Merry Christmas Everyone!

This is the time of year that we all need to regroup and re-energize for the hope and promise of the new year of 2010. Unfortunately, the honest truth is that this time of year takes as much energy as you are prepared to put in. I even have the twins' birthdays just before Christmas, hence not too many posts in the month of December.

New year ...new start!

If I could share any golden advice I would say be careful not to let time go tumbling past you. Set little achievable goals that allow you to feel organized and empowered for a new beginnings. We teachers are hopeless at collecting things and always wanting to be better! Write a list of your goals. Cross them off and celebrate your achievement of a good use of time. With three school age boys as well as Christmas and school holiday plans I try to keep chipping aways at teaching goals and study.

My beautiful husband always says: "There is only one way to eat and elephant...one bite at a time!"

Blessings of this special season to you all.

May 2010 be filled with much laughter and happy memories for you.

Carmel

Out and About with the Class. (Part 2)

SECRET SPIES

Apologise about all the secret stuff;

however, children love the mystery of it all and it really works!

As I am doing all the “getting ready to move out” instructions, I explain that there will be a certain number of secret spies in our midst.

1. These spies will be looking for the two best children in the class that have followed all the class rules. I secretly ask two or three children to do this role while the class is moving out! The other children who are not chosen love trying to work out who is the Secret Spy.

2. On our return to the classroom the spies are to stand in front of the whiteboard so they can nominate their people. The one catch is that the teacher has to agree with the nomination! This puts the fix on friends choosing friends, unless justified. While both the spy and their nominations all receive a reward, I have been know to double the reward when a true spy does not pick their nomination based on same sex or friendship status.

STATUES:

If you are just moving a short distance and not going to waiting long,

like a whole school assembly, then you could try this idea for a bit of a chuckle with no noise!

(Relationship building)

Front and back leaders are chosen, lines are formed and the teacher is at the front. Here I can control the group as well as work out where we are going. Each time you turn around to check on the class, the children have to “freeze”; I call out the number of people I did see moving and don’t the children love it as the number decreases! With older children I estimate percentages.

DECTECTIVE EYES/EARS:

This works well with the middle to lower classes.

Before you move off to your destination, explain that today we are going to look /listen very careful at everything as we move to and from the church. When we get back to the classroom, have a little Quiz to decide who your best detective is.

Sample questions may include: What animal made a loud noise just as we reached the church door? What colour are the flowers on the altar today? Which teacher waved at us as we walked quietly to choir practice? It does give the children a focus.

For older children I like to give just one quite tricky question, like: How many tools did the groundsman have in his wheelbarrow? What colour was the plastic box near the tuck shop?

SHADOWS

This is not really a game rather an metaphor that I find the younger children relate to quite well.

I tell the children we are going to be shadows as we walk to the library. Shadows don’t speak, they don’t even make any noise with their feet. They just silently guide pass watching and listening to everything interesting on their way. The little ones often start taking a lot more notice of their shadows during their outdoor play. You could introduce the best shadow award!

MAGIC TELESCOPE:

Inside or outside the classroom, this strategy works effectively with Year 3 down.

Cupping your hands to mime the holding of the telescope, or binoculars if you choose, really accentuates the process of looking for a specific person and a specific behaviour. I find the children love watching your eyes as you go through the movements. When you finally link with an individual child their whole face lights up with a smile! I only ever reward the positive!


MAGIC GLUE:

This is a strategy best for year 1 or below.

When you are faced with the challenge of pairing the children quickly

in order to move to a new location…… try this.

You have the pot of magic glue. Paint it on to a child’s hand and then place that hand into the hand of a partner. Never to come unstuck until you say. Rather than always holding hands the next painted hand could be painted then placed onto the partner’s shoulder, back, head, ear, knee, tummy…….get ready for the giggles! Join the line. Also works well as a transition idea between activities.



Trust this may be some inspiration and as always I would love to read of any other ideas that you find work well. We can all learn from each other...that is what it is all about!

Live,laugh and learn,

Blessings for this Christmas Season,
Carmel

Out and About with the Class. (Part 1)

Children today are constantly on the move from one space to another in a school environment. There are endless opportunities in a day where the class needs to move as a group in order to get to a specialist lesson, (such as….Music, Drama, Japanese, Physical Education, Art) whole school assemblies, the church, library visits, or even the next door classroom.

Moving a group of students quietly and efficiently can sometimes be more challenging than it looks. The real truth can come down to management style of the permanent class teacher. Some classes have a well established routine that is best not to interfere with. Classes like this are proud to show you how they can self manage these situations. Leadership roles are usually displayed and the children know exactly what is expected of them. It is easy to find only positives things to express to the class teacher at the conclusion of the working day.

On the other hand, there are classes are so full of boundless energy and enthusiasm for life that it hard to get them to move as a group, let alone in two lines! Moving the class as a group is the one time you can really feel venerable to observations of any onlookers. Hence, I would offer these starting suggestions and strongly advise you to continually learn from your experiences in this area of management.

· ESTABLISH THE GROUND RULES: Quickly review what management structure is already in place. Affirm or outline the expectations of what will take place. Always highlight the positive behaviours that will be noticed or rewarded.

· FRONT AND BACK LEADERS: Whether upper, middle, or lower school, well managed or not, used to lining up in one, two or no lines, children always love being in charge! This strategy means you can allow four children to have “their time to shine.” I am always careful to ask the two front leaders move off when the class is ready but to stop and wait at a certain spot, like “Stop at the bottom of the library stairs.” This allows the group to stay together. When I am happy the class is settled and calm I would suggest the next waiting spot for the leaders. This way you also maintain some control of the movement. The Back Leaders are asked to walk so they have no-one behind them. In this way, you as the teacher can confidently move between the front and back, knowing all other children will be between these two sets of leaders.

· SECRET SIGN: Before leaving the classroom, establish a secret sign that communicates the need for attention of the whole group while you are out and about. A hand in the air is the golden oldie. The attentive children follow your lead and somehow those who are paying as much attention suddenly realize they are the only ones still chatting. Everyone else has their hand in the air!

Trust these thoughts may have a positive influence on your day.

To conclude here's a thought from an old African proverb....
"Don't look where you fell, but where you slipped!"

Live,laugh and learn,

Blessings for the journey...

Carmel

Don't Make Assumptions ((PART 2)

· Don’t assume that photocopying is done by the office staff and is available in limitless amounts.
· Don’t assume that all children will return from their visit to the toilet or come back after lunch.

· Don’t assume all children will have the necessary stationery equipment like a pencil and a rubber!

· Don’t assume the specialist teachers and parents will know who you are.

· Don’t assume you will never leave any of your person equipment behind in a classroom. Always put your name and mobile number on everything if you want it returned.

· Don’t assume your bag is safe in the classroom, unless the room is locked.

· Don’t assume that a stranger (with no identification) in the playground is allowed to be there.

· Don’t always assume that the significant adult picking up the child at home time is the legal guardian. Very difficult area however, careful observation is required at all times.

· Don’t assume you are in the right duty area. If you are not positive, ask!

· Don’t assume that every child is sick just because they say so. Check with your partner teacher, or office staff, for a quick personality review then make your decision. Be as objective as possible!

· Don’t assume that a child will always understand what you meant let alone what you said!



The wonderful book, The Four Agreements written by Don Miguel Ruiz, states that one of the four fundamental agreements is precisely ....DON'T MAKE ASSUMPTIONS. While my version is a little simplicistic and a little tongue in cheek, I do hope it serves to enlighten your thinking when you turn up for your action packed supply teaching day.


Live,laugh and learn,
Blessings for the journey,
Carmel

Closing the Day

The final term of the school year is busy and filled with lots of addition activities. Finishing a school day calmly is very important for every one's sanity. Don’t run yourself out of time. Allow plenty of time for the tidy up and shut down. Outline expectations and turn the essential clean up-time into fun!

I always give children a signal that they are close to finishing time. This gives children a chance to make a last minute effort to complete or enjoy the task. When Clean Up is called there is no plead for “Just as Minute” and the cleaning process can start.

The Mystery Object : Sometime during the activity identify a mystery object. It might be the pot of glue, a red crayon, or a child’s hat. Whatever the object watch to see who deals with it correctly during the tidying up process. Announce the object and the winner! Reward.


Tidy up Telescope I get my magic telescope out for lots of reasons but mostly to see the best tidying up person and sometimes to see who is ready and waiting. I mime the holding of the telescope with my two hands and it is great to block out all other vision and focus on one child at a time.

Hope these tried and true ideas are helpful.

Live, laugh and learn......
Blessing for the journey.
Carmel

Supply Teachers Alert! Don't make Assumptions!

This section has been included as a bit of fun especially if you entering into the world of supply teaching for the first time. Making assumptions can be your downfall.! Be warned and make sure you ask questions. This list is just part of a longer version. The rest of which I will offer in a following blogs. Actually, the assumptions get funnier as they list grows. You know what they say....."Many a true word is spoken,though only in jest!"

So, therefore, I offer for your consideration the following:


· Don’t assume the day will be organised for you.

· Don’t assume that you will be with any one class for the whole day.

· Don’t assume just because no duties are on your class’ timetable you won’t be asked to do a duty or two.

· Don’t assume you will have plenty of time to read that Relief teacher’s File later in the day. Best to read it ASAP! Important information will be discovered within its pages.

· Don’t assume that just because there is a specialist lesson scheduled you can also take a break. Ask if there is another class you should be relieving.

· Don’t assume you will be in the four walls of the classroom all day.

· Don’t assume you will have a relaxed lunch break.

· Don’t assume that the class will be all happy to see you.

· Don’t assume your classroom will have a CD player.

· Don’t assume art supplies will be plentiful.

· Don’t assume that photocopying is done by the office staff and is available in limitless amounts.

Trust this is of some assistance as fore-warned is fore-armed! May Term Four, 2009 be both rewarding and professionally challenging for both growth and creativity.

Live,laugh and learn.

Blessings,

Carmel

A Spring Clean in the Spring Holidays

Here in beautiful, south-east Queensland, it is school spring holidays . Yeah! Not only do I have my own lads home on holidays to enjoy, but it is time to refresh and recharge the batteries before facing the last busy term of the school year.

I also enjoy the process of a good old-fashioned spring clean:
......spring clean my ideas,
......spring clean my strategies,
......spring clean my class files and storage systems.

In starting with my zany pencil case and all the odds and ends stored here, I thought I would share a few of my life's essential contained in this case. Apart from all the usual items you would find in a pencil case, I couldn't be without my red, blue, green and yellow hard plastic pop-sticks. They are a fantastic tool for quickly sorting children into groups as well as allowing small groups to take turns fairly and monitoring points given in a game situation. I am always thinking of new uses for these handy little inclusions.


A few small, shiny, coloured crystals fall form the corner of the case. Note to self: I must add more of these! When a class is working well and don't want to distract from the learning environment but I do want to affirm a student's behaviour, I simply place a crystal on their work. As relief staff, I may not know every one's name and this is another way around that issue if the class is new. At the conclusion of the lesson, I gather the people with the crystal awards and suitably reward them for their work. The crystals are given back to me. At other times I may give the responsibility to one child to be a "secret spy" if the class is to move off to assembly or perhaps the library. The secret spy is given three crystals and has the responsibility to award them to three worthy class members. If the spy chooses wisely, they too ,have a crystal on their desk as a reward. Again the crystals are returned at the end of the day. Another strategy, is using the crystal to acknowledge people who wish to contribute ideas to a group discussion or hands on activity but have to wait their turns. I know who is next by the crystals!

Lastly, I have used crystals to heal a broken heart! When held in a hand or deep in a
uniform pocket, they can give the owner the power to overcome their troubles and allow happiness to return! It is not just little girls who like coloured bling! Hee,hee! ( The only warning I have is that if using these in younger classes, a child doesn't put the crystal into their mouth!)

Magnetic pegs, my calculator, my double dice, my digital timer that needs replacing from overwork, my favourite Koosh ball and a gorgeous purple gel pen all tumble form the case only to returned clean and ready for term 4.... the final term full of all the Christmas busy-ness How I make good use of these items and more are all in "Relief Insight" Handbook for Teachers.

For now I must get ready for our family adventure to the Gold Coast and the beautiful Gold Coast Hinterlands. With three sons and a husband who loves to explore in our 4WD, life is always an adventure rather than a holiday. I know we are going top be living, laughing and learning these holidays! Wish us luck!

Live, laugh and learn!
Blessings for your teaching journey....
Carmel

Whistle through the Day

I often stress how I don't go anywhere without my koosh ball. It is such a versatile little tool.

Today it struck me that another essential item in my teaching toolbox is definitely a whistle on a lanyard! I automatically put it around my neck for any outside duty or activity. If the school has given me a key for the classroom this key also goes on the lanyard for safe keeping.

My voice is one aspect of my health I have to be very conscious of. I have managed to damage my vocal cords over the years and as a consequence, I am extremely proactive in vocal protection techniques. Without over using the whistle, it is tool I would not be without in the open space of the playground.

Happy whistling!

Live, laugh, learn.....
Carmel

Feedback for the August Workshop

I am really pleased that this work can be of such practical benefit to both teachers and the students that we impact everyday. I thank Kylie for taking the time to email her feedback form. Most are completed on the day and are extremely positive. I wanted to share Kylie's words of wisdom as she implemented strategies and gave feedback on the success. Kylie also travelled a considerable distance to come to the workshop and I am so pleased it was worth all her effort.

Once again, many thanks Kylie.....





Dear Carmel,
Here is the feedback form for you. Sorry about the delay:

Content:
Excellent practical, useful information.
I was teaching the following week and used many of your techniques as possible. It was great! The best week I had because the children responded really well. They loved doing the “hot seat” for revising information on recent subjects taught. I got great feedback from the children and parents, (thank you for your inspiration).

Presentation and venue:
It was good to see how these activities actually worked in practice and having the group do them really helped me recall a lot more. Also it was good to see the material you brought along. I had those magic stones in the garden all the time without realizing how useful they are. The library at Chermside was easy to get to and the group seemed not too big and not too small.

Further suggestions:
Do another one so we can get together and swap ideas, thoughts, ask questions, and meet others sharing the same teaching experiences and the strategies we use best (and worse)
Have more of those fun brain breaks!

Thanks again Carmel. It was lovely to meet you again and I look forward to the next opportunity.
Cheers

Kylie May
PS Please let me know when you are running another workshop.




We all are on a journey..... my pleasure to have been part of Kylie's!

Live, laugh and love in moments!
Carmel

Make A Note

In my toolbox of "must haves " I find there are three types of recording sheets I use everyday.

The Daily Agenda

Notes

Class List

Classroom teachers value the details of the day given in a quick and easy to read form. I find the daily agenda is the outline of the day. The note page is an A4 page divided into ten separate note forms. As the day progresses I simply record make a note of what is necessary for the class teacher to know. This could include perhaps a message from the librarian or action taken over a lost piece of property...that type of thing. These are my notes that I always leave on the teacher's desk at the conclusion of the day.

The Class List sheet is always copied and ready for the new student names to be entered. I then have a blank line entry to record either my observations or the work completed and perhaps my comments. I am able to feel I have done my best to follow up on all work that was set or asked to be completed in the set teaching time. I leave this list as a record for the class teacher as well.

Usually I find the students enjoy the fairness of this recording and rarely try to "slip through the net" so to speak by not submitting completed work. (If they do, I simply leave a note!)Workbooks are best collected and left for the teacher to review.

Sometimes it is these simple things that make a difference. A fellow teacher thanked me just today for these very habits and so I thought I would pass it on. If this is any help to you I am most pleased to have helped. That is what we all here for to support each other.

Live,laugh and learn,

Blessings for the journey.

Carmel

Supply Teaching is not for the Faint Hearted!

What a week! There are just sometimes that you have to admit that you don't know if you Arthur or Martha! (Hence the clip art image!) By the way, I am Martha!

It is interesting that this week has come post my last workshop. Some class groups are just so high needs that they test every aspect of your teaching skills, every fibre of your teaching instincts. The lack of relationship and your limited prior knowledge of routine and expectation can only be seen as positives if you place them into the "character building aspect" of your profession! Even the deputy principal smiled at me on the third day and said, "Oh well ,you are still coming back each day .....that is a good sign!"

In all my years of teaching, I have never seen a year level group of Senior Primary pupils that consist of so many very high needs children. The classroom teachers are both dedicated and beautiful professionals. It is not through lack of management that this cohort require high energy to stay one step ahead, it is purely the combination of students. All this aside, I had a job to do, one step at a time and one day at a time!

One lovely lady at my last workshop asked most earnestly during the Behaviour Management
Chapter, "But what do you do if they still won't do what is being asked of them?" I may have been evasive in my answer as to date most of the suggestions I include in my book have always been my answers. Perhaps this is why I was sent this test this week ..... and I still have to face them again next week!

I am submitting this blog entry to show you that I DO live in the real world and the schools in my general area are not all filled with angels from heaven! There have been a few strategies that have been my saving grace this week and I thought I would share them. ....

1. In my book Behaviour Management Chapter 6, I write, (tongue in cheek)....Don't negotiate with terrorists! Having a daily agenda meant I could simply state that is what is expected and that is what is happening now. There was no choice in the focus of that section of the day.
2. Brain Breaks worked perfectly for the incentive this group needed to focus and then be rewarded. I kept a very tight rein on the selection of activities, however including a few of their favourites was a winning idea. Those children not working simply did not join the break time activity. They were not impressed I can tell you.
3. Being scrupulously fair about rewards, tidy desk expectations, and completion of work helped me stay sane. Any record of these activities were not keep on the board but rather in my note pad. Yes, this is a class that would re-write history if they could!
4. I only gave one warning during a group dissuasion and then asked the group if they were tired of the interruption to their learning. Offender was then asked to do the Top 100. Simple, clear, easy and it wasn't about me. Peer Jury (Page 21) worked a treat!
5. I also made sure I had work strategies at hand if a task proved too difficult or extension activities. Rotational activities were also much more engaging as they children realized they they would be only on this activity for a set amount of time and then have the opportunity for change.
6. My digital timer was priceless as I could be specific about time and follow through fairly.
7. Lastly, my coloured gel pen and cute stamp were a big hit. (Just because they were different I think!)

As I said earlier, I have this class for another week. I am more prepared than ever work content wise and I am also aware of each student's abilities and needs. I am sure this week will still be interesting; however, I am feeling a little more confident that things might not be so challenging as we have learnt a little more about each other.

Live, laugh and learn!

Blessings for your teaching journey!

Carmel

Workshop "Fun and Learning" (August 2009)

"Relief Insight" Workshop

What a great group of teachers gathered together for the August workshop! The energy in the room was wonderful. It is always my privilege to present in this situation and again I was humbled by the genuine feedback. As always the needs of the group were quite varied and somewhat difficult to meet every one's expectations perfectly. Those in the group who were already out there facing classes every day in the relief capacity would have liked time to openly share strategies. I will look into another opportunity to make this happen. For now the three hour workshop is action packed with information and ideas. Some of which make the best sense when you have time to reflect and "play" with them.

Here are some of the further suggestions:

" As a pre-service teacher I am thankful for your professional scaffolding." (Sean, 3rd year Uni)

"Enlightening- empowering....more of the same please! (Dianne, Supply teacher.)

"Fantastic content. It (the workshop) came well recommended and did not disappoint. Love the access to coffee! Would love to come back for open sharing time!" (Kathryn, teacher)

If you are reading this, live in the Brisbane area and would like to attend the next workshop, simply leave a comment with your return email address as an expression of interest. No obligation. I will email you when the next workshop can go ahead. I rely on the right number of people to cover the associated costs.

On the other hand, if you are reading this and do not live in the local area, please know that what you are reading throughout my blog is not dissimilar to my book and this is why I was encouraged to place the whole book on line for your downloading convenience.

One teacher shared at the workshop that she had prepurchased "Relief Insight" handbook nearly a year earlier and she always takes it with her everyday! She showed us all the highlighting and general use the book had received. I was so pleased to see evidence that I have produced a teaching tool that is of such practical use and support.

Blessings for your teaching journey.......

Live, laugh and learn!

Carmel

The Five "Bees" of Supply Teaching!

The Five Bees


BE READY.......
· Be ready to go when a school phones!
· Have reliable transport & be willing to travel.
· Invest in a diary and use it well to record all school contact details and days of employment.
· Give your planning and home preparation professional reflection.


BE PREPARED.......
· Carry Teacher Rego, Department ID number, your own teacher badge.
· Prepare files of ideas...Prep to 7, multi-purpose resources and graded professional resources.
· Be prepared for all situations e.g. hat, umbrella, sandshoes, sports whistle.
· Always have a backup plan to your preparation.
· Prepare your bag of tricks! (Koosh ball, dice,etc)


BE ADAPTABLE.......
· Adapt your mindset to teaching all year levels/areas.
· Adapt your teaching style to deal with more challenging classes/schools.
· Be adaptable to any last minute changes to your day.
· Be open to teaching different classes in one day.
· Be adaptable when you are asked to be part of activities: excursions, sports activities or liturgies.


BE PROFESSIONAL.....
· Dress professionally but comfortably.
· Arrive at the nominated time giving yourself space to prepare for the day.
· Introduce yourself to the principal/staff members.
· Leave review notes of the day for the class teacher.
· Make yourself aware of school policies and guidelines.

BE CREATIVE.....
· Source out resources that are inclusive to individual ability levels and appeal to all styles of learning.
· Be creative with resources and professional ideas you choose to have in your bag of tricks.
· Have fun!

Workshop Feedback : "Relief Insight"

Things have been more than a little hectic at the start of the traditionally very busy third term. Could have something to do with having a really "sporty" number three son during althetic season?

Some of my extra busy ness is also in the preparation of my next "Relief Insight" workshop. They are always fun once I get started; however, because I not doing them all the time I do get a little apprehensive! Everyone tells me not to and one gorgeous freind has insisted I post some of the very humbling feedback the lovely participants have given over the years that really keeps me going.

At the risk of a tongue lashing, here are a few.....

"So many fantastic ideas and stategies -all very explained. Loved getting involved." (Amy, 3rd year education student.)

" Your workshop is a great springboard to both "new" and "old" teachers alike ...giving a lift to our teaching days." (Veronica teacher/librarian)

"The strategies (and freshness of these approaches) are a wonderful reminder to all teachers what the job is all about." (Trish, returning experienced teacher to supply teaching)

" I enjoyed the definite positive tone and the emphasis on professionalism. " (Paul, current supply teacher)

"This is what I expected in Uni and didn't find. Thank you so much ,you have given me a real head start!" (Jessica, graduate teacher)

" It was fascinating. I gained so many useful tips I can use in the classroom." (Nick, first year out graduate teacher)

Basically my book( that you can download online) is a collection of these ideas without the workshop attached! We have a blast at the workshop as I make everyone get involved and by the end we all feel like old mates! I have written the book in a very conversational style and saome readers have even said they can hear me coming off the pages...compliment or not I am still wondering?

Live,laugh and learn,

Blessings for the journey...

Carmel

Stepping Out Conference 2009

Today I had the pleasure of speaking with a group of 4th year students at QUT in Brisbane about what it means to be a "Relief Teacher in Today's Schools. " It was a pleasure to speak to group of interested and focused "students". (Quite different from a class of squirming year 2 students I can tell you!) I spoke with 4th years at ACU in March of this year and they were just as receptive.

It really is a pleasure to be able to professionally share your knowledge and experience. I do hope I didn't challenge them too much with some of the realities of this profession....my aim was to inspire their thinking in regards to this critical role in education. I did finish by saying that some days are a little like playing a role on the set of "Thank God You are Here!" and that did get a little chuckle! I have offered to hold a workshop here in Brisbane in the next month so hopefully if the student response is strong I can make that happen. If you are reading this and live in Brisbane area ...the invitation is open to all interested teaching professionals. The more the merrier!

Please email me with your expression of interest and I can email you more specific information regarding the upcoming Relief Insight Workshop.

Live,laugh and learn,
Blessings for the journey....
Carmel

Make a Note

This is one area that I have gained the most positive feedback. Classroom teachers value the details of the day given in quick easy to read note form. (This is actually a different form to the Agenda.) This practice not only benefits the class teacher but it also quantifies what has taken place in the day for you. The teacher is able to follow up with the class the next day regarding any positive or negative situation they deem necessary. The students will place value on the relief teacher’s presence for the day and judge how the teaching staff works together for their well being and education.

NOTE PROFORMA: I have designed a master A4 sheet that divides the page into ten separate note sections. As the day progresses, I simply make a note at the time it happens. For example, Learning Support Teacher withdrew Tom, Sally and Ben @ 10:15am for 30 minutes. Other examples may be a message from a parent, observations of unusual behaviour, message from the office, names of children that did or did not complete a given task and reason why/necessary follow-up, even playground incidents that you feel the teacher should just be aware happened that day. Lastly I will record that the specific instruction was completed, e.g. Megan had her medication @ 9:50am


This practice not only builds the lines of communication between you and the classroom teacher but allows the class to value that what happens on this day is just as important as any other day! Their beloved teacher will get to know exactly what happened while he/she was not there.

It is also important to realize that the class dynamics will not be the same with a new teacher in the room! Be careful to make your notes as objective as possible. Subjective comments about a child’s behaviour based on only a day’s experience can be treading into dangerous territory. Children’s lives are so complex these days that it can be impossible to understand the why behind the behaviour.

Again based on personal experience, I once had a class with one angry, unsettled girl present. Nothing I could say or do was right and she told me! This was one tough day. By the end of the day, I learnt that earlier that week was her mother’s funeral; she had died of an overdose. Not every child will have a story as powerful as this; however, it is worth asking the support staff or partner teacher, (even other students quietly) if this is normal behaviour. You don’t have to loose your authority doing this rather you are showing your care and concern for the child and for the whole class.

Live,laugh and learn,

Blessings for the journey,
Carmel

Closing the Day

The final leg of the day is just as important as the start of the day. The children will remember every step of the journey, I can assure you. If there are any parents waiting outside the room, this is the time that they will judge your professional skills for themselves. It is also a great time for the principal to come for a "cruise" past, just to see how your day went. (I would and I did!) Your one relief teaching day is really like a whole year in one day. You need to leave the room in a better shape than you found it as well as a well organized outline of the day's events. Work is best to be collected and corrected. Your day is not over when the children walk out the door. This is where your true professionalism will shine.

I will write about this in another blog. For now dismissing the class, no matter what year level I go by the recall, reflect and respond rule.


RECALL: A calm finish to the day is essential. You may like to call the roll again. You could play a game with each child's name on the roll....be creative! Allow enough time to distribute any school newsletters and give homework reminders. Thank the children for the happy day. Review the day’s events by recalling the major events one by one. I do this with the help of my remembering hand, one finger, and one event!

REFLECT: Encourage reflective thinking in the learner by questions such as….What did you enjoy the most about today? Which part are you going to tell Mum or Dad about first tonight? What would you like to do more of in the future? Did I give everything my best effort today? How could I do better tomorrow? What are my goals for tomorrow,at home, in the playground, in my learning?

RESPOND: Closing the day with prayer, interesting story, lateral thinking puzzle or even a song is a calming finish to the day for all the year levels.


The upper primary love being able to go home with a riddle or trick to stump their parents. Something as simple as What has a face and two hands but cannot talk? A clock! What do you call the tags things on the end of your shoelaces? Aglets. I love collecting them! While I am on roll.....What do you call someone who keeps talking loudly to a crowd even though no-one is listening to a word they are saying? A relief teacher! Don't let that be you! Ha,ha!

Blessings for the journey...
Live,laugh and learn!
Carmel

Starting the Day

"You never have a second chance to make a first impression."

As a substitute teacher, these words are golden! The class will be checking you out the moment they discover their own teacher is absent for the day. I make sure I am as organized and calm as I can be at this point in the day. I would have an agenda for the day organized and the resources for the morning session at hand. There are times when this is not possible as you are at the whim of the school administration as to how quickly you can arrive in the room. No matter what it is still critical to start the day smoothly.

1. 
   
   It is very important to check whether the class teacher has left a daily programme. If so there is an expectation that this work will be completed and marked. I always leave a detailed review of the day regarding the work covered. I also always add "my own flavour" throughout the day in the transition activities. This is where a well organized class level file is worth its weight in gold! You can't assume a detailed plan will be there for you to follow.


2. 
   
   Check the Class Timetable. Take note of your duties or specialist lessons. Find out where these are held. Note the bell times and you might like to add them to the day's agenda on the board. (See previous blogs)


3. 
   
   Locate the class roll. Familiarise yourself with the names on the roll. The class roll is a legal document and must be correctly completed. I always carry a black pen for this very reason! Make sure the roll is accurate at the end of the day. Some school require you to initial it too. Check with school policy.


4. 
   
   Opening the room for the day. I find in order to minimize any fuss when I am unfamiliar with the class, I am happy to get the room ready for the day. A smoother start is ensured.


5. 
   
   Introducing Yourself: This is where you have to quickly assess the needs of the class and the best way to start the day on the right foot. Sometimes you need to be clear and to the point and with other groups you might like to make it fun!

The following are a couple of different ideas I have found interesting in starting the day well. I have collated all the ideas in my handbook "Relief Insight" and happily add more all the time!

• I do think it is a good idea to write your name on the board so the children have the visual memory link. I am not outstandingly creative when it comes to drawing but I have learn a few "gorgeous" cartoons. You only need a few to impress a class no matter what age! One of my best loved drawing is of a very contented frog! Now my surname doesn't start with F; however, F does represent who I am as the relief teacher for the day.....FIRM,FUN, & FAIR. Three little FFF sit under the cute frog and I refer to them throughout the day when required. Classes who get to know me can often recall the meaning of the FFF without any prompting.

• This one is for that challenging new class usually upper primary who look like they are going to eat you alive! (It is all about throwing them off their game!) Stand at the front of the room and wait for the hush. It will come as the class waits for the first thing you are going to say! Will it be the usual rhetoric regarding behaviour expectations? Simply greet the class and turn purposefully to the board and write your name in alpha code on the board. (You know.....A=1, B=2, C=3 etc) Announce to the class that this is my name and the first person to crack the code and correctly spells my name will win a prize! You will never see children move so fast! Reward the winner in some way and then challenge everyone to write their name in code. If all children can do this on a slip of paper (complete with real name and alpha code name) I have then collected them and used this as means to allocate positions of responsibility through out the day by randomly drawing out the lucky child.... 1-4-1-13 will you please take this message to the office? I assure you Adam will have a smile on his face and all the class listens intently to work whose name is drawn. The Spy Kids movie made this technique very popular. Adding these details on a business card or name card on the desk is also worthwhile. The natural transition is to use current spelling words as alpha code words and see which spelling word has the greater value, odd/even value, prime or composite value when you add all the numbers together.

I will add other ideas on the blog in this section as there are so many as you teach the different year levels. I will try to tag the ideas under the same headings as the chapters in my handbook. Love to hear your ideas especially people who are teaching in other countries other than Australia.

Blessings for the journey......

Live,learn and remember to laugh!

Carmel

Contents Page "Relief Insight" Handbook

CONTENTS

1. So You Want To Be a Relief Teacher

2. The Ins & Outs of a Day: Starting the Day

3. The Ins & Outs of the Day: Closing the Day.

4. Make a Note

5. Professionalism

6. Clear Expectations for Great Expectations.

7. Bag of Tricks

8. Attention Please, Class!

9. Enlighten the Soul

10. Class Brain Breaks

11. Out & About

12 Spice It Up!

13. DON'T make ASSUMPTIONS!

The following chapters and their contents were primarily generated to give you ,the reader "insight" into some the key aspects of a relief teaching day. There are already so many fantastic resources at your finger tips for lesson content. These humble ideas are like the glue that can hold your teaching day together; the strategies that teachers develop over a lifetime of constant refinement and re-evaluation.

The half-day workshop held in conjunction with this handbook is designed to make the ideas come alive! If you live in Brisbane, feel free to contact me regarding the next workshop date. However, if you don't, it doesn't matter! I can't tell you how often I have teachers contact me (word of mouth) for a handbook unable to attend the workshop due to distance. At first, I was reluctant; however, feedback is so positive that I am more than delighted if these ideas inspire you to move forward, doing more and being more for the betterment of the students in our care.

On a closing note, being able to access the book through the blog is a real advantage! I had always seen my work as "a living document!" By this I mean that you should be able to add to the ideas to make the book your own very valuable teaching resource. Whether you do this electronically or as a hard copy, here are my suggestions for the chapters that would be wonderful to expand and explore in your own style! Chapters 2,3,6,7,8,9,10, and 12. Happy collecting!

" Be not afraid of growing slowly; be afraid of standing still." (Chinese Proverb)

Blessings for the journey...

Live,laugh and learn,

Carmel

"Relief Insight" A Workbook for Teachers

The day my youngest son, presented his darling drawing to me in a loving mother and son moment, I never dreamt that I would combine it with my favourite teaching quote in order to use it as the front cover of "RELIEF-INSIGHT "(A HANDBOOK FOR TEACHERS) and now here it is!

The handbook was actually created back in 2006 after I was invited to speak to fourth year graduates about "The Role of Relief Teaching in our Schools Today" at the Australian Catholic University in Brisbane. From these humble beginnings, the university staff encouraged me to develop these ideas into a workshop for teachers. At first the concept was terrifying; however, once I got over the inevitable nerves these workshops are so much fun and I love the professional cross sharing of practical solutions to everyday encounters in the classrooms. (In case you didn't know, supply teaching is not for the faint hearted!) Sharing some of the very practical "tricks of the trade" after having a full time teaching foundation seemed to be just what teachers wanted to hear.

Over the last few years, apart from my Supply Teaching, I continue to share these ideas through the workshop. The feedback has been so overwhelmingly positive. Word of mouth does work! People are now asking how to purchase the handbook if they do not live in my local area. I am humbled to know that these ideas can make a difference in your teaching lives. The blog was my best response to your warm encouragement. I trust presenting the book as an e-book is both practical and convenient to your needs.

Over the next few blogs I will try to give you a clearer picture of the ideas contained in the chapters and how it could be best developed as a real tool in your teaching resource toolbox both for supply and full time teaching.

Live,l augh and learn.
Blessings for the journey...
Carmel

PS Big thank you to those people who have already purchased and downloaded the book. I would love to hear your feedback. Sharing and building on the strategies is so empowering for everyone to read.

More "Attention Please" Ideas

A quarter of a century ago, the teacher only had to walk into the room for a hushed silence to fall over the class. I am afraid to say the challenge is a lot greater with today's children. However, your presence as the authority figure is still just as important. Don't worry this same calmed hush can still be achieved. It will be generated on the basis of mutual respect , not fear. Respect comes with a growing relationship and this is exactly where the challenge lies. Each class will be a little different depending on the year level and management style of their permanent class teacher.

Think outside the square!

Make it interesting!

Make it fun!

You will gain the reward as respect.

Here are a couple more humble contributions to add to your list. My book "Relief Insight" has a the complete selection in the chapter called "Attention Please, Class!"

• ECHO : This strategy not only gains attention, it consolidates the message as well as focuses the listening. Explain the game. Teacher give some information. The echo repeats the information accurately. You are looking for the clearest and most accurate echo. I would only call on volunteers to be the echo as it can be stressful for some children who may experience auditory processing challenges. Always call at least two echoes. Allow the class to judge. Reward. The end result will be everyone listening to the information in order the participate. This works very well when giving instructions for a new class activity both indoors and out.

• WHAT'S THE TIME (Your Name)? : The class loves putting in the teacher's name instead of Mr Wolf. The use of the traditional game in a new way immediately hooks their attention. I use my magnetic clock face (see earlier blogs) and vary the difficulty as the year level. Surprisingly older children enjoy the more challenging time telling identification too. Keep the activity short and sweet and when the children least expect it...you say....Wrong! It is time for Maths or Spelling! We all laugh but I have their attention! Never trust a wolf!

Blessings for the journey...

Live,laugh and learn!

Carmel

Attention Please Class!

"Surely, it is no coincidence that the word, LISTEN, is an anagram for the word SILENT."


I love that quote. Aren't people clever! Children and silence do not always go together. Learning and silence don't always go together either; however the ability to gain a noisy group attention and focus is becoming more and more challenging. This is particularly true in our role as substitute teacher. Many specialist teachers also experience the same challenges. The strategies I employ vary daily depending on grade level and the personality of the class as a group.

Again over the years I have experimented with many ideas for the relief day. As permanent classroom teacher the strategies will also work but you won't need to implement them as often due to the relationship you have with the group. It really is quite different.


Here are a couple of ideas. I have a real variety in my "Relief Insight" (Teachers Workbook)
I will continue to add a selection under this heading in future blogs. Love to hear your ideas that work for you in this area too.

• S . A . L . A . M . I . Say this word loudly to gain the class attention and for the first time you will! Smile, and politely point out the letters stand for STOP AND LOOK AT ME IMMEDIATELY This strategy works best in a busy independant working room when you simply want to add an extra instruction or message. I don't over-use it and the children love the fact that it is a secret code word known only to this class. It becomes like the old FREEZE strategy that goes to a new level. If you use that technique I would recommend also adding THAW as a signal to recommence work.

• RAIN SHOWER Nothing is as calming as the sound of falling rain. Try this idea on the younger ones when you are waiting for the group to settle. Finger tips wiggling from head height to your waist to imitate falling rain. Cross hands back and forth three times when you reach waist level to represent the puddle and make the sound , shh, shh, shhh. I often say "Rain is falling down" as I do the actions. One the third time, I slow the action and speech right down so the children know this is end and I expect all will be stettled. This strategy also links with breathing patterns and the extra oxygen aids both the learner and teacher.....whoever needs it most!

Blessings for the journey....

Live, laugh and learn.

Carmel

Classroom Management....Closing the Day

My Remembering Hand

This is a little technique that really works when you need to give information in sequential steps, reviewing a list of things to remember to take home or for the child to tell parents.

For many children, the development of their auditory sequential memory can be anywhere between two to seven instructions. This ability will be significantly challenged when the child is placed in a noisy classroom. Combining both instructions with a hand movement/sequence may assist in anchoring the instruction neurologically through movement and touch.

1. Try to give each instruction clearly and simply.
2. The class echoes your words and mirrors any hand movement. (Even if this as simple as touching the first finger with the first instruction, second finger second instruction. )
3. Continue through the sequence.
4. Review the instructions in reverse order using same words and actions.
5. Try the review out of order, still using same words and actions.
6. Suggest to the children that now they can use their remembering hand in the same method at home in order to remember the message. (It does work!)

This would be my favourite way of reviewing a day with a class. We all laugh when I tell them that when Mum & Dad ask what was the best thing you did doing the day, they are not allowed to say LUNCH! It is usually quite interesting to see how much you really did do in the school day and to review the activities in time sequence. This is a very valuable tool for the student to develop in later years....one of reflection and review. Once the students have refreshed their memory of the day I often ask them to give me "a high five" as they file out the door and tell me their personal best thing for the day. The responses make for excellent reflection and evaluation for me as the teacher. The children love it too, as everyone gets to have a say!

Blessings for the journey,

Live,laugh and learn,

Carmel

General Classroom Management

A STICKY SITUATION!

The teacher's lunch room is a great place to have a laugh about some of the everyday things that can drive you crazy. That is just what happened today. A number of early years teachers were bemoaning the way small children handle glue. The dramatization of the mess that can be made was hilarious. When it all quietened down I simply stated in my silliest voice,

"One, two three, four.....in the corner NO more!"

Everyone had another good laugh. When asked to explain, I felt a little foolish at the simplicity of the strategy. If glue pots are required I ask the whole class to chant after me,

"One, two three, four..... in the corner NO more!"

By this I mean that the student is instructed to only apply glue to the four corners of the sheet before sticking it into their book. I have found over the years this conserves glue, is time efficient, increases drying time and allows the child to continue working on the sheet as the centre of the sheet is not wet with glue. Classes that know my style will often say this without any prompting when they are gluing. Everyone listened and then we all talked about something far more interesting.

Here's the funny twist. This afternoon I had four of the teachers especially tell me how successful the strategy was and how much they loved it. My pleasure, treasure! If we are not here to share and support each other what are we doing?

Blessings for the journey....

Live,laugh and learn!

Carmel

Classroom Literacy Activities

SPICE IT UP!

Authors call them a "hook" and advertisers call them an "attention getter". Whatever the label, the introduction to a new session/lesson is where you win or loose the audience! I can assure you of a productive lesson if you have engaged all learners (and their learning styles) through a creative introduction. The variety of strategies do not need to be elaborate at all. Just a little investment of thought power can bring good dividends for both the learner and the facilitator.

Here is a strategy that I have enjoyed using in recent days.

VOTE WITH YOUR FEET:

This strategy allows total class involvement both in movement and engagement of thinking skills. It challenges everyone to have an opinion ,or at least, a reason why. The application is very broad.

Basic Concept: All children stand. What does it mean to vote? Importance? Discuss. Explain that today we are going to be voting with your feet, after I make a general statement. Should you strongly agree with the statement, move to this side of the room, not sure, to the centre of the room and strongly disagree to the opposite side of the room. The wonderful part comes when you listen to the reasoning behind the child's vote. Use the Koosh ball and watch the discussion heat up!

This concept also works well with lower grades in the application of true/false statements. This week I used this strategy to heighten interest in a rather dull history lesson and associated workbook. Instead of an opinion, the children had to vote with their feet on which of the two outcomes they thought was realistic. As we moved through the text, I recorded key words and visual symbols that recounted the chapter. I was very impressed with the way the class then completed the written work of the chapter. The class feedback was most positive. Even I had fun thinking on my feet! Anything that allows the children to be true active learners is a winner for me!

Blessings for the journey.

Live, laugh and learn!

Carmel

Behaviour Management ...Random Rules for Lower Primary

Less Is More!

This is a great saying and one that the very nature of a teacher is challenged by. If you have enjoyed the last couple of posts about my use of "Random Rules" as part of my behaviour management beliefs then you will better understand this post.

With Early Years children the focus of three key behaviours proves to be enough. These would be my chosen three.

* ONE PERSON SPEAKING AT A TIME

* KIND WORDS, MANNER WORDS!

* TRYING MY BEST.

As a general rule I do not spend too much time describing how this technique works. Simply illustrating the symbols on the board and stating that I will be looking for people who are following this rule is enough . When the first child gets to record their name on the board under the rule they were doing, this is enough for the class to get the message! I also find if the class teacher already has a rewards chart in place, the names recorded can easily be transferred at the finish of a session without the disruption to the lesson time.

The little ones love being able to record their name on the board. Just allowing them to leave the classroom first at lunch time or be first to choose books from home corner can be reward enough for their good behaviour during the lesson. I would just stress that it is more beneficial to have shorter sessions and more reward points so that more child are able to feel the success of recognition.

If you feel this is all becoming too tiresome, try swapping to peer monitoring. Two children are asked to monitor their peers for a particular behaviour. You may like to give these two special people something distinguishing to hold to show they are doing a special role....maybe a soft toy or I use my Koosh balls. At the end of a short set time you ask who this person was. The child observer and the chosen child swap places and the system continues. This self monitoring technique gives power to the children and allows me to focus on my direct teaching. I always state first that if I don't agree with the decision the game stops. I also double reward if the child chooses most wisely.

Class teachers have so many wonderful ways to reward and encourage appropriate behaviours. Great results are achieved with the relationship they are able to form with the child and the class as a group. They also have the benefit of the classroom space and resources. As a relief teacher, we have to be able to implement techniques that take little resourcing, are simple and effective and lastly are clearly understood by the children.

I would love to hear about other ideas that work to make the supply teacher's day a happy and productive one.

Live, laugh and learn!

Carmel

Behaviour Management.... Random Rules (Part 2)

RANDOM RULES.....RULE!

Here is the second set of three symbols that complete....

THE SIX RANDOM RULES.

4. Raise my hand to ask a question.

5. Six feet flat on the floor!

6. Loving Choices.

Now for a quick explanation of each.. ....

I have found it necessary to reward this first behaviour particularly when you are in a new classroom situation. Raising your hand is the best way to manage the class discussions in an orderly way. When you know the class and a relationship has been established, ground rules can change to suit your teaching style. I often explain to an upper primary group that even in staff meetings, adults will raise their hands in order to indicate that they would like to make a verbal contribution to the discussion. It is the chair person's role to make sure that every one's ideas are heard and valued.

This symbol always brings a chuckle. Older children get the six feet concept straight away. (That is six in a circle under the chair drawing by the way.) Younger children may require a visual count of the four feet of the chair and two feet of the student making six feet flat on the floor. This rule may be selfish on my behalf as I can't count the number of times I have had a chair come down on my toe or clipped a chair leg as I moved past. (Work Place Health and Safety is my excuse!) I tend to circulate constantly around the students in whatever learning environment I am presented with. I believe this teaching style is called "a river" however, if you prefer a "mountain" style perhaps this rule will not be as necessary. Proximity to the student who requires attention is another practical behaviour management technique without being too obvious.

Last but not least is the much broader symbol of loving choices. I teach in schools with a Christian ethos and therefore, this language, and the behaviour it implies, is readily understood by the students. You could easily change loving to good choices. I think all children understand these choices come form the heart!

My six rules are my base set. I do not always use all of them. I change depending on the needs of the class. There are some days that I have not introduced the rules at the beginning of the school day and find I need to define ground rules after the first break. This works well too. The visual symbols on the board are a reminder of the expectations.

Sometimes, I like to ask the class what their special class/ school rules are so we can all enjoy a happy day. This is an interesting insight into the social functioning of the class as a group. Nearly always I can record my symbols as the class recounts their class rules. The class can then see these symbols as their own.

The other thing I like to do is highlight a rule that I will be especially rewarding during a certain time frame. For example: During group research work, I will be listening for kind words and watching for people trying their best. Other times I will secretly ask a couple of children to watch for two other children they saw making loving choices during a session. Children placing value on their peer's behaviour is a very powerful teaching tool.

There are even some occasions when a child with particularly high needs has really benefited from observing his class mates with a specific intention...... to learn more about acceptable behaviour! I don't make this a punishment, rather a task. Based on the random rule symbols and whatever behaviours I would like the child to focus on, I draw up a simple tally chart with the symbol on one side and a division to place tally marks for each time they observe this specific behaviour in the working classroom. You may want to get more specific......an eye diagram for keeping an eye on the speaker, or glue bottle when sharing the glue or hearing the words"Excuse me!" Whatever you choose don't make it too involved, have a time limit and keep it as a task not a punishment. The child will learn more than you will ever know!

I would ask the child what did they enjoy learning from this task. Their response may surprise you. I record this as a summary statement for this learning experience. I usually keep this to share with the class notes at the conclusion of the day. Often the student will be quite proud of their observations and would like to keep it themselves.

Behaviour management is both complex and interesting, especially to the substitute teacher. There is never a day when I don't learn something new about child behaviour. Remember you are dealing with children who are in different developmental stages...not mini adults!

Love to hear your feedback. Thanks for taking the time to read this blog.

Blessings for the journey.....

Live,laugh and learn!

Carmel

Behaviour Management ....Middle to Upper Primary Students

THE RANDOM RULES......RULE!

PART ONE

Rules, rules, rules! Rules are an essential element to the smooth function of any community. Every school and class group will always have a underlying set of rules but will you, as the supply teacher, be aware of the specific rules and the common language of each individual group's rules?

Most often the answer will be no.

Certainly when you work in one school community often, you do become familiar with school rules. Perhaps you will be lucky enough to be part of that school's in-services or staff meetings. Your on-going professional growth is your responsibility. Principals will always be happy to include you if you show the professional interest by asking.

More often than not, you may be in a situation where your specific school knowledge is not as strong as you would like. To be honest, you have so much new information to process every day; you must be able to respond quickly. This is another reason that this type of teaching is not for the faint hearted!

After some time and personal reflection, I have developed a set of six rules that I like to call my Six Random Rules. (The reason will become apparent for the use of the word random!) Here are the first three......

1. ONE PERSON SPEAKING, EVERYONE LISTENING.
3. KIND WORDS & MANNER WORDS.
5. TRYING MY BEST.

The use of the symbol rule is visual, simple and clear. I have found the complete set ( next three in the following blog) to fit into any school community rules. At the same time, I feel very competent and professional in any situation, as the symbols and their uses are familiar to me.....

• At the beginning of a school day, I outline my expectations for the day with my six random rules as drawn visual symbols on the board.
• I explain to the class that these are the behaviours I will reward. When I see or hear a student following the rule I will randomly reward that student. You never know when you will be chosen.....hence random! Children today have a good sense of what random means. They are usually intrigued and therefore, quite engaged with the idea of a random rule!
• When I choose to reward a child for doing the right behaviour, I ask them to record their name on the board under the rule they were following...... which is a reward in itself.
• I reward all the children who have their names on the board at the conclusion of each session before the break.
• Names are erased at the end of each session and all class members have an equal chance to be rewarded during the next session. (Over the years I have found this strategy to be a positive way to encourage all students to never give up trying. Each session in the day presents as a brand new opportunity for success.)
• Students usually want to make the right choices. This teaching strategy makes it perfectly clear what it is you are looking for. The visual cues are a reminder all day. If the principal happens to pop in to see how you are going, what better way to let him/her know by explaining the strategy and at the same time affirming the students whose names are on the board!
• The other very positive side to this strategy is that I rarely acknowledge negative or attention seeking behaviour. If a child is speaking when another child is speaking to the class group, I simply acknowledge a student who is demonstrating good listening behaviour. I might even go as far as to affirm why I knew that child was listening eg. I really liked the way you were looking right at the speaker when they were speaking. Watch the other children all adjust their behaviour as well after the explicit tip for good listening skills.

I trust this might be a additional strategy you might choose to use. I am away from home at the moment, however, I will try to add the part 2 as soon as I can get to a computer! Meanwhile, love to hear any strategies you have found really supportive to behaviour management in any area of the primary school.

Live, laugh and learn!

Blessings for the journey......

Carmel

Be Prepared!

The Supply Teacher's Tool Box!

Just like a trade's person, teachers are never to know what tools we may need on any given day!

As a Supply teacher, we have to be prepared and carry these tools with us every day. The more organized you are, the more you can streamline these resources so you are not physically carrying an unnecessary load. I have over given this a lot of thought over the years. Organization in my home environment makes for a smooth start to the day in so far as quickly packing "the tools" I may need. I have come to consider the tools based on these catergories.....

1. Must Haves!

• Hat
• Sports Shoes
• Umbrella
• Water Bottle
• Teacher's Badge
• Cush Balls

2. Great to Have.

• My teacher year level resource file.
• Magnetic clock face.
• Digital Timer
• Whistle
• Pencil Case etc
• CDs ...music, songs, reflection or dance!

3. Optional Extras

• Dice
• Pick A Stick
• Calculator
• Magic Crystals
• Magnetic pegs
• Deck of Cards
• Picture cards
• Alphabet cards
• 1-10 Cards
• 1-25 tiles
• Puppet
• Selected Year level resources.

For the purpose of this blog, I thought I would just focus on one thing in my pencil case that is mandatory. I have six of these brightly coloured laminated cards. Look closely...can you work out what they may be?

If you are thinking this doesn't look like fun, you are correct.

It is a list of the TOP 100 most frequently misspelt words, organized into five lists of twenty. It is an old fashioned but effective behaviour management technique you may require when you have given the appropriate explanation and warning. I don't have call to use it often. Normally just telling the students about the TOP 100 AWARD (as I like to fondly call it) is enough. When necessary I attach it to the whiteboard as a visual reminder that I mean business!

If students are required to complete the TOP 100, I would always get them to sign and date under the statement that tells the class teacher why this work was assigned. I have found that sometimes it is necessary that "the leader" gets the full list and the "support partner in crime" may be given three lists instead of five! Often the class agrees with this as fair treatment.

When a class is undertaking an activity that requires quiet environment and a student chooses to push the boundaries, I don't hesitate. The card is immediately produced...no warnings. Class members can be very grateful that you mean business, not just all words. You need to make that professional judgement.

I also have a version for the younger children. I call it NUMBERS 1-200. The child simply writes out his numbers 1-200 or 1-100 ....whatever you set. Again I would keep the work as a record with a statement of what happened. Funny enough the attention seeking child usually just wants to be busy and may well be sick of listening to class discussion. It gives them a productive task with a learning outcome. Often they forget it was a punishment.

I have had a little chap get so wonderfully engaged with this activity in Year2, third year of school, that he published a book with the numbers written to 2000, in lots of 100. I made a friend for life and what a fantastic exploration of our number system. He was so proud of his mathematical thinking, it became quite consuming for him. The class teacher was so surprised and pleased with his reaction too!

As with any behaviour issues , you always need to ask yourself why this behaviour is occurring. There is an old saying with much truth.... when you point the finger of blame at someone; there is always three coming back at you! Most children want to please. What could you be doing to be more effective in this classroom. A difficult question for the supply teacher given you are only there for the day but one that is worthy of thought.

Blessings for the journey....

Live,laugh and learn!

Carmel

Behaviour Management...Early Years

A Little Puppet Magic.....
Allow me to introduce my little friend Crystal....yes she is a darling little hand puppet. I have found she is of most value when I visit a Prep classroom. ( This is the first year of official school attendance.) Here in an Early Years learning environment the children adore all the things that Crystal can do!

Crystal is wonderful at.....

• spotting the best listener during class discussions.
• choosing children to be leaders, special helpers etc.
• playing games, like "Where is?"
• Tapping children on the shoulder (in patterns, songs, number, instruction ) during transition times from one activity to another. ( So helpful in managing the large group as they move to small groups.)
• Rewarding a child with a special time to cuddle.
• Sitting up high in the classroom to watch everyone working happily and then report back to me!
• Going back into my back-pack when the noise level scares her or if she just knows she needs a rest and a little time to read quietly!
• Super at choosing a book to share, or choosing a child to help with that task.
• Giving me good suggestions for lovely learning games and songs to sing.

All in all she is a very capable mouse and friend to have with me in these younger classes. I find having Crystal as a prop is helpful in quickly building a relationship with the younger students, allowing the children to focus on the cute puppet and not the fact that their teacher is not present today and gives a third party element to the decisions that need to made quickly and may not be exactly the way the class teacher manages the group. Crystal can also be used to demonstrate what not to do in a very appealing way. She is so good at saying sorry! She says that making mistakes are all a part of learning and that is a good thing so long as we try hard to not do that again!


Children love any soft toy. If there is any negative aspect to this strategy, I would recommend you don't allow your chosen puppet to just handled in general free time. I have found the fact that because Crystal returns to my back-pack throughout the day when she is not in use very positive. When she is awake and interacting, the time is special and attention getting. I am sure the children love the fact that she is cute, soft and cheeky. While she tries to do the loving choices, she also makes mistakes and has learned how to say sorry!


I am not suggesting you become a children's entertainment specialist with a complete puppet show. This is far from my comfort zone I can assure you. The benefits of a puppet as teaching tool ,whether you are male of female, are amazing and so are the genuine laughs and enjoyment on the children's faces. You just have to source a puppet that suits you! Happy days!

Live, learn and laugh!
Carmel

PS This puppet was sourced from Crescendo Music website resources at http://www.crescendo.com.au
The resouces are really worth a look, not just for music teachers.