, we just get a little time outside.
Whether your kids are all-day-outsiders or just-a-little-outsiders, an outdoor scavenger hunt is a fun activity to do with them! Print off the free printable below, grab a clipboard and something to write with, then take a walk around your neighborhood, searching for the things on the list! If you’re feeling extra ambitious, have your kids make a pair of binoculars before you go— get a couple of empty toiler paper tubes, glue them together, and attach some string to each side for quick and easy binoculars to make your scavenger hunt even more fun!
You could even laminate the scavenger hunt paper so that you can re-use it multiple times. This activity would be a great option for a small preschool class or daycare group, too!
An alternative for older kids would be to let them explore on their own, but send them with some way to take pictures, and have them photograph the items as they find them.
However you decide to use it, happy searching!
**PRINTABLE IS FREE, BUT IS ONLY TO BE USED FOR PERSONAL OR CLASSROOM USE. DO NOT SELL, RE-POST, OR CLAIM AS YOUR OWN.**
So often when we think of special education, we only think about the individuals with the disability. In reality, however, there are many more people involved in the education and advocacy for these individuals. Part of that team includes the parents and caregivers of those with disabilities. For the past couple of weeks, I have been interviewing parents and sharing their experiences with the SPED system. You can find previous posts here and here.
Today’s post is from an interview with Marina, a former second grade teacher and mom to an adorable boy who has been diagnosed with Williams Syndrome. Let’s see what she has to say!
Please tell me a little about your child who is receiving Special Education services. (Age, grade, etc.)
K. just turned 5 and will be attending kindergarten in the fall. He has attended 2 years of SPED preschool in our district and was with early intervention before that.
What kind of services does your child receive? (general education with pull out services for speech/math/reading, etc., behavior unit, mild-moderate life skills class, etc.)
K. will be in the least restrictive special class for kindergarten. It is called a Core Integrated Class. It is full time with a special ed teacher, smaller class size, and 2-3 paraprofessionals. In addition to academic support he also receives speech therapy, occupational therapy, and physical therapy through the district during school.
What has been the most difficult thing about navigating the SPED world in schools?
The most difficult thing about navigating the SPED world in schools has been knowing the right questions to ask in order to receive the best services and make the best placement decisions. There is a lot of lingo in the SPED world that makes sense to those who work in it for their job but as a parent it has to be simplified and clarified which I have really had to ask for. The services are of course there but no one is a better advocate for your child than you are so it is crucial to ask all of the questions to stay informed of all of your options.
As a parent, what has been the most rewarding or positive thing about working with SPED services in schools?
The most rewarding part about working with various SPED services has been getting to watch the progress. I have been able to see how hard the whole team (teachers, aides, therapists, families) works together. Everyone celebrates the smallest progress and I truly believe that’s how the bigger goals are accomplished.
As a parent, what has been the most rewarding or positive thing about working with SPED services in schools?
Our experience so far has been nothing but amazing as far as teacher and student interactions. Teachers in other classes know who K. is and say hi to him often which makes his day. I wouldn’t say they haven’t been inclusive but I do think that is difficult at a preschool age. I am excited for him to experience more inclusivity this fall as that is one goal of the structure of his upcoming placement.
As a parent, what are some ways you advocate for your child to make sure they are in the least restrictive environment and receiving the services they need and deserve?
As a parent I recognize I am my child’s biggest advocate. I also recognize that there is a lot of emotion also tied to my child. I recently found a parent consultant and she helped be another set of eyes and ears. She was truly amazing. She and I met before the IEP meeting and discussed current goals, future goals, questions, concerns, and options. She attended the IEP meeting with me, took notes, and made sure I was feeling good about all of the decisions being made as well as got all of my questions answered. I involved myself as much as I could. Volunteered, helped with class parties, attended parent teacher conferences, asked for progress notes, worked on goals at home, etc. it is so much easier to advocate when you’re very involved.
If you could tell one (or two or more) thing(s) to people who don’t have much experience with working with children with disabilities of any kind and severity, what would you tell them?
Find someone you can trust that does have experience and ask questions. For teachers, aides, educators: have compassion and patience not only for the child but the parents and families. It can be really overwhelming trying to navigate the SPED world on top of everything else that comes with having a child with special needs. Be an advocate, challenge the student appropriately and celebrate the small wins daily. To the parents: If you don’t feel good about something, speak up. Ask to see the data and have the data explained to you in a way you understand. I would highly recommend seeing if there is a parent consultant/advocate in your area. They are on your team and a good person to lean on.
Thanks, Marina! I really appreciated her perspective, and loved that she was able to find a parent consultant to help her as she navigates the SPED world and making sure her son is getting the best care possible.
Next week, we will hear from a parent who has a child on an IEP in high school– I’m excited to hear her words of wisdom!
