Get your students listening quickly! Count down from 5 and say each instruction with each number. Eventually you will be able to count 5, 4, 3,2,1 and the students will do everything automatically! 5 = Eyes to the front 4 = Mouth closed 3 = Body still with legs crossed 2 = Ears listening 1 = Brain focused I have included 3 versions for your printing pleasure. Happy teaching and learning, Little Miss Teacher :)
Explore Bruce Myhre's 251 photos on Flickr!
30 Fill-in Personal Posters for Students to Display with Pride Invite students to tell all about themselves in writing and pictures by completing this motivating, literacy-boosting graphic organizer. A great back-to-school icebreaker! Details:30 posters plus teaching guide17 x 22Grades: 3-6
Honour thy father and thy mother. London based illustrator Maria Tiurina has created this illustration for INDIE magazine’s anniversary issue. The issue
Grades: Pre-K-3 Introduce Students To Each Other With Fun, Ready-To-Decorate Overalls Perfect for young students, these posters make a great welcome activity at the beginning of the year or as a way to feature students throughout the year. Students fill in the information on their favorite things, then color, paint, and decorate their posters to personalize them.
A colourful poster to show the difference between their, there and they're with pictures and explanations.Includes a full colour, semi colour and black and white.I also have a poster of the same style for Your and You're available here.Idea adapted from Artline AU.
Resultado del dibujo, y me encantan las sensaciones. Pues ya tenemos otro poster para la clase de #Latín #4ESO #Vocabulario #Legionario @CarmelitasVila #EmmarronaT #DaGratisLoQueGratisRecibes #Photoshop #VisualThinking
Blends Posters This unit includes a colorful set of beginning blends posters. *** Please note *** This unit is included in my Blends BUNDLE. The pages in this packet have been extracted from the units included in the bundle and grouped here. Please do not purchase this resource if you already own the bundle! Blends included: bl br cl cr dr fl fr gl gr pl pr sk sl sm sn sp st sw tr Happy Teaching :) Please click here to view other Blends resources available in my store. Follow me on Facebook for exclusive freebies and giveaways! Follow me on Pinterest Visit my blog
High-quality posters to hang in dorms, bedrooms or offices. Multiple sizes are available. Printed on 185gsm semi gloss poster paper. Additional sizes are available.
Under the nom de plume Peteski, Peter Nidzgorski fills his site This isn’t Happiness with deliciously wicked updates on mid-Century panels from love story comic books. It;s collaborate stuff because Nidzgorski invites readers to submit lines which he adds to a panel. Modern love never looked better… … Continue reading "This Isn’t Happiness: Mid-Century Romance Comic Books Updated Into Tales Of Shallow Lives And Empty Sex"
Creepy crawly spiders! Heights! The dark! These are some common top fears to name a few, and if you're anything like me, heck, you're not too fond of any of those three. But do you know what the number one fear is? The one that outweighs all others? Glossophobia. (Cue the eery music) Dun, da, dun! Now before we get all panicked and shriek in horror, what exactly is this dreadful phobia? In layman's terms--the fear of public speaking. Even if you don't personally suffer from glossophobia, you probably have experienced some type of symptoms like a racing heart, sweaty palms, dry mouth, or some type of mild anxiety before speaking in front of others. So how do we get better at communicating in a group setting, and how do we prepare our students, even at a young age, to do this? Like other academic skills, how to participate in a discussion is something that needs to be taught explicitly. When I was early in my teaching career, whole class discussion typically consisted of me asking the questions while my students provided the answers. Sure, the questions were good, and by good, I mean the kinds of questions that were open-ended and required critical thinking. But still, I was the one that was doing all the leading. I was doing all the asking. I was doing all the steering. I was the driver if you will. Now instead imagine a classroom where the students are the ones in the driver's seat. The students are the ones asking the questions AND providing the answers. The students are the ones steering the discussion. Over my years of teaching, I have learned (and am still learning!) to "release control," and recently, I envisioned a classroom where student-led discussion was the norm. Thus, began my quest of how to make this happen. If I wanted my students to truly lead the discussion in my classroom, then I would need to give them the skills and tools to be able to do this. This is where gradual release comes into play. Gradual release is the process in which you basically pass the baton slowly from teacher to student as students gain independence with a particular skill or concept. Here's how it works. 1) You teach the skill directly. This involves direct instruction and modeling. 2) You involve students in the process while you still support. This is often referred to as guided instruction. For example, for a math lesson involving the steps of solving a story problem, you now do a few story problems "together." 3) You give students independent practice time with the skill while you provide feedback, both affirming and adjusting (i.e. "I see you drew a picture to help you solve the problem, great job choosing a strategy. Let's double check your addition in the tens place...") . 4) You wrap up the lesson by clearing up misconceptions, going over answers from independent work, and perhaps informally assessing students through say an exit ticket or cold calling with popsicle sticks. In sum, you go from "me" to "we" to "you." So I thought, why couldn't this process be used for teaching student-led discussion? Using the idea of gradual release, I broke down teaching student-led discussion into the six steps below: The outline above involves starting in baby steps. First, introduce students to discussion stems. It is best to only start with a few at a time as well as to choose more concrete stems to begin with like, "I have a question..." or "I agree/disagree with..." first. These stems give students the language they need to jump into the discussion both in the format of asking a question as well as replying with a comment or relevant thought. I have designed 16 meaningful discussion stem posters for students to refer to. The posters come in three different sizes, one perfect for hanging up on your classroom walls, one perfect to put on a ring and use for a small group, and one perfect for students to use as their individual resource. Second, have students begin with less-academic, more fun topics vs. essential questions that require critical thinking. The goal here is that students can initially focus mostly on their communication skills vs. having to delve into deep thinking. Of course, once students have had ample practice learning the process of student-led discussion, then by all means dive head first into critical thinking guided by your academic units! For teaching student-led discussion with juicy yet "easy" topics that hook students' interest, I created 20 discussion starters to use. Third, give students time to write down their thinking and plan out what they are going to say about the topic rather than making them think and speak on the spot. I created some planning templates that can be used for any topic or essential question so that they can be used for meaty academic topics too. (P.S. They are editable so that I can type in my topic or essential question and make as many copies as I need!! Whoopee!!) Fourth, set clear expectations before you start the student-led discussion such as what respectful listening looks like. Teach, model, and have students model these expectations so that you are setting students up for success. Fifth, give students a goal as to how many times to speak and over time, increase it. For example, for the very first practice, you might say something like, "Today, everyone needs to speak at least one time. You may participate by asking a question, making a comment, or responding to someone else's comment. If you want to participate more than one time in the discussion, you may." Here's a rubric that can help students self-monitor and self-evaluate their communication skills. Sixth, the very first time students practice student-led discussion, participate as the teacher as needed, calling on students who may need some encouragement. Over time, you will participate less and less until not at all! I made some recording sheets as an assessment tool to give students feedback, celebrate sutdents' successes, and support students in making growth in their communication skills. They come in different forms where I can record specific discussion stems students used or just in general whether students asked a question or made a comment. I also made them different sizes--one for whole class, one for small group. (PPS These are editable too so that student names can be typed directly on the sheet!) The key to this whole process is baby steps. You want students to feel safe, encouraged, and confident, and the way to do this is to give students the tools they need up front and then release them slowly towards independence. To see this "How to Teach Meaningful Student-Led Discussion Pack" in detail, click on the image below! With the resources in this pack, your students certainly will not suffer from glossophobia as you create a safe and welcoming environment where students lead the discussion as your norm. Now as calming other fears like spiders... Good luck! :)
* THE SIZE Poster paper size is 16 x 24 inchs * Material: glossy paper Please not that the frame is not included. * Please note some prints have a 1 inch white border around the outside *DIGITAL COPIES: if you want to buy just message me * If need smaller or larger sizes, ask me :))) (additional sizes are 17x12.75 and 24x32) *The SHIPPING: I ship these with normal DHL service. It usually takes at least 2 weeks from the States to the UK. I have known some to take 5 days and I have known packages to take up to 10 weeks before, so please allow for this (I have no idea why some take longer). If after 40 Working days and the package has not arrived I can provide proof of postage (this proves I have sent it, but does not provide tracking) If it has been lost then this would have to be taken up with the American postage service. THANK YOU VERY MUCH!!
Sylvia Plath by Summer Pierre. “Go out & do something. It isn’t your room that’s a prison, it’s yourself.” (Sylvia Plath) P.S. If you never read The Bell Jar as a moody teenager, you missed out! (But it’s never too late…) P.P.S. Summer’s blog is great. I love an absorbing new find!
I found these while reading up on ENFP personality profiles. They gave me a good laugh. Enjoy.
Imagine you’re going through a difficult time, you decide to confide in someone, to reach out. You tell them how you’re feeling and just wanted someone to talk to. They tell you “…
The official Parental Advisory logo hasn’t changed that much since its introduction in the late 1980s, while the earlier warning labels had a completely different design. Meaning and history ...
See the full gallery on thechive.com
I continue to develop a situation where Yandere Wally does not understand what the original Wally is better than him (I know that they are not much different here, but I thought that Yandere Wally lo…
Library Literature Worth Reading
Scarfolk is a fictional English town--and eponymous website--filled with books, products, and signage completely uninformed by modern wisdom. Have a look around, and don’t forget to take your Vicks Blindness Ointment.
I sometimes forget about how big of an influence punk rock was for me. I can remember my first real punk record arriving in the mail, the first ‘zine, and the first show. I was blown away. …
