Today two of my boys were asked to run an errand in the school for another teacher. When they returned, another student was presenting his rain forest project. They could hardly contain themselves, smiling ear to ear when they arrived. But they were very respectful, entered the room and made their way over to me. One whispered still out of breath and smiling so wide, "Mrs. Mollahan, we have a very funny story to tell the children after he is finished!"
Sure enough, when the presentation was over and we all gave a clap, I asked the two boys to tell their funny story that had just happened. They took the 'stage' at the front of the room and recounted the hilarious event.
Apparently, two Ibis were running/flying (?) through the courtyard outside and they both ran into poles! The boys said their "faces were blue!" That part I'm not sure about! But they were laughing so hard as they told the story that I believe at least the first part!
Wednesday, September 15, 2010
Saturday, September 11, 2010
Nice Weather
Save for maybe 3 very cold weeks in July, the year's weather has been glorious! I realized that I have only worn open-toed shoes most of the year. I haven't donned a pair of tights with a skirt since I left Oregon. I did switch to pants and socks and shoes for those 3 weeks, but otherwise, for nine months I've been in spring and summer clothing. Just what I love!
Tuesday, September 7, 2010
And a Student Teacher!
Hooray! It's an honor to me that Nicole is working in my room. Here I think I'm low on the totem pole, struggling to do things the right way, and feeling like first year teacher. But suddenly I'm back to being the experienced professional. Who knew?!
She is a natural teacher, and it already feels like she's been in the room for weeks, not just days. I'm learning much more about how teachers prepare to be certified and how the process continues after graduation. It's one more dimension I didn't expect to learn about this year.
She's only in the room for 4 weeks, the last two of which are full time for her. Hel-lo! That's quick! It's going to fly by. She's "signed up" for reading groups, math lessons and all of the rainforest unit this week. It's sink or swim!
She is a natural teacher, and it already feels like she's been in the room for weeks, not just days. I'm learning much more about how teachers prepare to be certified and how the process continues after graduation. It's one more dimension I didn't expect to learn about this year.
She's only in the room for 4 weeks, the last two of which are full time for her. Hel-lo! That's quick! It's going to fly by. She's "signed up" for reading groups, math lessons and all of the rainforest unit this week. It's sink or swim!
Sunday, August 29, 2010
Dance, Dance, Dance!
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!
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!
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!
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