This is a tradition I hope to bring back to Oregon. The children learn to dance from Kindergarten through Year 6. There are dances during and after school offered to children to practice socialization and have fun. They aren't open, free dances with girls standing shyly on one side of the room while boys cringe on the opposite side. They are mixers with "games" in the style of organized dances, sometimes with a theme or costume suggestion, sometimes not.
The children are taught a variety of dances that are used during these socials. This past week we gathered, all Kinders, 1s and 2s, in a center patio area with a speaker CD box. The children find a spot where they have "room to dance." A teacher shows the basic dance idea, turns the song on, and off they go. They are not shy, hesitant, or awkward. The children love it!
Sample dances include the ever-popular YMCA. A second, The Dinosaur Dance, includes simple hand motions, crouching down, and freely moving about as "a dinosaur." Another dance begins with two dancers in a Tango position for 8 counts, followed by 8 more counts of stepping back, stamping feet and clapping hands. The partners then link elbows and circle before they choose two new partners from the seated circle surrounding the dance floor. Heaps of fun, and the children mix eagerly and joyfully.
I'm picturing not only their smiling faces, but also the coordination and spatial awareness developing. That's great for math and reading!! And physical fitness. And all in about 12 minutes start to finish.
More dancing in 2010 - 2011!
Sunday, August 29, 2010
Thursday, August 26, 2010
New Energy
It's Friday afternoon, and I'm reflecting on a busy, but good week. I felt very blue when my teaching friends left last week. Very blue. I don't want to go home, yet, don't get me wrong. But the flurry of activities and fun times was a natural high for more than a couple of weeks! So I decided I had to focus in and really teach well with my kids this week and enjoy every part of the day.
That meant moving Harry to a new seat. A seat all by himself in the front of the room. He cannot stop talking, as smart and amazing as he is. I've tried everything I know of. So, for the first time, I singled him out in a desk completely apart from the others that are facing each other in table groups. It's been fantastic since. His work is completed, he's quiet, he's respectful, and he is following directions. Success #1.
Also, I've been slowly introducing the Daily 5, and it's flowing wonderfully now! You may know this "program" designed by two sisters, Gail Boushey and Joan Moser, in the states. It incorporates everything we already do, but in a way that the children are moving right along at an independent level. I've adapted it, as we do, to fit what I have in my room, the time I can give it, and the makeup of my class. It's simple: Read to Self, Read to Someone, Word Work, Work on Writing, Listening. For me that translated to: silent read, read to someone, practice your spelling, write, and 'sketch to stretch.'
It hit me when I realized they had no incentive, no real reason to learn to read, enjoy a book, or care about reading, really, at all. That saddened me! I needed them to formally practice spelling. I knew they needed time on text with books they had chosen themselves. I knew they needed more time writing. I don't have listening tape machines, so I used Linda Hoyt's Sketch to Stretch, since I know these children are very motivated to make colorful, elaborate pictures. I also was feeling the drain of having them to myself all day, every day, without pull-outs of any kind, particularly the long haul from 11:40 - 1:20 (when they finally have lunch!). See what I mean??
Daily 5 to the rescue! Since I can't do it daily, I call it 5 Alive! I've followed the lesson plans in the resource book, almost to a tee. We spent a week discussing, then practicing Read to Self. The girls suggest start small to 'build stamina,' starting with 5 minutes and adding a minute each day. Suddenly it was magically fun. 5 minutes was nothing. "Can't we read more??" "Not today! But tomorrow we'll try for 6 minutes!" "Wow!"
The next week we practiced Read to Someone. Who doesn't want to do this? Elbow, Elbow, Knee, Knee. So purposeful, so meaningful, so powerful. Only 5 minutes! "Ohh!" they all exclaim. I smile!
The girls recommend waiting until they have learned and practiced all 5 before mixing. But I took the plunge (plus, it's halfway through our year together) and tried the two as a choice, "Which one will you do first today?"
The next week I introduced Word Work. Wow! That sounds much better than, "Boys and girls, we're going to practice your spelling. Again." Making flash cards, rainbow writing the words with different colored markers, etc. Not rocket science. But they are thrilled. We kept it separate, but still did the choice/switch for Read to Self and Read to Someone.
The best was when one child whispered to another, "I love how we get to choose."
Now I've introduced Writing, and you would think I've given them $20 to spend now. They can't wait to open their booklets and write whatever they want!! Some are finishing paragraphs from before, writing creative stories, copying poems from books, or writing letters.
We're up to choosing from the 4 things introduced so far. We can go 15 min. each. The kids remember what time we did yesterday, of course, so how much we should do today.
So for one hour, at least, our afternoon is taken up with excellent literacy practice, both independent and with another student, and the time flies as they take care of all four items.
I'm saving the Sketch to Stretch for last since I know they will love it more than anything, and I want a candy for when the doldrums set in in a week or so.
In the states I know that teachers are often frustrated with no uninterrupted blocks for solid teaching. Here I'm faced with one every day, and it's a long long afternoon. Even with my sterling lesson on writing, then the Rainforest, then Spelling Practice, it's a long long afternoon!
5 Alive is saving us all!
That meant moving Harry to a new seat. A seat all by himself in the front of the room. He cannot stop talking, as smart and amazing as he is. I've tried everything I know of. So, for the first time, I singled him out in a desk completely apart from the others that are facing each other in table groups. It's been fantastic since. His work is completed, he's quiet, he's respectful, and he is following directions. Success #1.
Also, I've been slowly introducing the Daily 5, and it's flowing wonderfully now! You may know this "program" designed by two sisters, Gail Boushey and Joan Moser, in the states. It incorporates everything we already do, but in a way that the children are moving right along at an independent level. I've adapted it, as we do, to fit what I have in my room, the time I can give it, and the makeup of my class. It's simple: Read to Self, Read to Someone, Word Work, Work on Writing, Listening. For me that translated to: silent read, read to someone, practice your spelling, write, and 'sketch to stretch.'
It hit me when I realized they had no incentive, no real reason to learn to read, enjoy a book, or care about reading, really, at all. That saddened me! I needed them to formally practice spelling. I knew they needed time on text with books they had chosen themselves. I knew they needed more time writing. I don't have listening tape machines, so I used Linda Hoyt's Sketch to Stretch, since I know these children are very motivated to make colorful, elaborate pictures. I also was feeling the drain of having them to myself all day, every day, without pull-outs of any kind, particularly the long haul from 11:40 - 1:20 (when they finally have lunch!). See what I mean??
Daily 5 to the rescue! Since I can't do it daily, I call it 5 Alive! I've followed the lesson plans in the resource book, almost to a tee. We spent a week discussing, then practicing Read to Self. The girls suggest start small to 'build stamina,' starting with 5 minutes and adding a minute each day. Suddenly it was magically fun. 5 minutes was nothing. "Can't we read more??" "Not today! But tomorrow we'll try for 6 minutes!" "Wow!"
The next week we practiced Read to Someone. Who doesn't want to do this? Elbow, Elbow, Knee, Knee. So purposeful, so meaningful, so powerful. Only 5 minutes! "Ohh!" they all exclaim. I smile!
The girls recommend waiting until they have learned and practiced all 5 before mixing. But I took the plunge (plus, it's halfway through our year together) and tried the two as a choice, "Which one will you do first today?"
The next week I introduced Word Work. Wow! That sounds much better than, "Boys and girls, we're going to practice your spelling. Again." Making flash cards, rainbow writing the words with different colored markers, etc. Not rocket science. But they are thrilled. We kept it separate, but still did the choice/switch for Read to Self and Read to Someone.
The best was when one child whispered to another, "I love how we get to choose."
Now I've introduced Writing, and you would think I've given them $20 to spend now. They can't wait to open their booklets and write whatever they want!! Some are finishing paragraphs from before, writing creative stories, copying poems from books, or writing letters.
We're up to choosing from the 4 things introduced so far. We can go 15 min. each. The kids remember what time we did yesterday, of course, so how much we should do today.
So for one hour, at least, our afternoon is taken up with excellent literacy practice, both independent and with another student, and the time flies as they take care of all four items.
I'm saving the Sketch to Stretch for last since I know they will love it more than anything, and I want a candy for when the doldrums set in in a week or so.
In the states I know that teachers are often frustrated with no uninterrupted blocks for solid teaching. Here I'm faced with one every day, and it's a long long afternoon. Even with my sterling lesson on writing, then the Rainforest, then Spelling Practice, it's a long long afternoon!
5 Alive is saving us all!
Friday, August 20, 2010
American Visitors
How great was it to have friends from home come to visit?? During the months of July and August friends of the family and friends/teachers from school came to see Australia for themselves. Everyone came to school and many even stayed, which meant I could put them to work! Someone from home asked, "Do you have to work while the visitors are here?" My response was, "Not while they're teaching my class!" Well, when four certified teachers are standing in the back during reading groups, why not give each one a group?? It was wonderful!
It is terrific to imagine the ramifications, too, of having the girls come to school for as many as 5 days, for some. In Oregon, we all work together at school, and we are also friends outside school. They were able to see where I am and what I'm doing here on my exchange. They were able to see where their new friend, my exchange partner, comes from and what her background experience in education looks like.
They were intrigued with a different school system, like I am, and in awe of the Aussie way of teaching and learning. They loved meeting and working with the children, and learning briefly about the Aboriginal influences. They also helped out in other classes and spent time with the Oregon pen pal classes in the upper grades.
The school here was taken by the fact that so many teachers came to visit and spent so much time at school - even sitting through a reading adoption staff meeting! We got together with staff for social events (drinks at the local pub and dinner at the principal's home), and organized some of our own with staff as well.
The girls smiled as the Ibis strutted through the playground picking up lunch scraps. They enjoyed the beautiful blue uniforms and sun hats on each child. As the children shared news the class would answer in unison, "Thank you for your news, Johnny," a tradition here. The girls learned to bring fresh fruit to enjoy at 10:00 a.m. every day.
They didn't overdo it, however. Each day at school ended with a walk along a neighboring beach, a visit to the bakery in town, a trip to the lawn bowls club, or a napping afternoon back at the house! It was holidays for them, afterall!
It is terrific to imagine the ramifications, too, of having the girls come to school for as many as 5 days, for some. In Oregon, we all work together at school, and we are also friends outside school. They were able to see where I am and what I'm doing here on my exchange. They were able to see where their new friend, my exchange partner, comes from and what her background experience in education looks like.
They were intrigued with a different school system, like I am, and in awe of the Aussie way of teaching and learning. They loved meeting and working with the children, and learning briefly about the Aboriginal influences. They also helped out in other classes and spent time with the Oregon pen pal classes in the upper grades.
The school here was taken by the fact that so many teachers came to visit and spent so much time at school - even sitting through a reading adoption staff meeting! We got together with staff for social events (drinks at the local pub and dinner at the principal's home), and organized some of our own with staff as well.
The girls smiled as the Ibis strutted through the playground picking up lunch scraps. They enjoyed the beautiful blue uniforms and sun hats on each child. As the children shared news the class would answer in unison, "Thank you for your news, Johnny," a tradition here. The girls learned to bring fresh fruit to enjoy at 10:00 a.m. every day.
They didn't overdo it, however. Each day at school ended with a walk along a neighboring beach, a visit to the bakery in town, a trip to the lawn bowls club, or a napping afternoon back at the house! It was holidays for them, afterall!
Thursday, August 19, 2010
Educational Week: Open House
We opened our doors to families and patrons for the day and became hosts and hostesses! Children showed their families the different projects and work samples they have been doing, and walked them to various parts of the school. This was just like back home! Finally! However, it was held during school hours, rather than after school. Children who didn't have a family member visiting played different math games in the room (Kim Sutton dice games win again!) and taught the games to friends and parents of others.
We began the day with a whole-school assembly full of performances! The band, choir, belly dancers, and our own Year 1s and 2s wowed the audience yet again with line dancing and cheerleading a la the U.S.A.! I was so proud of my kids!
We began the day with a whole-school assembly full of performances! The band, choir, belly dancers, and our own Year 1s and 2s wowed the audience yet again with line dancing and cheerleading a la the U.S.A.! I was so proud of my kids!
NAIDOC Week
Our school celebrated National Aboriginal Islander Day Observance Committee week. Monday we had an all-school assembly with a smoking ceremony, Elder's Choir performance, and traditional dancing.
We also heard from a young Aboriginal man who has been hired at our school as an educational assistant, assigned directly to Aboriginal students. He helps them with academics, serves as a positive role model, and acts as a family liason. He gave a motivational speech describing his childhood and the opportunities given to him which brought him, finally, to Macksville Public School.
The next day we tasted Bush Tucker, which was shark, kangaroo, and crocodile meat, chicken soup, damper (homemade bread), and a barbequed sausage in bread. Another day we participated in Aboriginal art and viewed a beautiful traveling display of local artists' work, including painted emu eggs which sell for $600!
Other days included traditional outdoor games and dressing in the flag colors of yellow(the sun), red (the earth) and black (the people).
My favorite is the crocodile!
We also heard from a young Aboriginal man who has been hired at our school as an educational assistant, assigned directly to Aboriginal students. He helps them with academics, serves as a positive role model, and acts as a family liason. He gave a motivational speech describing his childhood and the opportunities given to him which brought him, finally, to Macksville Public School.
The next day we tasted Bush Tucker, which was shark, kangaroo, and crocodile meat, chicken soup, damper (homemade bread), and a barbequed sausage in bread. Another day we participated in Aboriginal art and viewed a beautiful traveling display of local artists' work, including painted emu eggs which sell for $600!
Other days included traditional outdoor games and dressing in the flag colors of yellow(the sun), red (the earth) and black (the people).
My favorite is the crocodile!
Sunday, August 1, 2010
Two Week Holidays - again!
The school year here commences in late January. The year is divided into 4 terms, with a two-week break inbetween each term. Then the year ends in December before Christmas, with a six-week break until school begins again for the next year.
The days in school and on holiday are exactly the same as in the states. They are just placed differently on the school calendar. I love this way best! We teach and learn hard for the 10 weeks. Then we all have a break to refresh, relax, rejuvenate, and reconsider! We all return happy to be teachers and students once again. Suddenly homework looks fresh again, spelling lists are grand once more, and my maths games are better than ever!
This holiday our son visited back in the U.S. as promised. We travelled to Adelaide to see friends, and then to the Whitsunday Islands for a sailing/snorkeling adventure. I was able to finally see the Fairie Penguins in their natural habitat in Southern Australia. We had many beautiful hikes and met more wonderful Aussies. In Queensland, we boarded the sailing yacht and spent our days snorkeling, whale watching, and enjoying the Great Barrier Reef.
The days in school and on holiday are exactly the same as in the states. They are just placed differently on the school calendar. I love this way best! We teach and learn hard for the 10 weeks. Then we all have a break to refresh, relax, rejuvenate, and reconsider! We all return happy to be teachers and students once again. Suddenly homework looks fresh again, spelling lists are grand once more, and my maths games are better than ever!
This holiday our son visited back in the U.S. as promised. We travelled to Adelaide to see friends, and then to the Whitsunday Islands for a sailing/snorkeling adventure. I was able to finally see the Fairie Penguins in their natural habitat in Southern Australia. We had many beautiful hikes and met more wonderful Aussies. In Queensland, we boarded the sailing yacht and spent our days snorkeling, whale watching, and enjoying the Great Barrier Reef.
Subscribe to:
Posts (Atom)
