BookStudies

Throughout the course of the year, we will be posting question for discussion over the book //The New Teacher's Companion// by Gini Cunningham. Hopefully, these questions will provide for a rich discussion.**Instructions:**1.) Click the Edit link in the upper-right corner of this page.2.) Click where you wish to begin typing your reponse. **1st reading assignment:** "Introduction" (pp. 1-8), "Teaching--It's More Than a Job, It's Magic" (pp. 9-17), "You've Got the Job, Now Deal with the Business Details (pp. 18-31). Post discussion comments by **Sunday, September 12.****2nd reading assignment:** "Standards, Curriculum, and Textbooks" (pp. 32-44), "Classroom Management" (pp. 45-68), and "Meaningful Rewards and Awards" (pp. 69-76). Post discussion comments by **Sunday, October 24**. **3rd reading assignment:** Ch. 6 -"Procedures and Schedules for Flawless Classroom Operation" (pp. 77-102), Ch. 7 - "Lesson Plans and Unit Plans: The Basis for Instruction" (pp. 103-127). Post discussion comments by **Sunday, November 28.** **4th reading assignment:** Ch. 8 - "Time Management" (pp. 128-141); Ch. 9 - "Every Moment Counts: Strategies for Student Engagement" (pp. 142-156); Ch. 10 - "Questions to Activate Thinking and Ignite Learning" (pp. 157-179). Post discussion comments to this page by **Sunday, January 23.** **5th reading assignment:** "Grading, Student Achievement, and Student Self-Evaluation" (pp. 180-191) and "Final Notes for Teaching Success" (pp. 192-196). Post discussion comments by **Sunday, March 27.** || **Vonda McFarlin:**Re: Chapter 3: The message for this chapter is to know your TEKS, and not just the TEKS for your grade level; you should know, at the very least, the expectations for the grade above and the grade below you. Hopefully, you have the TEKS for your subject area either saved to your computer or printed out. It is imperative that you use these as you plan what to teach each day. For those of you who aren't sure about your TEKS, here is the link to the page within the TEA website (TEKS link). Simply scroll to the bottom and select your subject area. Additionally, you should all be aligning your instruction with your TEKS in Forethought. If you haven't been doing that, please let me know so that I can help you with that. And don't forget that you should be including the ELPS and the College and Career Readiness Standards also.Re: Chapter 4: Classroom Management - you are sunk without it! Teachers must use effective and consistent classroom management strategies in order for students to be successful. Classroom management can be a challenge for many teachers, but it can simply not be overlooked. Develop consistent, organized, enforceable rules within your classroom environment; don't forget the consequences for breaking the rules. Decide on your expectations for yourself and your students. Make sure that they are in compliance with the school and district rules, and then follow them.
 * [[image:NewTeachersCompanion.jpg width="210" height="200" align="center"]] || ** Book Study for New Teachers **

Type responses in the table below. Include your name & chapter(s). Differentiate your reponses from others' by changing text formatting with the Style Text button on the toolbar.
 * Instructions:**

Having a vision for teaching is very important in my opinion. You have to know why you are teaching and what you expect of yourself and from your students before you can get anything accomplished. I really like the sample of the Vision, Beliefs, Goals, and Achievements. I believe that each teacher should have one of these and have it available when needed. Also, this chapter mentioned being responsible. As a professional we all need to be responsible for what we are doing in and out of the classroom. Is we have questions, we need to not hesitate to ask those questions for the sake of the students. The business details of teaching are things that are not taught in college. I was not aware that I had to have a certain number of professional development hours to keep my certification until I started working with school districts.
 * ** Lacey Christiansen's Reading Response: **

Also it is important to learn the district's policies for absences, using your budget, lesson planning, etc. The more you learn up front the easier the year will be. Chapter three is about the standards and curriculum. I am very familiar with my TEKS and my national standards for physical education. I have a book that has all of the national standards for PE K-12 explained in it. I find it very useful, it clarifies many things that I do not understand. I thought the idea of creating a standards note card for each standard was interesting. It would make them easy to find and they would be color coded. I should also make sure I know what the district is mandating in my subject area. The district has expections just as the state. I save all of my lesson plans on a thumb drive so that they are easily accessible any where I go. I e-mail them to my principal like she asks of me and I also keep a notebook of printed lesson plans in my office for reference. I do a general pacing chart. I have to decide when it is a good time to do a lesson and when it is not. If it is 30 degrees outside then I do not want to do a lesson outdoors. I also try to plan units around different sports seasons. For example, I am about to do a soccer lesson and soccer season is about to start. The students will be able to go see soccer and kinda understand what is going on.

Classroom management is very different for physical education than it is in a classroom. As a first year teacher I am learning to tweak different things, and now it is all starting to flow together. I have expectations that the students have to meet. I have my rules posted in the gym. We went over them the first few times that the students came to PE, but we still have to refer to them. I do not have to worry about dealing with tardies in PE. I treat all students equally when it comes to the rules. The only time I change is when it is a major violation. I keep a behavior log in a binder in my office. I have learned to document activities that might be brought up again by a parent, teacher, or administration.

In PE it is difficult to do rewards because between two grades I have over 500 students. In our "Run Across America," each time a student reaches the 5 mile mark they get their name on a paw print and it goes on our "Going the Distance" wall and they also get to pick out of the treasure chest. At the end of the year I am going to have 1st-3rd place for Kinder and First grade runners and they will get a small trophy. For class rewards we go on if the whole class is wearing their tennis shoes or not. If they are they get a sticker on my sticker chart. Once a class gets 5 stickers, they get a free day on the playground. Edison also does Leopard Paws. So if I see a student doing something great, they receive a Leopard Paw.

Chapters 6 & 7

Procedures are very important in a school setting. Procedures allow all of the students to be prepared in any kind of a situation that might happen in the classroom. I agree with the book that there needs to be a specific procedure for different things. These procedures should be taught as soon as possible so the students can practice and memorize what you want them to know. I have many procedures in the gym at Edison. I also have many procedures as a coach. Procedures at Edison include: sitting in the assigned spot when the students enter the gym, when sitting on the floor the students sit criss cross and listen quietly for instructions, when I blow my whistle the students know to stop, look, and listen, and when the students are lining up they put two feet on the assigned lines and remain quiet until their classroom teacher arrives.

Lesson planning is a savior to the teaching world. I would be lost without my lesson plans. I do my planning one unit at a time. The unit that we are currently doing is soccer, it lasts for three weeks. Every week I submit my lesson plans during the week before we are actually doing that lesson. Sometimes, being a specials teacher and all, I get my gym taken away for various reasons. Weather it be a school program or PTO, I have learned to be flexible and adjust as much as I can. For the most part I plan the same things for kinder and first grade, but sometimes they are different. All in all, my lesson plans keep me on schedule and make it easy to follow what I am supposed to be doing without forgetting anything important.

Chapters 8-10

Chapter 8 is about time management. With being a teacher and a coach I find that time managment is very important. I try to get multiple lesson plans done at one time since each lesson plan I do is good for one week. When I am in-season with a sport I feel like I have no time to do anything at all. For example, this month is tournament month for soccer and I am busy Monday-Saturday with school and soccer games, I usually do not get home till after 9 or 10pm on game nights. When I do my lesson plans I usually plan too much. I find that certain classes get through some things quicker than others and need to move on. So I think planning more than what is needed is essential in physical education. Time management will be something that I gain eventually as I continue with teaching and coaching.

Chapter 9 talks about engaging students. Engaging students in physical education is pretty easy. Small children love to come to P.E. They are excited to do anything. With the first graders I do a program called "The Great Body Shop" with them. This is a program that contains health lessons and is very detailed. The kids LOVE IT! I think it is also fun to teach the kids about nutrition and health. I engage them in this by having them read our booklets out loud and we do worksheet activities and also activities together as a class that coincide with a particular lesson.

Chapter 10 talks about questions and assessments in the classroom. I use both in physical education. When I am explaining a certain way to do something or talking about a health lesson I ask questions and check for understanding. If the students cannot answer my questions then I go over what I had taught again until they can answer my questions. I also use assessments in P.E. For "The Great Body Shop" I use end of unit quizzes. These are actually little tests to show what the students had learned during that unit. Physical assessments occur in my head. If a class isn't getting something physical we are doing in class, then I stop them and re-explain how I want them to do it.

Chapter 11

This chapter is about assessments and grading. In physical education I do give grades to the students, but it is on a letter scale (E, S, NS, ect.) The only way a student will not get an E in my class is if they are a constant behavioral problem or refuses to participate. I give one grade every week so that the students can make up any bad grade they receive. I do alot of visual assessments in physical education. I obviously cannot continue on with a lesson if most of the class is not understanding the concept. As for formal assessments, I have only done one this year, to determine if a student needed APE or not.

Chapter 12

The final thoughts of the book just re-states some main points that were discussed in the book. I really try to teach in physical education instead of just playing games with the students. We have done many health lessons, including learning the main bones of the body and their scientific names. This year has been full of ups and downs for me and I have had to keep that all to myself at school. I cannot let the students know that something is wrong because they will easily pick up on it. I truly believe that I am in the right profession, and after reading this book, my thoughts are reinforced. || Chapters 1 & 2: I really enjoyed reading chapter one! I loved how it discussed how teaching it magic in many ways. Figure 1.1, The Big Vision of Teaching I believe is a great reminder of everything I need to think about for each one of my students to become successful. The book states, "Great teachers have clear goals and a big vision for students to learn and achieve at high levels." The book also states, "No teacher can force students to do anything. However, students are relying on the expert knowledge and dedicated instruction of their teacher to help them learn." Until reading this I never really thought about not being able to force students to learn. As a teacher all you can do is give each student as many opportunities to learn and succeed as possible even when they do not want to learn. I believe deep down every child wants to learn, but some of them act like they do not care to get more attention and affection from the teacher. Chapter two was all about the business side of teaching. Most everything in this chapter I was told about during new teacher training or at my school. It is very true that I was not prepared for the business side of teaching through college. I had not idea what all "other" things teachers had to do and be accountable for besides the basics of making sure the students learn and succeed to the best of my ability. I was very surprised to read a few ideas that I really was not sure the answer of and am going to find out as soon as I can. I really liked the communication log on page 29. This would be a very easy and effective way to keep track of every parent I contact. The book also talked about keeping record of communication between colleagues and administrators. I would not have known to keep this on paper without reading this. I do not understand why I would need to keep track of that communication. I feel it is very important to be able to go back and show communication with parents, but why colleagues and administrators? ** (Vonda McFarlin: Jacquelyn, It's always a good idea to document any form of professional communication. Sometimes you need it to cover yourself and prove that you did notify an administrator about a problem you were having, or that you actually tried to communicate with your colleague(s) about a particular issue.) ** Chapter three is all about the importance of standards, curriculum, and textbooks. It discusses how important it is for all teachers to completely understand every standard there is for the subjects they teach. I really agree and like this quote from the book, “You cannot teach in seclusion, but rather must teach with a vision of teaching as the one created with the graphic.” What this quote means to me is that if each teacher just taught what they thought was important then not every child would graduate high school with the same information. Also, just as the book discussed if teachers taught this way students that moved districts could very well be completely lost; because at their old school they were learning about something completely different or just had not gotten to that topic yet. With every district having to follow the same standards keeps curriculum the same across the board. This helps prevent students from becoming lost when having to change districts and so that every students graduates with the same knowledge. Textbooks are there to assist in teaching all of the standards, but there are also supplementary materials to use for reteaching and standards that are not in the textbooks. “How each lesson unfolds depends on your creativity ingenuity, and knowledge about what students must know and how to best support learning.” This chapter also talks about three ways to help make sure you, as a teacher, are teaching the correct standards at the right time. These ideas are standards note cards, creating a lesson plan book for the instruction for the year, and using pacing charts.
 * ** Jacquelyn Smith's Response: **

Chapter four discussed many great ideas for classroom management. A teacher can not be successful and teach without classroom management. A classroom must have set rules, procedures, and consequences. The teacher must enforce these rules consistently for students to correctly follow them. The book quotes, “Classroom management is key to skilled teaching and enhances learning by optimizing time on task.” This chapter gives basic ideas for both rules and consequences for the classroom. As an elementary classroom teacher I have to be aware that students need the rules and consequences taught to them. The students need to be able to practice the procedures and truly understand what will happen when a rule is broken. Another key point in this chapter is you should always know how you will handle a situation when rules are broken. I really like how the book said that sending a child to the office should always be the last resort. I believe that as a teacher I should always try many different ways to get the student to behave and follow the rules before sending them to the office. I do not think a child should be sent to the office out of anger right away. One of the most important ideas to me is that every day is a fresh start. No matter what a child did the day before they deserve to start out fresh the next day!

Chapter five discusses meaningful awards and rewards. I never really thought about it until reading this chapter, but just as the book says, “The perfect reward or award for students is as unique as each child.” Rewards and awards need to be fair across the classroom, but do not have to be exactly the same. The rewards and awards also need to have a specific purpose and promote future learning.

Chapters 6 and 7

Chapter 6 was all about the importance of setting procedures. Procedures are one of the most important aspects of good classroom management. Procedures can not only be set; they have taught and practiced. As the book states, there needs to be a specific procedure set for everything that happens in the classroom. When procedures are in place and the students understand and know what to do the classroom runs much smoother. Some of the procedures I have set in my classroom are; there is a helper each week that takes the lunch count and tardy slip down, a helper that passes out lunch cards, and any time we line up to leave the room I call on the quietest tables to line up. If they line up noisy that have to go sit back down until I call on their group again.

Chapter 7 was about the importance of good lesson planning. It gave a really good outline of eight steps to follow for an effective lesson plan. I believe the most important steps are that the students see you do the lesson, the students practice the lesson together with my help and guidance, and then once I feel comfortable the students do the lesson independently. I really liked how the book suggested some phrased to remember these important steps, “I do, we do, and you do.” I also really liked the idea to use the exit pass. This can really show what the students got out the lesson. I believe it’s a great way to self assess each lesson. The last key point that I absolutely agreed with is always be prepared with a completed lesson before you leave the classroom each day. I always have all of my copies made and in folder by Thursday or Friday. This way all I have to get out the folder make sure everything is in there that I need for the next day, and then I’m ready to go home.

Chapters 8-10

Time management is very important to the success of a classroom. The book talked about how beginning teachers have one of two problems; either planning too much or not enough for each lesson. My problem is not planning too much or not enough; it’s spending too much time on the instruction or guided practice of the lesson and then not having much time for independent part of the lesson. I know this will just take time to figure out and to make sure to move on at the right time. I agree with the book when it talked about a key element to good time management is being prepared. If I am not prepared it drives me crazy. Each week most, if not all, of my copies are made Thursday and what I do not have done then I finish Friday afternoon before I leave school. I also make sure my folder is out and ready to go for the next day before I leave school. The last important piece of information I believe is making sure to get to school at least fifteen minutes early. This is also something I do each morning. I use this time to make sure everything is ready to go.

Chapter 9 discussed many great ways to engage students and to keep them engaged throughout the entire lesson. Many of the ways discussed I already knew about, but there were also many new ideas that I feel would be great. One thing I do in my classroom is pull out sticks to chose who I call on to help me with a question. The book said to make sure to put the stick back in once you have called on a particular person. I have not been doing this, but I am going to start. If I call on a student and they answer; they may not stay engaged in the lesson because they know I can not call them again if I do not put their stick back in. Once a student answers a question I ask the others who agrees and who disagrees. I agree with the book by having the students explain why or why they do not agree with the answer that was given. This not only keeps the students engaged, but is also a quick assessment. I really liked the idea of knowledge blocks. I feel this is a great way again to not only keep the students engaged, but to use as a quick assessment. Finally, just as the book stated, it is very important for all the assignments given are purposeful. When assignments are not purposeful students will sense it and not get engaged or stay engaged through the lesson.

Chapter 10 really got me thinking about the types of questions and assessments I use in my classroom. Questions are very important; they help assess the students and promote the student’s learning and achievement. When a student answers a question wrong the book discussed to really encourage the student to rethink. I feel this will show that it’s alright to answer a question wrong. This also goes along with chapter 8 and really helps keeping the students engaged. The charts of effective questioning and the question starters will be a huge asset to me. These two tools will help me make sure I am asking the right types of questions to really get the students thinking. Questions and assessments go hand in hand. They are both very important. As the teacher you also have to be very careful in making sure to ask the right questions and give the right assessments or they will not be effective in the classroom. Another key point the book discussed is making sure to look at the information the assessments give and use the information to help the students learn.

Chapter 11

Chapter 11 gave some great advice about grading and assessing students’ work that I have not thought of before. Grading and assessing is a big part of teaching. Without it, as a teacher, you would never know how well you are teaching or how well the students are understanding particular subjects. I really like how the text states, “In the back of the mind of an excellent teacher, questions are constantly brewing.” I am always asking myself questions about my teaching and how well the students understand what and how I teach. With assessment and evaluation, “Teachers have the ability to turn potential into reality by teaching, sharing, demonstrating, reteaching as necessary, and always believing in the possibilities of success in every child.” This is my favorite quote from the entire book. I believe this says it all about teaching! In order for teachers to be able to accomplish this they have to really evaluate the students’ assessments to really see what the students understand and what they are struggling with. I also like the idea of after they have finished a problem to choose on option about thier confidence of the problem.

Final Notes for Teaching Success

The final notes sums up what it means to be a teacher and reminds us of our many ongoing responsibilities. This chapter also discusses how you have to be ready at all times for teachable moments. These moments occur at all times of the day and are unexpected. Keeping professionalism is one of the most important traits to keep in mind as teachers. Not only are our students looking up to us, but also parents are always watching us. Sometimes parents will even look to us for advice. This advice could in the form of asking or it could just be by observing how we dress and interact with their child and the other students. It is extremely important for teachers to never forget we are role models to many people! || Chapters 1 & 2: I really enjoyed the first chapters of this book. I particulary liked the flow of the ancedotes from the author's own personal experience as a teacher. It is good to know that we will all have bad days but it will not hinder our passion to teach and reach students. The information provided was clear and very matter of fact. I am looking forward to reading more. I really enjoyed these chapters. They made me reflect on what I am currently doing in the classroom. I especially liked how the author discussed the importantance of a teacher to know and fully understand the district and state education standards. In college, we were told about the TEKS and knew that they had to be in our lesson plans and that they had to fall in line with our plan, but to me, it was just something that had to be in the lesson plan. After reading chapter 3, I understood that just putting them in the lesson plan is not what we're supposed to be doing. As teachers, we need to understand them completely. It also made me think about our current training in SIOP and the importance of telling and explaining our objectives to our students. We don't just put it up on our boards and forget about it, not only do we need to understand them completely, we need to tell our students what our objective is. If our students don't understand our objectives, which co-relates with our standards, then there is no poit in continuing on with the lesson. If we don't understand the standards and just place them in our lessons and think nothing more, then we are not doing ourselves or our students any favors. To be successful, we must understand and have full knowledge of all that we put before our students in order to have a sucessful and productive learning environment. I also liked how the classroom managment chapter was presented, the author is correct in that we must state our expectations up front and have our consequences support our rules. If the students do not think the consequences are not a big deal and do not support the expecations/rules, then they're not going to care. Authority has to be in place, in order to have a safe and productive classroom and we have to let our students know what our expecations are. It is so true that if we are not consistent in our rules then learning is put on the back burner and discipline becomes the forefront. Overall, really great chapters full of great information that I can and have applied to my teaching.
 * ** [|Chelsea] Muse **

This chapter discussed the importance of procedures and schedules for flawless classroom operation. It is extremely important to have procedures and a set schedule in order to have a well operating classroom. Students thrive on routine and structure and as she discussed in this chapter when students know what to expect in the classroom, then they are more apt to learn, participate, and less apt to display inappropriate behavior. I really liked how she talked about giving the students a schedule and even changing the schedule each week based on the student of the week's decision as to when a subject area should be taught. When students have a say in their learning, they are more involved and feel that they are truly apart of the classroom. Although I wouldn't necessairly change my content area schedule each week as she talked about, I would try to have my students participate in changing the schedule as the year progresses and see which subjects at which times work better for my students. This chapter discussed lesson plans and lesson units. As a new teacher, I try very hard to have my lessons for the next week prepared by Wednesday or Thursday at the latest. A teacher cannot go into a classroom without a set plan for the day. I remember a college class I attended where our teacher would simply come in and open the room for discussion, there was no structure, no true indication what the teacher's objective for us was, nor any true learning. Every time I left that class I felt lost, frustrated, and like I had wasted my time. Even though I am in an elementary classroom and not college, I still feel that I don't want my students to feel that way when they leave my room. It is so important to tell the students what the objective of the day is, what we're studying and why, and what the students will be doing in each lesson. In order to insure that this is done, we have to have our lessons fully planned with all the material ready before we begin. During my student teaching, my cooperating teacher showed me how she always had all the material for all subjects ready and in order before she left the classroom each day. I loved how easy it was to flow from lesson to lesson, transition times were a breeze, and all of my objectives were achieved. I still try to do this and feel prepared each day when I come into my classroom and material is ready and my lesson plans are written and ready.
 * Chapter Six: **
 * Chapter Seven: **

Chapters 8,9, and 10

Chapter 8 discussed the imporatance of time management and how important it is to insure that all time used in the classroom is spent on learning. When planning my lessons, I think about how much time I have for a particular lesson and what is important to that lesson and must be covered. Like in the book, I try to focus on the big picture and cover all components as they should be covered and not rush through the lesson to make sure I squeeze everything in, when something like vocabulary is briefly covered and not tied into what the lesson is about, it can make the entire lesson more confusing and leave the students questioning. During my lessons, I really try to time my transitions to be as brief as possible and with little time focusing on re-direction or behavior. When transitions run smoothly, I find I have more time to focus on something in lessons that may have been difficult to my students.

Chapter 9 discussed strategies for engagement. I really enjoyed reading this chapter and liked the many ideas/suggestions on how to get students actively engaged. I remember as a student, sitting at a desk and copying words down on the board, being completely bored out of my mind and not really learning. Now, students need to be involved in their learning and actively engaged all the time. With my students, I do as much interactive learning as possible. I have my students move around the classroom, stand up, sit down, and discuss what we're learning. When I ask questions and receive answers, I use the thumbs-up if you agree strategy and listen to my student's thinking process. It is amazing how much a student can learn in 45 minutes when they are actively engaged the entire time. By keeping them engaged in their learning, I can see that they are learning by their responses and their eagerness to continue.

Chapter 10 discussed questions to activate thinking. While in school, we learned a lot about Bloom's taxonomy and the different types of questions. When I was in school, most of the questions posed to be or my peers were simple questions that did not promote thinking. If we had paid attention and regurgitated a direct and correct answer, then we were "learning." I like to ask questions that get my students thinking and making inferences. Each student is an individual who has a thinking process different from any others and it is important for teachers to ask the type of questions that promote that thinking process. I want to hear what my students think and why they think that and how the lesson they are currently involved in relates to their every day life. I want my students to infer, apply, and discuss what we're talking about. This chapter also discussed assessments and how we as teachers can assess throughout our lessons through questioning. This is how I like to assess my students and their learning, I ask questions througout my lesson so that I can first, insure my students are understanding what is being presented, and also to see how they are absorbing and applying the new information, be it vocabulary, or language building skills. Anyone can ask a question that will get a simple yes or no answer, but that is not what we should aim for, but it is the questions that promote thinking that truly shows us as teachers, what our students are learning and how they are processing it at any given time. ﻿Chapter 11

In this chapter the author discussed grading, student achievement, and student self-evaluation. I agreed with this chapter on how complex and challenging it is to assess our students. Although I do not assign grades to the students I service, I do see how complex and important it is to assess student achievement and progress through grades and self-evaluation. Sometimes you have a student who although is academically low in terms of his/her peers, they have grown exponentially in terms of where they were at the beginning of the year, yet their academic grades do not necessairly reflect this. That is why I have found it so important to assess students through observations and taking notes to document their progress throughtout the year. We also need to remember where our students are coming from in terms of home life, what they deal with at home will impact their performance at school and we must be sensitive to that. Student achievement is vital to their academic success, if a student feels as though they cannot do the work, they choose not to, and subsequently their grade reflects this. As teachers, we need to provide ample opportunity for student success and document progress in multiple ways.

Chapter 12

In Final Notes for Teaching Success, the author reminded us of taking every opportunity and to make it a teachable moment. Every student learns in different ways and when we take advantage of any moment and turn it into something that is relevant to the lesson, then we are doing exactly what we went to school for. We are role models to our students and sometimes even to our students' parents and because of this, we must make sure we maintain a professional role in appearance and manner. Our students are very observant of things we wouldn't think twice about and they will comment on those observations, so it is important that any dress, comments, or attitude is always positive and professional. I have learned the importance of my attitude and how it directly affects my students and their learning, I do my best to leave anything that is bothering me at home, in my car, or anywhere that is not in the school building. When I walk into Chalmers, I have a smile on my face and I am ready to start the day. We are here for the kids and the kids alone and what matters is that we provide the best learning environment possible and to do that, being positive, upbeat, and professional is the way to do it.

|| I especially agreed with the section on changes in behavior. The book says that changes in weather and barometric pressure can result in behavior changes. I have definitely noticed this phenomena at this school. The expression "When it rains, it pours" has a whole new meaning to me now. I have discussed this observation with other more seasoned teachers and they have said that they noticed the same thing. Today was a difficult day, classroom management-wise. It rained last night, and the kids came to school riled up over whatever happened to them over the weekend. To top it off, there was a major change in administration, which naturally made students and faculty alike a bit nervous, as change tends to do. While the faculty was in a meeting, there was a fight in the cafeteria. Then *BAM* kids are sent to first period to begin their academic day. I believe a large part of what makes me a good teacher is the ability to be flexible and adjust to what the kids bring to the classroom. Rather then forbid them to discuss the events of the morning at all and spend a good portion of my energy fighting back the conversation, I felt it was pertinent to allow them to discuss their experiences and feelings. Sure it ate up valuable class time, and sure, we didn't get as far into prepositions and I had planned, but we'll work it in tomorrow. The students felt they had a voice and that their voice was heard. And I didn't have to spend half the day griping at them to be quiet. Once I said "It's time to start," they got right to work. Classroom management isn't all about strict adherance to rules. Sometimes you have to be proactive about behavior issues, not just reactive. I use my instincts and my ability to empathize with my students most in classroom management. I have just two rules in my class: 1. Be respectful to one another and 2. Let me teach you. RE Ch. 6: Procedures are essential part of classroom management. As I have noticed through my experiences as a substitute teacher, this is particulary important in the elementary grades. I can't tell you how many times I struggled through a 3rd or 4th grade class and had some bossy little kid tell me over and over, "You're posed to do it this way." This is something I still struggle with in my class. I have a definite procedure for getting make-up work and missed assignments. It is much easier for me to empower the students to take care of their own business. However, simple things like managing supplies and even how the students will submit assignments keep changing. These 50 minute class periods still sneak up on me, so I definitely need to watch my pacing and work on concluding class each day. RE Ch 7: I really liked this lesson plan template. I think it was a good review of what I already knew about good delivery, but I admit I have gotten a bit lax about it. Sometimes, as my mentor has said, it's best to get them started on something and just let them go with it. The book says this plan allows for a slot of 50 to 70 minutes, but I think it is something that would take a few days, if not a week. It doesn't really allow time for distributing materials, answering questions along the way, and all those other random things that pop up throughout the day that suck up just a little bit more time. Many of my students just don't seem to function well in large group settings. It's like, unless I'm speaking directly to them, they don't get what I'm saying or don't realize they're supposed to listen. I check for understanding and end up re-teaching the whole lesson just to them. We're working on improving this, but you have to meet them where they are. Therefor, I think this format would take up more time, because not everyday will go along perfectly, and many students will need more individual attention.
 * ﻿Jane Schaab--- See discussion thread for post on Classroom Management.

Re ch 11: "Grading student work requires a multipronged analysis: distinguishing learning from effort, lack of learning from frustration, and overachievement from underachievement." First of all, I just really like the phrase 'multipronged analysis'. Way to go Cunningham. It is true though. Students' grades need to reflect thier progress, and since they will all make progress at different rates and start from different points, grading each student's paper is an individual effort. I teach English, and grading essays is much more subjective than grading, lets say, historical or scientific facts, or math problems with one clear right or wrong answer. I usually think back on the points I have really emphasized throughout the unit, and hunt for evidence of those in the student's writing. If it looks like they attempted to use the skills I was going for, then they do well. If they went way of into left field down their own path, maybe they won't make an A. For example, with the Practical Writing kids (SpEd seniors) their assignment was to write a short story. I spent a large chunk of time discussing plot components, so i looked at their stories to see if they had included, or tried to, those components we learned. One student wrote about what he planned to do over spring break. His "story" did not include a conflict and resolution, therefore it was just a list of spring break activities and not a story. We discussed this extensively, but he chose not to make revisions, so his grade was low. He looked at his neighbor's story, which was about as long as his and wanted to know why his neighbor got a 100 and he got a 65. Now I know you are reading this and thinking how I must have messed up my lessons and not communicated clear expectations and other teachery sounding jargon, but this is not true. I gave each student a complete preview sheet of the the whole unit and discussed with them individually how they could improve. I digress. The point was that grading is not such a black and white, wrong or right thing. You have to consider the student. ﻿ || Classroom management is vital to a successful day. One thing I know for sure, don't make a threat you can't carry through with. Make sure the consequence is enforcable. also, respect goes both ways, and always try to de-escalate the situation. Winning at all costs is not our job. Give students choice, and make both choices relevant to learning. Chapters 6 & 7 Michele Mlinar regarding classroom management the more organized and clearly defined a room is, the more calm a room and its students seem to be. this is from a behavior and special ed. view point. Also, regarding lesson plans, I've always wondered why schools can't offer both traditional and block scheduling for its students. I think block scheduling for some students would be beneficial. Other students would not flourish under that time frame. Chapt. 1-3 The first chapter talkes about being prepared each and every day. Setting priorities and giving yourself plenty of time is important. It seems like once you get to school, seconds later your students walk in. In the second chapter we need to know our responsibilites and make sure we are familair with our district's rules and regulations. We need to familarize ourselves with how our building principal wants tardies, grades, etc.. handled. Chapter 3 talks about TEKS. TEKS are important to know so we can appropiately plan our lessons to teach our students the critical information they need to succeed. On a side note, we need to be familair with our textbooks, are we going to do some team teaching, and try to explore other avenues to make learning fun and exciting for both you and your students Chapters 8-10. Chapter 9 and 10 are filled with a wealth of information. I agree that homework can be a problem. I work with students who, because of their homelife and lack of support at home, will never get homework done. Therefore they will never turn in their homework or get a homework sticker. This is so frustrating for them, because they are not to blame, but they feel like they will never get a homework sticker, and then the whole day starts off downhill. I have asked teachers to not require this from these students. I have given them a list of options, such as having a fellow student help them before they go home, or in the morning, to get their homework completed. I also love portfolios. I love to see the progress that students make thru the year. Writing for understanding can be one of the most diffucult things we ask our students to do. But if we guide them thru it, and continue to ask them to write their thoughts, and answers, it is really the key for learning and retaining information. Chapters 8,9, 10 I found these chapters to be the most informative, especially chapter 10. I work with students who, because of home life situations and academic ability, will never be able to complete their homework and turn it in the next morning for a grade. I have shared this with teachers, and I have offered to do their homework with them in the morning. For these students, starting their day off with a failure to turn in homework, and not receiving a sticker or grade, just reinforces the notion that they will never be the same as others, or have a chance to ever earn a homework sticker. It just starts their whole day off wrong. I also love portfolios because I find it fascinating to see the progress of students thru the year. Writing for most students is the most difficult task. I think all of us have trouble putting our thoughts into words. But if we work with students on writing, they are able to put what they learned and their thoughts down on paper. Students writing will improve if we, as teachers, continue to ask them to write. Michele Mlinar || Ch. 1 The most important thing I’ve learned so far as a beginning teacher is that reflection is a critical part for success in the classroom. Several times I have reflected on my teaching methods, and decided a change needed to be made. Without reflection a teacher would surely fail. Every class and student is different. Without reflection and adaptation a teacher is sure to struggle in the classroom. I also appreciated the authors comment on teaching as a calling not a profession. I have always believed this is key for a teacher. To be “called”, is to be here for a purpose. That purpose is the students.
 * [|mjmlinar] chapter 4 & 5
 * Micah Bland
 * Micah Bland

Ch. 2 Taking care of the business aspect of teaching can be a job in itself. As a music teacher I find that there is a greater amount of business to take care of. Fundraisers for trips, planning concerts, and all the other extra activities, can become a burden. The only way I have found to be successful when dealing with all the additional business requirements is to plan ahead. Sadly, as a beginning teacher, the time needed to take care of the business aspect is difficult to find at times.

Ch. 3 In the Music field parents would probably be surprised that we have very specific state standards. Many students join choir thinking it will be an easy “A”, where little is required of them. This is not true at all! Learning the fundamentals of music terminology and notation is a key part of the music standards. I have always felt music teachers have forgotten the academic side of music in the secondary level. <span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">While there are two appropriate textbooks I am able to use. These texts are not distributed or mandated by the school, which makes it difficult on the teacher. I must create a large portion of the academic lessons, in order to adequately teach my students.

<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">Ch. 4 <span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">A trend I have noticed at the middle school level is that everything must be fair. In my class, if the smallest thing appears to not be fair, several of my students will protest loudly. “Why does he get to sit there? Why did I get in trouble, she started it? Why does he always get to hand out the papers?” It is difficult to accommodate every student appropriately while still appearing to be fair. In order for some students to behave appropriately they must be given extra attention. While I must focus more attention on some students, it is imperative to provide equal attention to all students.

<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">While reading this weeks assignment I came across a suggestion I found interesting. Page 60 suggests that the student be present when you make a phone call home for behavior issues. I understand how this might be an effective technique, but I don’t think it’s the most appropriate approach when calling a parent.

<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">Ch. 5 <span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">Using class rewards is a terrific way to build positive reinforcement. I have noticed a trend in my students recently that I hope will change over time. I have several students who expect a reward for successfully completing certain tasks, when a reward is not warranted. I will give them verbal praise, but for some, this reward is not desirable. Another issue I found that is discussed in the book, is not rewarding a class for a few individuals who don’t behave. In order to avoid this issue, I have a “singer of the day” for every class. This person is recognized in class for doing a great job. Upon receiving three commendations they receive a prize.

<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">Ch. 6 <span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">As a first year teacher I have learned that teaching procedures to middle school students takes a great deal of time, and repeated practice, which goes a long way. A procedure I will be changing in the near future is how students get pencils. Students frequently don’t bring pencils with them to class. I currently plan to place a poster on the wall with several numbered pencils attached to it. Students who need a pencil will grab one and return it at the end of class. I can easily look at the poster to ensure that all were returned, before releasing the class.

<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">Ch. 7 <span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">As teachers we can often assume, or believe students understand the topic we just taught them, but in reality not every student understands the first time. I believe teachers as a whole, including myself, frequently skip the clarification and review steps when teaching a lesson. This is often caused by time restraint. <span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">I think as a new teacher approximating adequate time is often the most difficult task in designing lessons. It is better to over plan, but then you cut the time for review, clarification, and independent study. With more experience I’m sure I’ll be able to plan lessons accordingly.

<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">Ch 8, 9, and 10 <span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">I have always felt that I was a good time manager. It is almost a requirement to be successful in college. In my opinion managing class time significantly reduces class distractions. One of the greatest challenges as a starting teacher can be managing class time. Moving to fast causes the students to not fully understand a concept. Moving to slow loses their interest. I believe it simply takes practice, and an ability to improvise, to develop time management in the classroom. <span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">I also find at the middle school level it is imperative that we teach our students how to be time managers. Many students are intelligent, but don’t use their time wisely, so they receive bad grades for simply not planning ahead.

<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">In music student engagement is key. Without student participation there is no choir. Frequently students are placed in choir who did not choose to be in choir. My most difficult task is convincing these students to participate, sing and ultimately enjoy music.

<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">Asking questions is a simple way to direct student thoughts. Instead of simply lecturing, a teacher can ask a question that forces the student to think critically. Specific questions can also help a teacher focus and synthesize a lesson. I personally feel I am currently not the best at asking critical thinking questions. I really enjoyed this chapter, and plan to implement some of the suggestions from the book. <span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">Ch 11 and 12 <span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">Often, in music, teachers do not require assignments or grades. I, on the other hand, spend a great deal of time teaching musical concepts. These concepts are typically very new, and can be difficult for some students to grasp. In order for students to understand, I review and re-teach constantly. Similar to math, these musical concepts must be engrained in their mind because new concepts build on the old.

<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">Since most aspects of music are full group participation, it is difficult to know if all students understand. Having students demonstrate understanding in a quiz form has greatly helped me know which students need additional help, and which can be challenged more.

<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">Following every performance I have students discuss in groups, and in writing, the quality of their performance. This self evaluation has helped students consider things they can improve on for the next performance. || The chapter made me think a lot about the things I've been doing wrong. The biggest thing, I think, was about making the rules clear and sticking to them. I realized that my rules and consequences are completely different than were on my syllabus. || <span style="color: #ff0000; display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">Assignment 2: Chapter 3 through 5. <span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;">If only I had read Chapter 3 before school started and while I still had a lot of extra time. Chapter 3 gave me a lot of insight on how to organize my year and gave me something to plan around. As a new teacher there are many things thrown your way as far as classroom curriculum and so forth. Those materials are very helpful, but also very overwhelming. It brings me back to the mall example. How do I know what store to shop in if I do not even know what I am shopping for? So far, figure 3.1 has been one of the most helpful things I have taken away from the book. This is something that I feel is a necessity in order to have successful planning. <span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;">Classroom Management.... Classroom Management to me is a learning experience every single day. I have found that a very detailed and clear system is a must for successful classroom management. Even though you may feel like you have a fool proof plan you will not know until you have put it in action. What I felt was discipline, I found the kids did not so much agree. I had to alter my plan to what the kids could relate to and what they responded to the most. <span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;">The hardest part about the rules is the consistency. Sometimes it is just not convenient, but I have found it is crucial. Chapter 4 reinforced to me how important consistency is as well as how important it is to be DETAILED and have clear consequences. When first starting out you don't really think about there having to be a 5th or 6th step. But you have to lay it out for yourself or you can never be consistent or fair with the children. <span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;">Chapter 5 was very interesting to me as I struggle with rewards. Chapter 5 stresses the importance of rewarding good behavior but it also gave me ideas on other types of rewards. Kids respond very well to incentives, but if you are not careful this gets very out of hand very quick. (PRICEY) Chapter 5 challenges me to keep incentives learning based and to show the students that fun activities and extra recess time is for those that are well behaved.
 * Jake Savell: re: ch. 5
 * **<span style="color: #0000ff; font-family: 'Comic Sans MS',cursive;">Lindsay Dodson: **<span style="color: #0000ff; font-family: 'Comic Sans MS',cursive;">Assignment 1: Introduction through Chapter 2The introduction in this book compares first year teaching to a map in the mall. There is a little dot to tell you "you are here" and you have to stare a while to find out where you are, where you are going and how to get there. That could not be a better example of what a first year teacher feels so very often.. The only problem is sometimes you are not even sure where to find the starting place. Figure 1.2 is an excellent idea of something we should do in order to get our thoughts, goals, and beliefs organized to help us find where we are going. One thing that I have found is so important is that you have to keep your beliefs in mind so that you are constantly reminded of what brought you there and why you chose and worked so hard to get where you are. Which brings you to the topic of Chapter 2, you have accomplished Goal 1 (A JOB) and now how do I prove that they made the right decision by hiring me? Chapter 2 outlines everything that will be thrown at you in the course of the first few weeks or in many cases first few days. My problem is that I am a very hands-on learner, so even though I heard it all in the meeting when I actually had to apply my knowledge I was really praying for a refresher course. I sometimes wonder if a lot of the new teacher details are better addressed after your first 6 weeks of school. (EVEN THOUGH I KNOW NOT POSSIBLE) I think the best lesson I learned is to make myself aware of everything, find a great buddy or mentor that won't be bothered by questions and most importantly TAKE NOTES AS I GO! One of the biggest lessons I learned in chapter 2 is to keep documentation and open communication.

<span style="color: #008000; display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">Assignment 3: Chapter 6 & 7Again... Hindsight is 20/20... Procedures is something that was stressed time and time again in my prep classes. To me, it was a little bit of micromanaging. WOW!! I learned really quick in order for there to be order in your classroom there must be a PROCEDURE for everything. Kids need this structure. They might not like it all the time but they function so much better if every little detail is layed out for them. What I have realized is that it is also a way of teaching them how to be responsible. Chapter 6 reinforced to me that even if it sounds silly or simple, if it requires action from the student then it needs a procedure. Everyday I am learning a new procedure that needs to be introduced to my kids. Chapter 6 also brought up other areas for me that I need to start working on and introducing to my kids. Chapter 7 was very enlightening to me. I have found that there are two different lesson plans, those that are due to your administrator each week and then those that you actually teach. Even though they are one in the same, you typically leave out all the specific details when submitting the weekly plans. Yet, when you get up to teach you must have all those details and more. As a first year teacher, it has been very hard to grasp what all is required that I have feared that some of my lessons have suffered. I have spent so much time making sure that I have understood the TEKS and the ELPS and organizing everything that goes with it, that sometimes I get up there to teach and realize I have forgotten that I have to get all this information to a 4th graders level. My objective was to make sure I am teaching what was required that I forgot my audience. Chapter 7 offered so many good thinking points and a good checklist of sorts to help me better plan for better lessons.. So far I have found the book to be pretty informative in what it has to offer. If nothing else, it has been a resource to confirm that everything I was feeling is pretty "normal" for a first year teacher. I have liked that it follows its suggestions with examples of how to accomplish the task. <span style="color: #008000; display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">In my first few weeks of teaching I have realized that sometimes you get so bogged down with the day to day demands that you realize how hard it is to "see the forest for all the trees." Chapter 3 was a good reminder to make sure you are focusing on the main objectives and your overall goal which is to teach children. I have found that having and knowing the grade-level standards has helped with planning as well as helped with finding a focus and an overall road map.

<span style="color: #008000; display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">Last week was a particularly stressful week with lots of changes and lots of additional demands being added each day. When I got home on Friday night I was completely worn out but knew that I must get as much as I could done in the little free time I had. So I sat down to get caught up on my reading assignment. As much as I hated to spend my Friday night doing homework, it was refreshing to end my stressful week with the sentence I got out of Chapter 3, page 44. "During the first year of teaching, your confidence level will alternate between feeling as though you're gliding through the water like and Olympic swimmer and feeling as if you are being sucked under by a whirlpool of demands." This could not have explained what I have felt these first few weeks any better. Response from Keli Royal: I couldn't agree with you more! At times I have felt so overwhelmed with all there is to do as a new teacher; however, I feel I owe it to my students to keep my head on straight and not get too stessed out. Some days I worry that I'm not being the best teacher that I can be; however, thankfully we have so many helpful resources, including books and individuals, that keep me going in the right direction. It's so nice to know that other teachers feel stressed out as well and that I'm not alone.Response from Dan Baxter: I agree with both of you. I think I struggle with the insecurity of learning so many things. I feel like my mind is scrambled. I really liked the analogy of "feeling sucked between a whirlpool of demands" I have lessons to prepare and post, meetings to attend and acronyms to learn it seems every day. I really liked this chapter because I guess it encapsulated my emotions so well. I think living in Denton has been hard this first year as well becasue I feel so detached from the school. I also feel a little alone being the only new teacher in fifth grade. Kinda like the village idiot I guess. :) || <span style="color: #0063ff; font-family: 'Comic Sans MS',cursive;">Assignment 1: Intro - Chapter 2 <span style="color: #0063ff; font-family: 'Comic Sans MS',cursive;">I absolutely loved Chapter 1. When I first read the title of this chapter, I thought how true that statement was. Teaching is a lot more than just a job. We touch a child's heart everyday through our actions and words. It makes you realize how important you really are. I love figure 1.2. I try to reflect back on my week every Friday, and how I can change the week ahead. Setting goals for myself and my students is the best way to do that. Not only can I see how they have come along as a student, but I can see how far I have come as a learning teacher. <span style="color: #0063ff; font-family: 'Comic Sans MS',cursive;">Chapter 2, in my opinion, should be addressed (and read) before you start any job whether you are a new teacher or a "seasoned" teacher. It is very important to know your district's policies and procedures in advance so that you as the teacher will know what to expect and how to handle things as they arise. All districts are different! This chapter also discusses communication and how important it truly is. Not only do teachers need to have clear communication with parents and students, but also with administration and co-workers.
 * <span style="color: #0063ff; font-family: 'Comic Sans MS',cursive;">Kourtney Schniederjan

<span style="color: #0063ff; font-family: 'Comic Sans MS',cursive;">Assignment 2: Chapter 3 - 5 <span style="color: #0063ff; font-family: 'Comic Sans MS',cursive;">Chapter 3: This chapter was very valuable to me and would have been even more valuable to me last year. Studying the standards and material that will be used for the upcoming school year should always be a priority. I am the type of person that needs to be organized to even begin to feel prepared. Knowing the state standards ahead of time sets the groundwork of how and what will be taught the following year. <span style="color: #0063ff; font-family: 'Comic Sans MS',cursive;">Chapter 4: Classroom Management. Students can tell when you are really going to do what you say, and they base their future behavior on that. When I taught 8th grade last year, I knew going in that it would be a challenge. I think my first year was successful because I made sure to do what I said I was going to do. I had very few serious problems with my students because I did this. <span style="color: #0063ff; font-family: 'Comic Sans MS',cursive;">Also, on page 62, Cunningham discusses the purpose of starting fresh each day. I love that this is pointed out. It is so easy to stay aggitated with a student when they upset you, but it is so much better for the student and the environment of the class to forgive and "somewhat" forget. I had a student tell me the other day when I was getting onto him that "tomorrow will be a new day!" I was so happy that he had learned that and taken that into perspective. <span style="color: #0063ff; font-family: 'Comic Sans MS',cursive;">Chapter 5. Meaningful Rewards and Awards. This chapter was very eye opening for me. The first page discusses how some students love the loud praise and encouragement while others will completely withdraw themselves because they have been praised. I have a student that will withdraw if I give any praise at all. I thought this to be very strange and wondered if that was normal after reading that one paragraph, I realized that I can't keep praising that child out loud or in front of anyone else. On page 74, Cunningham gives a list of questions to consider when trying o decide how students will earn rewards. This really showed me how I need to extend how I give rewards. In my room I use a name chart with smiley faces. The students receive them by showing an act of kindness, making a 90 or above on a spelling test, and for helping me or any other teacher with a certain task.

<span style="color: #0063ff; font-family: 'Comic Sans MS',cursive;">Assignment 3: Chapters 6-7 <span style="color: #0063ff; font-family: 'Comic Sans MS',cursive;">Chapter 6: I found this chapter to be extremely helpful. I still struggle with procedures and routines, but am starting to get a better grasp on it. In the beginning I wasn't sure how to handle certain procedures like taking roll, doing lunch count, etc. After talking to some other teachers I was able to construct my own ways to deal with the procedures and routines set by our school. I really enjoyed the part of this chapter that discusses communication (page 81). I have found that making a spreadsheet for everything that needs to be returned is so helpful. Lindsay Dodson made a great spreadsheet at the beginning of the year to know which student had brought back certain required papers that was sent home by the office. We were then able to know if we needed to send a letter home to the parent informing them that either they had returned everything, or they needed to complete a paper and return to the school. <span style="color: #0063ff; font-family: 'Comic Sans MS',cursive;">Chapter 7: This chapter helped me to LOVE forethought even more. At the last school district that I taught at we used eduphoria, however, we did not use forethought. We had to make our own spreadsheets for our lesson plans. I am definitely not complaining about this. I learned how to make a good spreadsheet because of my previous experience. However, forethought is a lot easier and more organized which is one of the key elements that this chapter discusses. On page 121 Cunningham lists "Overarching Questions for Unit Planning." I found this to be very helpful. In college we are taught to plan strategically. When you get into an actual school setting your lesson planning ideas are changed. These questions help the teacher to stay on topic when planning, and make sure that they are including Bloom's Taxonomy.

<span style="color: #0063ff; font-family: 'Comic Sans MS',cursive;">Assignment 4: Chapters 8, 9, & 10 <span style="color: #0063ff; font-family: 'Comic Sans MS',cursive;">Chapter 8: Time management is one of those things, in my opinion, that takes a lot of practice. I have found it to be easy and extremely difficult all in one day. On page 132 Cunningham discusses ways to starting your day right. Well, those are easy things to say, but when you have a small child that wakes up all hours of the night, getting sleep can be a little hard. I think that the author "sugar coats" this part. I think it is all in your attitude and how you deal with certain situations. I really enjoyed the portion on transitioning. Transitioning works best if you as the teacher are very organized. The majority of the teachers at Lee do a lot of these things. The idea I liked the most was using the envelopes with student's names on them for turning in book order money and other "special" items. <span style="color: #0063ff; font-family: 'Comic Sans MS',cursive;">Chapter 9: So far chapter 9 has been the most beneficial for me. We are really working on writing with our 4th grade students right now. On page 144 Cunningham begins this discussion. I loved the journal prompts and the "Student Questions and Teacher Responses" chart. I have had a couple, okay maybe one in particular student ask me why they are having to write and why it is so important to know how to write. I gave this child the spill of how they will use it for the rest of their life and yada yada yada... Now next time I'm asked, I'll be better prepared! And finally, the last paragraph of the chapter was my all time favorite quote from this book. "There will be tough days..." <span style="color: #0063ff; font-family: 'Comic Sans MS',cursive;">Chapter 10: This chapter was very informative to me and made me really reflect on the types of questions I ask my students. I have taught subject-predicate until I was blue in the face. You can show my students a sentence, ask them what the subject and predicate is, and they can answer you correctly. However, when it comes to them making up their own sentences it's like they've never heard of it before. It has gotten exceedingly better the last few weeks, but I now realize that it could have been more beneficial to them if I would have been using better questioning strategies from the beginning.

<span style="color: #0063ff; font-family: 'Comic Sans MS',cursive;">Assignment 5: Chapters 11 & 12 <span style="color: #0063ff; font-family: 'Comic Sans MS',cursive;">Chapter 11: This chapter is really a good "self - questioning" chapter. It made me think of how I give grades and what standards I base them on. I enjoyed the student self-evaluation section. I will definitely be implementing this into my next lesson. <span style="color: #0063ff; font-family: 'Comic Sans MS',cursive;">Chapter 12: I love the way Cunnighman ended this book. "There is no career more fun or important than teaching. What a wonderful way to make a difference in the world!" It's so true!! Just reading the last bit of advice was uplifting enough, and then it ended with an even better statement! || ** Assignment 1: Intro - Chapter 2 ** Chapter 1-Teaching… It’s more than a Job its Magic… I just loved this statement. I think that people do not realize exactly how much work teaching entails. I think that most people feel that teaching is the easiest choice as a profession and many act as if teaching is a fall back in case things do not work out in their profession. But teaching is truly a talent and a craft. It takes a lot of time and patients and not to mention all the other attributes needed for this job. I also loved the part about having a “bigger vision.” This is really important to teaching, and people who don’t have one are hurting the system rather than helping it. Our impact on a child’s life is so extensive we truly have the power to make or break a person. Chapter 2- I think that chapter two was very helpful in opening up the “business side” of teaching. There are so many more responsibilities besides the actual teaching part. This chapter did a great job in outlining areas that need some planning and attention before you can actually begin the job
 * ** Samantha Cabrera **

** Assignment 2: Chapter 3- 5 ** Chapter 3-Standards, Curriculum, Elps, Special Ed, TEKS, Language objectives, Content objectives… the list goes on and on. All of these can be very overwhelming. The book did a great job of breaking down many of these standards. I admit that I have felt a little overwhelmed with all the newness and such an abundance of information. It helped to stop and take a step back and look at each of these individually. It struck me that the most important thing that comes with being a successful teacher is PLANNING! All these standards can be met and the best way to do it and understand what exactly there is to do is put time into it. Chapter 4- Classroom Management is an ever changing adventure. Although the rules are always the same, every day I am looking for what works. It feels like a constant experiment in which I am constantly tweaking. When I started there year there were three things I was determined not to do… the first was not to spend the majority of class time in discipline, the second was not to scream at my students, and the last was not to spend my time upset about noise. So far I have done pretty good at keeping these promises to myself except for the last one. I wanted to be one of those teachers who had her students so motivated and engaged that noise would not be an issue. Here is to wishful thinking!!! I guess I thought I would be teaching college students instead of middle school. It is so hard to explain something to them without being interrupted. The worst part is that it’s mostly because they are so charged and impulsive. I hate that I get interrupted while I am giving instructions or having answer the same questions three different times. I think that most of my classroom management issues are age issues and where these students are in their stage of development. I just need to accept this and find ways to work around it. (Chapter 5) I think that the best way to do this and maintain classroom management is to establish relationships. To give students meaningful rewards makes the learning part actually stick because it touches their hearts and makes them strive for success. ** Assignment 3 -Chapters 6 and 7 ** <span style="color: #ff00c8; display: block; font-family: 'Times New Roman'; margin: 0in 0in 0pt; text-align: left;">Chapter six reflects the most important part of teaching. Its crazy that the actually instruction is at the bottom of the list but in order to complete this instruction teachers need procedure set into place. In my experience I have realized exactly how much the students need this type of structure. When I was out on maternity leave my students really struggled with this. Every time the substitute tried to change a rule they would put their foot down. They did not deal well with the change. If I could instill habits and procedures at the beginning of the year, it would save me so much time and trouble. It would also help me to teach instead of dealing with classroom management. <span style="color: #ff00c8; display: block; font-family: 'Times New Roman'; margin: 0in 0in 0pt; text-align: left;">Chapter seven shares how important lesson planning and preparation is. It stuck me how important a lesson cycle is, the closing is just as important as the opening. In order for students to learn we need to understand this lesson cycle. || Chapter 6 was very informative in many ways. First the key to a great classroom has to be your procedures. By being consistent with your procedures it produces great organization. I never really understood how important it is to plan every type of movement and procedures. I came in thinking students would know how to do certain things but it is really important to outline ALL the duties the student will do in the classroom. The book does a great job discussing the importance of having a schedule planned. The book talks about all the duties that happen in the classrooom and the procedures related to the operations, for example, shapening pencils, taking roll (which is important to not waste time on). One the chapter has helped me with is organization. A lot of things have to be done and sometimes it is overwhelming. Chapter 7 Chapter 7 is all about lesson planning and how to plan effectively. Their are 8 different phases to the lesson plan. My favorite part was the closure to the lesson plan because I think it is very effective. The EXIT PASS, the students respond to a question you have posed orally, summarize what they have learned in class. chapters 8,9,10 (marvyn white) I did a lot of reading over the break. I really want to improve going into the second semester. //The New Teacher's Companion// is a great book for new teachers. Okay let me start with chapters 8,9 and 10. Chapter 8 was probably the most important chapter for me because Time Management is something I need to improve. As a beginning the teacher has many things that must get down. Time management is critical in the classroom with regards to the success of the lesson as well as behavior. Smooth transitions are important in the classroom because students will look to begin to get off task. Chapter 9 was all about keeping the students active and engaged in the lesson. As teachers one of the hardest things to do is gain and keep students focus. One of my goals as a teacher is to look up and see my students really interesting in what we are doing. I want the students to want to do the material. I think the book noted that one important way to keep students focus or attentive is by getting to know them. Simply as it may sound I belive in that---know your students!!! My class is structured with journal, lessons,homework but I agree with book that reflective writing is important. Chapter 10 was important because I work with special education students, and checking for understanding is something a teacher must do. As a teacher cues and questions are great strategies to use in the classroom. I love the idea of checking for understanding through questions before and during the lesson and not always just at the end. Blooms is a great framework. I love the idea of what if questions because it really gets the students to think.
 * ** Marvyn White **
 * Assignment 3 **

Chapter 1-5 Marvyn White ** Chapter 1 ** Chapter 1 was extremely interesting and motivating. I love the list of the things that teachers are 100 responsible for. One of the most important ideas on the list was, “Starting each day fresh, excited, and dedicated to students.” It is most important because some days will not the YOUR best and you have to approach the next day with better expectations and enthusiasm that things will succeed. Responsibility is undervalued in today’s society and taking ownership is very important in the success of every student. ** Chapter 2 ** I highlighted the segment about communication in chapter 2 because I feel like is an aspect that I need to greatly improve upon. I feel like I communicate great with the administration, staff, and Coworkers but my communication with the parents has to improve. I feel like after reading chapter 2 will help me improve. I loved the communication log because it is a great way to organize the constant communication. ** Chapter 3 ** Chapter three is great chapter because as a beginning teacher many times you come into the situation not prepared. Preparation is the key to academic success. The lesson plan book is a great way to organize all of the chaos that happens in my brain when creating lessons. One of the main problems I have had this year so far is arranging the instruction around the holidays and special occasions that affect classroom instructional time. When I started planning in the beginning I did not have a great grasp on re teaching aspect that you have to implement. Chapter 3 showed me how to support the big picture I have for the semester. Chapter 4 Classroom management it will either make or break a classroom regarding discipline. It is important for teachers to keep students occupied and engaged. One thing that I have learned is that is important to have rules posted in the classroom. It serves as a reminder and visual reinforcement. The book also outlines that a teacher must have rules that work. Chapter 5 I love rewarding great behavior and class work. In my class the students receive numerous rewards and awards. I have student of the month, wall of fame, and nominations. The students receive certificates and 21 dollars for the overall. Rewards should honor learning. || Chapter 1: Reading this chapter was very comforting to me. I have felt many of these feelings in the fist weeks of school. I actually tell my students that I am learning just as they are learning. On page 10 the book writes, "Every day is a day of learning for students and teachers alike." I didn't really relize until I read chapter one that I do have a big vision of teaching. There were many things in fig. 1.1 that I do think out in order to help my students and myself. Chapter 2: This chapter to me was a review of the all of the training that new teachers had to attend at the start of the year. Basically know your district and school policies. Many of the subtitles throughout this chapter were covered at our early meetings at Lee. (grading scales, late students, teacher absence, etc) Every week I do learn new things regarding our school policies. Assignment 2 Chapter 3: Chapter 3 dicusses how students like to know that they should be learning and what the goals are for study. This is something that is new to me. During my student teaching I was never taught to make it clear to the students what the objective was for each lesson. This chapter taught me that academic standards are there to help a teacher know that to teach and in what order has been eliminated. I agree that the challenge is to fit everything in and being able to present it in a way that the students are actually learning it. Chapter 4: This chapter did help give me some ideas on classroom management. I have always been told to be careful what you say, because you always need to follow through with it. This chapter just gave me more reason to believe that. I have always pictured my classroom to be welcoming and home like to my students. I learned that offers a rich learning environment. Most of this chapter seemed to be review of what I have already encountered before reading it. I did find it comforting to read that most things I do use in my classroom are right on track. Chapter 5: This chapter taught me that little things can go a long way. Something as small as the teacher being involved at recess. In my classroom we have individual rewards and we also have a marble jar for the classroom reward. I send home a certificate if the child has had a really good day or even just some improvement. It sounds like I might actually be on the right track with this!!! Chapter 6: In a jif, this chapter pretty much comes down to the fact that a teacher should have a procedure for almost everything. It does give great advice and ideas on how to organize some of those procedures. It also covered how you can have an organized classroom. Chapter 7: This chapter was about lesson planning. To me this chapter was mainly stating that even though you are completeing your lesson plans that doesn't mean they are effective. There are many different ways to make sure that your lessons are effective. There are eight phases to making your lesson effective. My favorite phase is phase 5 (clarification). I like to be able to have fun with the kids and be able to gain the knowledge of knowing if the have clarification of what I just taught. || I feel this book is right in line with knowing how one may feel being a first year teaching. Never did I know or even imagine all that would be on my plate...but it is worth it! Every day this year is really trial and error. Every day I learn something new about, not only my students, but myself as well. I try to be a better teacher everyday and learn from my mistakes. I feel a lot of people think teaching is just a "job", but it is so much more than that! All day, everyday I am affecting the lives of children. My job is not only to teach but to get to know my students and realize that everyone learns differently and has different things going on in their lives. A statement I tell my students everyday is, "EVERYDAY IS A NEW DAY". I went them to know that we all have bad days but we will get through it and start tomorrow off right. School policies are so important to know, however, there are so many and such a large variety, I feel I learn new ones everyday.
 * ** Melissa Thomas Chapters 1-6 **
 * Assignment 1 **
 * Assignment 3 **
 * ** Keli Royal **
 * Assignment 1: Intro-Chapter 2 **

If you know me then you may know that I am not the MOST organized person ever. After reading, I realize now more the importance of staying organized not only for myself, but for my students as well. I feel at times I have been so very overwhelmed with meeting after meeting and paperwork after paperwork; however, that's just part of it! It is great that I am surrounded with so many great and helpful teachers that do not get frustrated with the MANY questions that I have. Classroom Management! I feel as a first year teacher this has been one thing that is without a doubt trial and error! One thing that may work wonderfully for one student may not even faze another. Respect is key in my class. From day one I have told my students I respect them so I expect respect in return, and I told them all that goes along with that. On that same note, many students didn't even really know what respect was, so at times it can be difficult expecting something that they have never been expected to do. Also, on day one, I told my students that we are a "family". We stick together and treat each other how we want to be treated. In all honesty, I really have very few classroom management issues. I have learned in the past few weeks to "pick my battles"! I never realize how significant a positive letter home to a parent could be. My students LOVE when I let their parents know how great they are doing in class. I try to send a note home, email, or call a parent with positive feedback regarding their child to at least 2-3 students a week, So far my classroom behavior is great!
 * Assignment 2: Chapters 3-5 **

Assignment 3: Chapters 6-7 Procedures. Procedures. Procedures. I have learned that there needs to be a procedure for just about everything! After reading this chapter, I changed the way I did some of my things in my classroom and it has helped out so much! Everyday when the students come in, their assignments for the day are posted on the board for my and the students' future reference. I leave the assignments and due dates posted all week so there is no confusion as to what is expected from them. I read about doing this in the chapter and it has worked out great every since. Also from day one at our school, we were expected to have a "sub folder" ready just in case we are absent. All procedures for the day are listed in the folder step by step along with ANY and ALL information as sub would need to run my classroom. I feel if you have good procedures in line, then it will result in a more organized classroom. Lesson Planning is so important, but I learned VERY quickly that plans can changed at a drop of a dime! I love that we have Forethought to use for planning. I have come to learn that the more prepared I am at the beginning of the day, the smoother my day goes and the more relaxed I am. Every week I get more and more excited about planning my lessons because I look for new and fun activities to incorporate in my lesson plans that will get the students more involved. At the end of the lesson or day, I try to also ask the kids questions and get their feedback on if they actually learned what I planned for them.

Assignment 4: Chapters 8, 9, 10 The chapter on Time Management could not have been more for me! As a first year new, I never knew realized the importance of time management daily in the classroom. Every day I am faced with a new challenge, and you never know what's going to happen. I have come to realize that the more organized and the more I manage my time, the smoother the day goes in my classroom. Students know what is expected of them because I let them know at the beginning of class what we will be doing and when we will need to have it done. A goal of mine every day is to get every student engaged in the lesson. All of my students are so different which makes me have to reach out to them all in different ways. The way in which I ask them questions differs to the students' personalities.

Assignment 5: Chapters 11 & 12 A sentence that caught my attention from the very being was, "All students have great potential." I feel a teacher MUST believe this in order for their students to be successful. If you don't believe in them, who will?! When it comes to grading, I try to grade my students' papers immediately after they finish them. I feel this makes them take ownership of their grade and also we are able to look over the paper right away to see where mistakes were made. Since I have began doing this, I have noticed that my students are more concerned with what they are making in class, and grades have improved noticably. It's hard to believe that this year is already coming to an end. In the final chapter it states, "There is no career more fun or important than teaching. What a wonderful way to make a difference in the world!" This statement could not describe in any better way how I feel about teaching. This job is my dream job. Every morning I wake up I feel blessed to get to come to work because I am so thankful for my job. I strive to teach my students in the best way possible and hope that I AM making a difference in their lives. ||
 * ** Dan Baxter **


 * Assignment 1 (Intro to Chapter-2) **

__ Intro and Chapter 1:   __ As I read this chapter I really thought about the importance of vision. I think the last couple of months I have had a sort of general vision, but more than anything it has been about damage control. I was overwhelmed with the newness of teaching. I am a pretty laid back guy and not much of a planner. I figured that would be helpful in teaching  in someway, but being able to go with the flow, but what I failed to realize was that I was the person responsible for setting the flow! As with anything if you have no goals for yourself or your kids then you have nothing to shoot for. Well I thought I would in response to that set up some goals for myself.

Year 1 as a teacher: 1. I want to become a functional classroom manager. (I am not going to  be perfect this year, but I want to improve on my plan and get more  control of the class every week. I want to implement a plan that fits me) - How? By doing workshops, watching and learning from other teachers  and not missing opportunities for my in district training 2. I want to be an organized teacher. ( I want to look at what other  teachers are doing an emulate them and look for ways that make sense  to organize my room) - How? looking at other teachers procedures and rooms. attending workshops to improve my craft, taking time to reorganize every week and get better at maintaining my organization. 3. I want to be a prepared and creative teacher. ( I want to think  through my intently lessons before the day before and not just have a  general plan, but be creative to include many activities that will stimulate learning. - How? Taking time after class to really work thought each lesson, do  research on creative games and take advice from older teachers.

Year 1 for my students: 1. I want them to know Language Arts well by the end of this year. (I  want to be creative and show them all I can about what grammar is and  how they can be better at it. ) - How? Be excellent in my teaching and really take serious about their different mods and learning styles. 2. I want them to know I love them even though I must set boundaries with them. - How? Taking time with my kids individually, but being firm with them when the time is right. 3. I want them to be better people for being under my influence. - How? being a good example and teaching them to love one another and resolve conflict well.

__ Chapter 2: __ I guess if there is one chapter that I feel like I have spent the most time struggling with it would be chapter 2. The business details for me have been very difficult and I have often felt like I was drowning. I mean just the acronyms alone have been overwhelming

SIOP ARD ELPS TEKS TAKS STAAR LEP RTI ESL ELA and the list goes on and on.

My box seems to be filled weekly with new papers I am supposed to give out to my kids or fill out myself. I also  have intern projects with my Certification program and need to get prepared for my Pedagogy Exam. I have observations coming and workshops to attend and meeting after meeting to keep up with. Just doing that would be a full time job, but I still have to teach! There does not seem to be enough time in the day. As a new teacher the business side can be the most overwhelming.


 * Assignment 2 (Chapters 3-5) **

__ Chapter 3:   __ One saving grace this year has been our curriculum. I cannot even  imagine having to come up with my own curriculum and include the TEKS, ELPS and standards myself. I would probably just quit and go drive a garbage truck. I have had a great textbook that includes all of these things and has made it super easy to come up with lesson plans. I also have great a teaching team who has guided me through this process. Since the books os so intertwined with the standards I never have to worry about not meeting them if I stick with the book. I love that as a first year teacher, but I still need to remember as the chapter states the standards come first and not to get to wrapped up in the lessons that I forget what these kids really need to learn.

__ Chapters 4 and 5: __ I got a lot out of this chapter on classroom management. I created a plan that I hope will help me. I really want to try the name on the board tactic. I want to make things more clear to my kids about consequences and the sequence of how that works. I also implemented a new rewards system with my homeroom. I found a little pirate map and I give them a sticker and in when they get enough stickers to fill the map they get a prize. I am definitely a work in process on classroom management. I am learning and hoping as I implement more procedures and am more consistent I will gain more control.


 * Assignment 3 (Chapters 6 and 7) **

__ Chapter 6: __ Throughout this year I have consistently changed procedures. I had a procedure for journals and firgured out soon that didn't work. I had a procedure for pencil shapening and soon found out it was not working given how many pencils I was buying. I have not given up on procedures however, but I have had to make some changes. This Chapter had some helpful suggestions. I liked the idea as far as pencils making kids sharpening them before class. It helps with the classroom flow and if they break one during class I will usually sharpen it so that takes the fun out of them getting out of their desks. Organization is huge as part of procedures. I had to reorganize a couple of times because it was interfering with my procedures. I am definitely a work in progress on this issue

Chapter 7: I think this chapter is helpful to have a real goal for your lesson plans. I think it is easy to make lessons to fill time and not to truly teach. I think it is important to go trough all the steps to get to the goal of teaching. || The first two chapters highlighted information similar to those in other books (it's good to know some professinoals profess the similar teaching methods). I look forward to reading information on practical implementations of cognition research since we must challenge students with acheivable tasks. || Chapter 1 and 2 - Having Barely read chapter 1 and 2 i wish now that i had read it earlier. I know that i can not make the students learn but I try my best everyday to at least have each one of my students learn one thing each day that they did not learn the day before. at the end of class everyday i go around the class and ask the students to tell me one thing that they learned today that they did not know be fore class whether it by science related or anything else that i might have inadvertently taught them. I wish i would have been told about the paycheck situation in college so that i could have saved up money for the first month or two of school that was real rough for me. I am grateful for having a mentor like Christy Dillard, she has helped me alot with not only the curriculum side of teaching but also with the other ends of teaching like school policies. I recently learned about the last 2 weeks of school and how all the students who passed the taks test and did not miss to many days of school or get in trouble during the school year get to get out of school 2 weeks early. she told me that the way they set up the classes for the next two weeks is perfect and how we divide up the students among the teachers. re: ch. 3 - I really learn ed a lot form chapter 3. I plan on using the part where you write the students name on the board for one of my classes that is loud. I hope it works because all of my other classes are good but not that particular class. Next year i will try those 5 steps from the beginning of the school year and hopefully i wont end up with a class that misbehaves. Chapter 4 - before school started i made 5 basic rules with positive and negative consequences for each as well as i made a few extra rules for the lab area since i am a science teacher and we have to be extra careful during lab time. the first month i made sure to enforce every single rule so that the students knew that i was going to stick with it. once the students learned the rules and believed in them class went by very smoothly. My dad inspired me to be a teacher. he was my 6th grade science teacher and he was amazing very hands on and i learned a lot. after him i didn't really have any good science teachers they were more of the read the book answer the question type of teachers. i wanted to show other students that science can be fun and have them grow up enjoying it like i did in 6th grade. re: ch. 5 : I enjoyed this chapter on rewards and awards. I give my students "G money" which they can use after school to buy something from my treasure chest like Pencils, silly bandz, candy. after i give them the money i tell them what it is for or if i give the whole class some i announce why i gave it to them (everyone on task and working quietly)I do this so that the students will want to act that way again to earn more money. Chapter 6 - I realized real quick that i needed to establish a procedure for sharpening pencil because i had students getting up at all times to sharpen their pencils. i made one so that the students can sharpen there pencils before class and after i have given all instructions and it was time for them to work. if their pencil broke during notes they can hold up their pencils and i will come by and replace it.I have made alot of changes from the beginning of the year due to the fact that i have been learning everyday on what things work in my class and what things do not. I have a feeling that by the end of this year i will be almost 100 times better then i was the first day of school and i know i will continue to learn and make adjustments as necessary. Chapter 7 - when i plan my lessons i like to first start off with what needs to be taught for the 6 weeks then i break it down by how long i will spend on each subject. i write out a week to week plan then go by each week and write a brief day to day lesson. after i have an idea of what i will need to cover for each day i like to research each topic and pull different resources together to come up with a lesson that the students will love and learn from at the same time while incorporating al least 2 labs a week. Since this is my first year teaching i am not completely sure how long some of the lesson will take so after i teach the lesson i have been making notes in the margin on how long the lessons take if i need to take somethings out because they did not work or if i need to add things. my lessons are a work in progress as i think they should be since it is my first year. Nothing will happen 100% like u want it to 100% of the time but as long as i make adjustments i think i will be a great teacher. Chapter 8 - I have noticed from reading this book that i have been doing a lot of what it says already with out even thinking about it for example i teach from bell to bell by starting with a bell ringer in the form of a taks question and at the end of class we talk about what we learned today until the bell rings.at the beginning of the year i didn't write the days assignments on the board but i do know i realized that instead of wasting time while i am taking roll by having all the students ask me a million times what we are going to do that day that i would be easier to write it on the board so that they may read it when they walk in and i will or course go over it with that all at once as a class.I have figured out now about how long it takes me to explain notes and how long labs go so i no longer have extra time at the end of class. it took me a while to figure out the timing but i think i got it pretty much done. Chapter 9 - I gave each of my students a interest inventory type paper at teh beginning of the year to see what they were interested in. I also gave them a quiz typ of thing to so what they knew an to see the type of learners they were, I use that information to get them engaged i try to bring of things from there like to get a lesson started or i try to show them something that gets them excited and wanting to know how it works. after reading this chapter one thing that i noticed was that i do tend to call on the students who raise their hands first and i vary rarely ask any of the others students to answer the questions. i am going to change that right away and try to keep reminding myself to call on the students who dont raise their hands as well.I really like the think pair share and 5-2-1 ideas they are the same but the 5-2-1 puts an actual time frame on things and i like that. i also loved the exit pass because it allows improvement on my par t as a teacher and i can always learn new thing and improve my teaching. Chapter 10 - I try to ask questions at all levels of blooms taxonomy and even if a student does not know an answer i will ask someone else then go back to the same students and ask them the same question and have them put it in their own words so that that student will feel successful and will learn how to think and answer the harder questions on their own eventually. Blooms taxonomy was engraved in my head in college they drilled all the levels in our heads till we were sick of it then drilled them again. but i understand why they felt it was so important for us to learn them so that our students will be about to think on a higher level. in my class i do lots of informal assessments everyday in every class that is how i learn if the students are understanding. at the end of a topic i will give a test to see what i missed. the areas that i failed to teach i reteach and try to expand even further to get their brains really pumping.I love the characteristic for assessment table it gave me alot of incite on the questions that i put o my tests. || <span style="font-family: 'Comic Sans MS',cursive;">Randy Phillips I look forward to the time when I have experience enough in the teaching field to write a book and have someone care about what I think. I have been in the corporate world for twenty years so I am hoping that I can learn everyday and be a good student as well as a great teacher. I come from project managment and I find that was much easier because there was less variable. You can't treat everyday like a project or each six weeks like a project because you don't have a lot of control. It seems that there is always something new are unexpected or this interuption or that. I am learning to be very flexible. <span style="font-family: 'Comic Sans MS',cursive;">Its Magic... <span style="color: #ff7e00; font-family: 'Comic Sans MS',cursive;">This is all of the stuff that inspired us to go into teaching in the first place isn't it? It's all about that aha moment or that one quirky kid that touches your heart and you know that you have helped in some way. <span style="color: #ff7e00; font-family: 'Comic Sans MS',cursive;">The Business...The business side of education is not that different from any other job. However, learning all of those acronyms is enough to drive anyone crazy. Lets just speak english shall we? <span style="color: #ff7e00; font-family: 'Comic Sans MS',cursive;">I think the chapter is very good. It gives me additional ideas to use in my classes. I think our demographic lends itself to some further reading on the subject. I would love to find some resources from someone dealing with or who has dealt with kids who are experiencing some of the same problems and issues that the majority of our kids face. <span style="color: #ff7e00; font-family: 'Comic Sans MS',cursive;">The curriculum is difficult because we are not vertically aligned. As a sixth grade teacher we need to be meeting with fifth and seventh grade teachers to understand what we are doing to make sure that we are covering all of the TEKS or picking up and making our lessons stronger. We have a great new text book that has been a good source of direction, but we need to be communicating more with each other. <span style="color: #ff7e00; font-family: 'Comic Sans MS',cursive;">I am using rewards in the form of "star student". It depends on behavior more than grades, however if a student does an outstanding job on an assignment they might also be included. I also include when students are polite or help someone with something. All of these things earn a name going into a box and I draw one out every week and that student gets their name added to my start board and they receive a little gift. <span style="color: #ff7e00; font-family: 'Comic Sans MS',cursive;">Helpful hints but until you get in the classroom with your group of kids it seems that yiou have to make some concessions in your plan. <span style="color: #ff7e00; font-family: 'Comic Sans MS',cursive;">I would love it if there was someone directing us what exactly to use for the lessons to accomplish the TEKS goals.
 * Taylor Kami:
 * Taylor Kami:
 * Alexis Gravalos:
 * <span style="color: #ff7e00; font-family: 'Comic Sans MS',cursive;">Introduction-2 **
 * <span style="font-family: 'Comic Sans MS',cursive;">Chapter 3-5 Class Management/Curriculum **
 * <span style="color: #ff7e00; font-family: 'Comic Sans MS',cursive;">﻿Chapter 6 **
 * <span style="color: #ff7e00; font-family: 'Comic Sans MS',cursive;">Chapter 7 **


 * <span style="color: #0063ff; font-family: Georgia,serif;">Lindsay Dodson **
 * <span style="color: #0063ff; font-family: Georgia,serif;">Chapters 8, 9 & 10 **

<span style="color: #0063ff; font-family: Georgia,serif;">Chapters 9 & 10 were very helpful and I think re-emphasize the many things you learn about how to engage students. Chapter 10 will also serve as a good reference point when planning or when addressing assessment issues or questions. But, Chapter 8 was a very helpful chapter to me. Time management has been one of the hardest things for me to grasp this first year. I feel like no matter how much extra time I spend preparing I am still never fully equipped and something still is left undone. I consider myself very organized and I find it hard to work when things become chaotic. But, even though I am organized, I sometimes will overlook the routine portion. What I mean by that, is even though I have planned for the next day it does not mean that I have completed the necessary steps to be ready for the next day. My goal this next semester is to not leave each day until I know that I am completely ready for the next class time. There were many pointers that were offered in this chapter and I am going to try an implement during this second semester and see if it helps with just keeping things running smoothly. Also, I never really knew the importance of bell work, but it is something that I will put a much bigger emphasis on this next semester. When the kids first come in from out in the hall they are very excited and chatty. I have found many times that the first and last 5 minutes of class are very challenging as far as behavior. Chapter 8 just re-emphasized how important it is for me to make sure that each minute is planned and that even if there are extra minutes there be some type of procedure to keep the students on task and minimize disruptions.

<span style="color: #0063ff; font-family: Georgia,serif;">I am looking forward to implementing some of the suggestions in Chapter 8 and see if I am better able to manage my time.

Melissa Thomas Chapters 8, 9 & 10 I have found that time management can be very difficult. I have learned that I need my kids for about an extra hour to really be able to fit everything in and give them the time they need to complete their assignments. I have found their are some things that I am doing right. My class does have bell work and I only give them to a certain time to finish. I also usually have extra work laying around for those students who finish early. I did enjoy the ideas that this chapter shared on page 139 for smooth transitions. Chapter nine introduces student engagment. Page 145 mentioned some really neat ideas on how to use daily questions and journal prompts in relation to your lesson. The problem I struggle with is the time to fit that in. It's funny that this chapter mentions not turning in homework. I have been encountering that the last few weeks and need a solution. I Other than that my class is usually pretty well engaged. We have a lot of fun!! Chapter 10 introduces questions to active thinking. This is a skill that I really need to work on. Page 164-165 question starters, will be very useful to me.

<span style="color: #9650d3; font-family: 'Comic Sans MS',cursive;">**Lindsay Dodson** <span style="color: #9650d3; font-family: 'Comic Sans MS',cursive;">**Chapters 11 & 12** <span style="color: #9650d3; font-family: 'Comic Sans MS',cursive;">**I took a lot from Chapter 11 regarding assessments. I think sometimes I get so caught up on worrying about how they will do on the standardized tests that I fail to realize the improvements they are making each day. Sometimes I overlook the gains that I see when I do informal assessment. You really need to complete several types of assessments to get a true snapshot of where they are in the learning process of that lesson. This is sometimes very hard to accomplish simply because you are so limited on time and you want to maximize each minute with each student. Chapter 11 is a good reference source for me as I experiment with different types of assessment and I find what works with my students.**

<span style="color: #9650d3; font-family: 'Comic Sans MS',cursive;">**The last chapter of the book is so encouraging. We all have different reasons for getting into teaching but we also all have one common reason. We love children and we want to make a difference in the life of children. Teaching is so much fun when we do not let the demands of the paperwork and the other inherited stresses get the best of us. The best thing that I got from this chapter is that when I have those days where my concerns are more with the "extra" stuff and less with the children then I simply need to stop, and remember why I am here. I will get a short time out of each child's life to leave my impression on them and to give them my best then they will move on to the next level. I have to maximize that time and realize that each day is a new day and I am there to do what I chose and love to do. Teach them and make a difference with them.**