Tips for Teaching Procedures

The beginning of the school year is all about procedures. 

  The kids learn procedures for lining up, choosing books, signing out to the Library, passing in work, and what to do when work is finished. We teach them the procedures for fire drills, lockdowns, and evacuation drills. We teach them the procedure for going to lunch, recess, and physical education classes. We teach them the procedure for reading groups, playing learning games, math time, and using materials in the classroom.

And so on. 

Here are some things to think about when teaching procedures!

When addressing a new procedure, I'll get right up and act out different scenarios. The kids pay attention if I act out what NOT to do! (Adding a little humor helps the memory!)

For example, when acting out how to get into line, I might:

1. neglect picking up my materials
2. forget to push in my chair
3. run, flailing my arms
4. cut in line
5. get into an argument about who got in line first

Isn't it amazing how they'll always notice what's done wrong when the adult does it? 

And they're not shy about pointing out what I did wrong!

Once they've discussed what NOT to do, it's time to have someone model what to do. Have a few volunteers act out the right thing to do. Be sure to comment on each thing the child does right! This is a good chance to give positive attention to some kids who REALLY need attention!

"Notice how John pushed in the chair as he walked by." 

"I like the way Bobby walks at a good pace." 

"Did you notice how Marie let Anna go first?"

"I noticed Bradley kept his arms by his sides while walking."

"Of course, Theresa properly put her math tools away before walking to the line."

The old saying goes, "Practice Makes Perfect," but I think "Practice Makes Permanent" is more accurate. (I'm sure you know the difficulty of breaking a bad habit or "unlearning" something you learned incorrectly!)

After several children act out the procedure correctly, it's not over. Find time later in the day for more children to model it again. Every time they go through that procedure for the next couple of days, have them stop and think about what they've learned.

"Before we line up, turn and tell your partner what we've learned about the right way to line up."

"Close your eyes and picture yourself lining up how we practiced."

"After you share with a partner, take a deep breath before you line up."

"Put your hands on your head if you know how to line up."

"Name something your partner won't think of that's important to remember when lining up."

It's amazing that we finished reviewing the procedures and got on to the real learning! But seriously, if you take the time to teach the procedures properly, the rest of the year goes smoothly. 

 And I truly believe that's worth it!

Music, the Brain, Memory, and the Seven Continents

Did you ever find yourself singing along to the radio to a song you've never really liked, yet somehow you know all the words? Or perhaps you caught yourself singing along to a commercial on TV? Doesn't that kind of point out the connection between music and the brain? Yep, without even trying, you've memorized the words to hundreds of songs, right? 

 

 

I use that often in the classroom. If there's something I want the children to know by heart, I'll whip up a little song for them. I typically pick a tune that is familiar to all, squeeze in some words in a similar rhythm, and there you go! Sometimes I'll even make it rhyme, but that's not all that important. Nor is it important for the words to fit perfectly in the rhythm.

Here's a social studies song to the tune of This Old Man (also known as The Barney Song.) 

The Continents Song

North America, South America, 

Europe, Asia, Africa,

Australia and Antarctica.

There are seven continents. 

North America, South America, 

Europe, Asia, Africa,

Australia and Antarctica.

Now we all can cha, cha, cha!

 

I'll admit, the kids made up the second verse. 

I figured, if my second graders can name the 7 continents, they deserve to dance! 

Years later, kids come back to me and sing the song to me!

Want printable copies? See this freebie:

Seven Continents Song for Learning About Our World

 

 Music helps the memory.
Music is magical.

Ten Brain Tricks for Learning Math Facts

I've been fascinated by the brain for years now. I've read about how the brain works, and the best ways to help children learn. I've applied this knowledge to my teaching and have had fabulous results!

 

 These are some of the things I've learned about the brain!

 Let's see how they relate to learning Math Facts!

   We know that “Practice Makes Perfect” is a fallacy since we know if a child practices something incorrectly, he learns it incorrectly.  Whatever they practice needs to be accurate so the child learns it correctly.  (I’m sure you know how hard it is to break a bad habit!)  When practicing facts, it's important that the child practices the correct answer. Either have the correct answer on the back of flashcards, or have the child practice with someone who knows the answers!

    This goes with the first idea: the kiddos need to know if they're getting the answer correct. If they are not, they need to know right away so they will practice it correctly.

   Brains are much more likely to remember something if the learner uses more than one process. If the children are looking at the fact, saying the fact out loud, and moving manipulatives on the tens frame, they are more likely to remember the information than if they just looked at it. Another idea, stating the fact while jumping on one foot, or while doing jumping jacks.

    When children work together, they are keeping the brain happy. Social interaction is HUGE when it comes to learning! This is one reason why games are great for learning math facts!

    A little healthy competition gets the blood moving, bringing oxygen to the brain and helping the memory do its thing. This is another reason why games are great for practicing facts!

   When the kids practice facts, it's a good idea to put fact families together: 4+7=11   7+4=11   11-4=7   11-7=4   or  3x6=18  6x3=18  18÷6=3  18÷3=6 This really helps the kiddos make the connections in the brain!

    If it's possible color code copies of facts by fact families.
The brain really focuses on color, and helps make those connections!

   This is why it's not a good idea to give the kiddos too many facts to study at a time. Start with just a couple of families, and build from there!

    It is suggested that children spend 5 minutes a day, every day, rather than a half-hour once a week. It's actually less time, but it's more productive!

     It is recommended that background music is played during practice times. This is a good time for a piece of classic music, not rock music or anything with lyrics. 

Hope this list helps your kiddos learn their facts!

This resource makes it clear just how many facts the children need to master!

It just so happens I have a set of addition and subtraction facts to practice that follow almost all these brain rules, (you have to supply your own music) and even has a few brain breaks worked in! See here if you're interested:  

Brain Friendly Addition and Subtraction: Fact Practice and Assessment

Update: Due to popular demand and success with the above set of addition and subtraction facts, I'm made a new version to practice and assess multiplication and division, which you can find here:  

Brain Friendly Multiplication and Division: Fact Practice and Assessents!

Clip Charts, Yay or Nay?

Many teachers use a clip chart for behavior management in their classrooms. I know of many parents and teachers who have strong feelings about these clip charts.

 

 

 

Here are some of the arguments against the clip charts:

 

1. It's too public.

2. It upsets children when their clip is moved down.

3. They don't change behavior.

4. It's negative.

Well, despite all these beliefs, I use a clip chart in my classroom, and I love it!  Here's why:

1. It holds the students accountable for their actions.

2. It gives the children a chance to change things around.

3. It motivates the children to want to do well.

4. It's positive and honest.

Does it sound like some of my reasons for using it are conflicting with some of the reasons some have for not using it?

Well, I think the difference lies in the execution. 

I find the clip chart to be a positive experience because I make sure it is a positive experience. 

Most of the time, most of my students end the day well above green, and very rarely does a student end the day below green. 

If they do end below green, then they must have needed that communication. 

Do you know who else needs that communication? 

The other students in the class. 

They see the inappropriate behaviors in the classroom. It makes them feel insecure and sometimes scared if the child isn't held accountable for their actions. When they see that the teacher does something about inappropriate behavior, it makes them feel more secure. 

When I have to move a clip down, I make it clear that the child made a bad decision and is NOT a bad child. Then I repeat one of my famous phrases: "You have the power to change this!"

Then I make a point to find them doing something well, and make sure that clip gets moved in the right direction.  

It's all about positive execution! 

The teacher has the power to make it a positive experience or a negative experience. I choose to make it positive.

I have a music theme in my classroom, so I designed this Clip Chart System:

 

It has music pictures and music themed words like "Rhythmic Day", and the most desired level: "Symphonic Day". It's tough to get to that top level, but I make sure it happens, and I make sure even the most challenging kids find their way to the top level. 

For children who struggle, there is a more private option.

Each day, the children record where they end the day. Each week, they do a self evaluation and choose a goal for the week.   Sometimes they do need a little help coming up with appropriate goals, but sometimes I am amazed at how insightful these goals can be!

There is also another incentive built into my clip chart system:

Beanie Babies!

Depending on where they end up at the end of the day on the clip chart, they'll get to start the next day with a certain amount of beanies on their desk! It may seem like a little thing, but this is HUGE with my second graders! Those beanie babies are like trophies to those little guys!

I've been using beanie babies as rewards for years now, and I've never had a class that didn't love them. Yes, they play with them at first, but they don't want to lose the privilege of the beanie, so they learn real fast to leave it alone.

All in all, I love the clip chart system, but it is indeed a lot of work to make it work in a positive manner. 

If you're interested in the Clip Chart System I use, See the image above or see THIS LINK.

I also have a version of the clip chart with a sports theme!

 

 

Click the image or click HERE to see this resource!

I also use other methods of classroom management such as the scoreboard from Whole Brain Teaching but I believe in the Clip Chart because I make it work!

 

 

Gotta Get a Gimmick!

There is a song from the Broadway show Gypsy called Gotta Get a Gimmick! 

Many of you may know I'm a big fan of musical theatre, and have performed in many, many productions of theatrical shows. 

 

In fact, I tend to be rather theatrical in my classroom, too. 

(You might have guessed this from my profile picture.)

 

This post has nothing to do with that show.

But, seriously, have you ever noticed how a silly little gimmick can grab the kids' attention and turn a mundane task into something exciting! I'm sure you've done it! 

Here are some gimmicks I've used!

 

Giant Dice: I'm sure you've seen these! I could have given these little guys a worksheet to practice adding 3 addends, but the giant dice and the whiteboards made them forget they were practicing a skill!

 

M&Ms! This lovely lady found the M&Ms a fun way to make sure she was leaving spaces between words!

Brain Breaks! These two cuties are doing wall push ups. The kids absolutely love this stuff! Plus, they need it! These two are playing a game that has the Brain Breaks build right in, but they don't need to be "built in". Brain Breaks should be a big part of every day! It's amazing what a small amount of movement or a change of pace can do for learning!

Mini Cards! These young gentlemen are practicing addition with 2 digit numbers. This is another case where a worksheet would be sufficient, but these little mini cards just make it so much more fun for the little guys! They love these!

Bracelets! These bracelets are simply beads (from any craft store) and pipe cleaners. This particular one was made for the new year, and was a chance for the children to practice facts that add up to 14. They can manipulate the beads to make 8+6 or 9+5 or other combinations.  My students love these bracelets so much, they even make them at indoor recess!

I have plenty more, and I'll bet you do too!

I don't believe in ALWAYS using a gimmick. Sometimes they just have to work. But sometimes they need a little something extra to get them going!

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