Oh, This English.

Oh, This English!

We'll begin with a box and the plural is boxes,

But the plural of ox is oxen not oxes;

Then one fowl is a goose, but two are called geese,

Yet the plural of moose should never be meece!

You may find a lone mouse or a whole set of mice,

Yet the plural of house is houses not hice.

If the plural of man is always called men,

Why shouldn't the plural of pan be called pen?

If I speak of a foot and you show me your feet,

And I give you a boot, would a pair be called a beet?

If one is a tooth and a whole set are teeth,

Why wouldn't the plural of booth be beeth?

Then one may be that and three would be those,

Yet hat in the plural wouldn't be hose!

We speak of a brother and also of brethren,

But though we say mother we never say methren.

Then the masculine pronouns are he, his and him;

But imagine the feminine she shis and shim!

(Anom)

This little poem is just one of those great little resources I keep in my Upper Primary resource file. I love working with the Senior Primary students especially when we start "playing with words." I go to great lengths to try and get a laugh, as well as make opportunities for explicit instruction in regard to spelling rules or grammar usage. Vocabulary development and general knowledge are also a passion! This poem encourages the student to think further about the inconsistencies in our English language especially when it comes to natural patterns such as plurals. It can make for a great introduction to a lesson.

The other motivation to write this blog was a comment from a lovely teaching friend at my favourite school. She was complimenting me on some of the mnemonic ideas and stories I come up with to assist children with spelling concepts whether they be vowel digraphs, exceptions to the rules or simply tricky spelling. The truth is that she is the one with all the fanastic teaching ideas! However, last week the middle primary class I was teaching had a number of specific spelling words in their week's list that had the vowel a followed by s.

• ASK
• MASK
• TASK
• LAST
• FAST
• PAST
  

Traditionally, the word ASK falls into the tricky words category and is one of the words you encourage the students to remember by its configuration. Don't sound it out! However, here was the perfect opportunity to look for patterns. The students saw one too.....

The vowel A is being followed by S and is not making the expected vowel sound.......rather the vowel sound of AR. I quickly took the opportunity to make a visual representation...... I turned the S into a reverse snake and pretended it was biting the A on the foot. Poor A could only say "AR!" I had never thought to do this before! Over all the years of my teaching, I can't tell you how often I see children spelling ASK as ARSK. Now I have a visual aid to support the memory development. Check this web site to understand more about this fascinating area of memory development : they even have a mnemonic to remember how to spell mnemonic!

http://www.learninginfo.org/spelling-mnemonics.htm

I would love to hear about any successes you may have had in this area too. I will continue to share bits and pieces like this under this heading of BAG OF TRICKS: OH,THIS ENGLISH and together we may get a useful collection of practical tried and true ideas.

Live, laugh and learn,

Blessing for the journey.....

Carmel

It is not what you say, it's how you say it!

Have I grabbed your attention with the ten dollar note?

Well children, no matter what age, love anything to do with money too!

You'll be amazed when I share this little secret with you....

The other day I was on first lunch duty with the middle and upper primary classes. As the other teacher approached at the end of the duty, he commented about the general lack of litter. I laughed and said "It is not what you say but how you say it that counts!" I did not think anymore about it until the same teacher sat with me in the staffroom one lunch-time and complimented me on how neatly I had left his classroom after a rather messy art lesson. He insisted I tell him my trick!

There are no tricks. Firstly, I ask myself what is my desired outcome. Then I think of the most interesting and creative way I can engage the student in gaining this desired outcome! Picking up litter, whether in the classroom or in the playground, is not exactly what children will want to happily engage in, so this takes some lateral thinking!

My solution is to.......

1. Gain the students' attention.
2. Tell them are welcome to leave the room, go to lunch, or play area, but there is one condition. You have to pay to leave. (First time you will have a stunned audience!)
3. No worries. It is only $50. (More stunned silence!) That is right, each piece of litter, no matter how large or small ,is worth $10. I love tips and I hold up the bin!
4. You would be surprised how quickly the children run around counting in tens and mostly I have lots of extra tips. It's fun. It's fast. It's not boring!

In the classroom, I don't always say the same thing. If we have just finished a Maths lesson with the focus on prime numbers, I might ask for any prime number of pieces of litter under ten. Or I may ask for 2/3 of 9, or perhaps a random number fact and if you make an error it costs some more to leave the room. It gives me a chance to stand at the door and speak to each child as they deposit their contribution. All designed to build relationships, consolidate learning and make the day fun!

Blessings for the journey....

Live,laugh and learn!

Carmel

Relief Insight

Manage Time, Manage Ourselves!

"The challenge is not to manage time, but to manage ourselves."

Have you ever read "The Seven Habits of Highly Effective People" by Stephen Covey? This is where that quote comes from. Each time I flick through the pages I gain a new insight, both about myself and about human nature in general.

As this world we live in gets busier and busier, I regularly find myself listing and prioritizing what needs to be achieved in a certain time frame. All too often I am guilty of over-planning and focusing on what I didn't get completed, rather than what I did get achieved! In my home environment, if I don't have any particular plans nothing other than "the everyday " seems to fall into place. However, when I do have an agenda, I seem to achieve more and still find time to be flexible and have fun!

"The more time one has, the more time the task takes."

Both these quotes bear relevance to time management in a school day too. This week my teaching skills have been challenged from Prep to Year 7. In all these contexts the one common thread was my use of a daily agenda outline. So I thought for this entry I would compare and contrast how I go about doing this one little time management strategy for both Upper and Lower Primary.

TODAY'S AGENDA

After giving myself some time to consider the general outline for the day I usually write a vertical agenda on the board for the middle to upper primary. I often include picture cues even for upper primary as well as a box to tick off the areas as they are completed. There is always one student who loves to " tick that list off!" I make sure the break times are clearly shown too. I don't always include the timing of each step unless I am very clear about the nature of the day or the exact time of that activity. Times can always be added later.

As we begin the day with the class meeting, I make very clear that this is their classroom /day and ask if there is anything else that needs to remembered and included on the agenda. I find this brings a feeling of respect especially with the older children as I include their needs. If a child has a specialist lesson or has to go to an appointment at a specific time, simply including the time and the child's initials on the agenda is a great visual reminder for both the child and myself!

Over the years I have found that I am best to have a clear idea of the day's outcomes before discussing it with the whole class. It seems to give the children a feeling that you do know what you are doing and you are much less likely to have a rocky start to the day. Children who feel uncomfortable with the change of teacher or have special needs also enjoy the empowerment of a visual daily agenda. I also enjoy the security of this tool as I often find myself so focused on the interactions and teaching that time passes too quickly. It truly is a way of managing both time and ourselves! I also find it a brilliant way to review the day with the class at the close of the day. Now I just can't have them going home saying that lunch was the highlight of the day, can I!

Lower Primary can be a different call all together. I find that a horizontal daily agenda works a trick. One, because the class member who is chosen to colour the star or tick off the list can actually reach and two, I am reinforcing the skill of reading from left to right! I also find that I only record the agenda for each new part of the day......morning, middle and afternoon session. While I am reasonably sure of the day's outline, it gives me flexibility to adjust my programming as I come to know the group and their needs for the day. Again the children immediately settle as they are reassured that I do know what to do! Thanks guys!

Instead of displaying times for the little ones, I use my "Penguin Clock" to represent the time that we might finish an activity. The little ones love comparing the classroom clock and my magnetic clock face. Again they are empowered to know that when the two clocks look the same the activity will finish. My clock face is so handy for loads of activities. (More about this another blog!) I have even found that when a child is anxious about an early pick up or special appointment, displaying the time on the magnetic clock and drawing their face or name beside it reassures them that we won't forget together! I do use this clock equally effectively in Senior Primary.....don't take it for granted that all children over ten can read an analogue clock!

This is just one way to outline the day. It has been very effective for me. I would love to read about your methods or hear what you felt as you trialled this technique. Every day is important in the life of a child and if these jotting make it simpler and happier for everyone I am so pleased to have taken the time to share.

Live, laugh & learn,

Carmel

Add a Little Koosh Ball Everyday!

Lately, I have been relieving for a number of different classes all in the same day. As the relief teacher, I can find myself working with Senior Primary in the morning, the Infants in the middle sessions and then back to Middle Primary in the afternoon. It is a busy planning time at the commencement of a new year as all the IEP (Individual Educational Programmes) meetings are scheduled for the class members with special needs. The class teachers need to be able to discuss, plan and review individual cases as a team of professionals. This same teacher needs to know that their class is being well managed in this time and they are able to return to a calm and productive room at the conclusion of their meeting.


Moving in and out of rooms like this can be far from smooth for the both yourself and the children. Over the years I have tried many strategies but the most effective and simple technique I have found to date is the use of ...........the Koosh Ball!





This little simple, colourful , indestructible, ball -like thingee is my best friend. I always have one, two and sometimes three in my bag at any one time! I am always inventing new and interesting ways to engage children and make the learning environment fun and productive through the use of the mighty koosh ball! The reason for its unfailing success is that its use encompasses the learning style of the kinesthetic learner, the highly visual learner as well the auditory learner who enjoys listening calmly! ( Understanding your students learning styles is critical to success: see http://www.learning-styles-online.com/ for further reading. )

The other interesting fact I have come to discover is that this little koosh ball is officially classified in a group of Occupational Therapists tools known as "Fidgets." Want a quick definition..... have a look at http://www.integrationscatalog.com/sportime-shared/articles/fidget.jsp The more I learn about our sensory systems and their impact on learning, the more I want to know! Each new understanding impacts on the way I see the individual child in the learning environment and the strategies I use on a daily basis.

Everyday Strategies for the "Multi-Talented" Teacher!

1. The person holding the ball is the speaker. When you wish to pass the ball on you must clearly nominate the next speaker and throw directly to them. (No -one is to intercept...outline consequence early.) The teacher must also obey the rules of this strategy for it to work well. The older students love it when I call this "Throwing some Ideas Around ! "
2. Your first visit to a class usually highlights the child who with the highest need for motor movement to concentrate. Choose this child to be the thrower and catcher at all times. All Q & A time is directed through the constant movement. This also gives the class ownership over their own behaviour as the reward for listening is a catch and throw of the koosh ball. I also find it a great way to learn names and observe social structure of the group. The child who is the main catcher and thrower could then choose next person based on participation.
3. One of the beauties of the koosh ball is that it does not matter if you drop the ball or if it lands on someones head......lucky it's not a cricket of a soccer ball I say! Even the younger children are able to physically catch the plastic strands and everyone loves the feel of the koosh. Children will even sit there physically stretching the plastic pieces and enjoying this fidget too! There are times the koosh ball gets given simply as a cheer up or for the need for a fidget! (Now you understand why!)
4. Younger classes are not nearly as proficient at throwing the ball around in an exchange of ideas so I would rather award two good listeners sitting with the koosh ball on their lap or at their desk to watch during the class discussion. After a period of time, I will ask for the best listener they have observed and the koosh ball is exchanged as the prize!
5. With Early Years classes, the koosh ball can assist in transitions from one area or time to another. For example , if the group is all on the carpet for a discussion and you wish to stagger the movement back to the tables, I let the koosh ball do the talking! Only when the koosh ball touches you on the hand can you move to the table or when the koosh ball touches you as lucky number three on your knee! When you don't know names all these strategies are very helpful.
6. Settling and bonding strategy: I like to call this one Sticky Spider Web as it takes a bit of concentration and definitely group cooperation. Ask the middle to upper class to stand and form a circle. Explain that as you catch the ball you are to nominate your person and throw the ball on to the next person as quickly and smoothly as possible. No-one is to receive the ball twice. After practising this through a few times, you could introduce the timer and play beat the time. The next element to add to the experience is to unravel the spider web as well. Once you have gone forward throwing the ball to every player you must reverse the exact same throwing pattern. This is a great memory game.....especially when you add the timer! (It is interesting to see how some children never get to know, or remember, all their class mates names!) When your class is really getting the hag of these steps try introducing two koosh balls simultaneously...fantastic learning experience to highlight the need to focus on what is requires of you...... not everyone else! I call this "Keeping your Eye On the Ball"
7. Competitive class groups love this last game as a reward for focused and sustained class work. I always have my relief teaching notebook with me and I record results. The classes love the fact that I keep a valid and genuine record.

I would love to hear of what you might have used ,or are using, that works in a similiar fashion. Perhaps you might try this humble ideas and improve on them or share your success with them. Love to hear your comments.

Live, Learn and Laugh!

Blessings for the Journey...

Carmel

"Reality Checks !" or " Memory Moments"?

Which is it to be?

Decisions,decisions!

It has occurred to me, between blogs, that while it is all fine and dandy to write about my current experience, there has been many relief teaching experiences that have shaped my teaching and knowledge to what it is today.

Quite a few of these" multi-level, multi-age, multi-need" experiences really stay with me! (Funny about that!) I have always been a bit of a positive thinker and I can honestly say that on those really wonderful days when everything is sunshine and flowers, it is great to rejoice and say," Now what did I learn from all that?" Easy!
It is far more relevant to ask this exact same question as you sign off from the day with "The Class from Hell!" Even though it may be through gritted teeth, I sincerely ask myself..."Now what did I learn from all that?" The answers usually are quite illuminating!

Learning what doesn't work is learning!

It is on this basis that I am going to tell you that some of my blogs will be current " Reality Checks" and some will be my stand out "Memory Moments" (Many of these moments form the strategies and ideas that are the basis of my workshop book I called "Relief Insight.")

You are probably asking yourself how long have I been doing relief work. Please know I had a considerable amount of time full time teaching experience ,as well as some administration roles, prior to starting our family. Once we knew we had twins on the way, I shelved the idea of part- time teaching and focused on my role of motherhood. Life was delightfully busy with the arrival our third son. Life does not also track true to your goals and when plans turned upside down for my darling husband, I jumped back into workforce in the role of supply/relief teaching. This arrangement was not exactly what we both had on the game plan but the flexibly of this role as an addition income stream had appeal for the situation we found our family in. Since this time, eight years ago, I have worked in a variety of different roles and employment contracts. The professional experiences that have come my way have been brilliant.


Professionally, at first, Relief Teaching was quite a shock for me. Always being up for the challenge, I decided to embrace the situation and learn! The shock comes because professionally speaking, it is a very different role, and like I have said before, the relationship base is just not there. I was lucky that I have previously taught a wide range of year levels. I had always maintained my profession reading. However, jumping from year level to different year on a daily basis, sometimes hourly basis, depending on the schools needs, can be mentally challenging not to mention exhausting! I was determined to not be beaten!

I do hope you find my blogs helpful in your teaching journey...whether I am writing about "A Reality Check " or reflecting in "Memory Moments" Both reflections should hold some nourishment for your soul as a fellow traveller! Remember I would LOVE to hear your experience too.

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