Ms. M's Tales of a Teacher: My Personal Teacher Blog

 Now that. you have some ideas how to get started with a data binder, let's continue the conversation about it. You might be asking, what are my next steps? How much data do I need? Is there such a thing as too much? Well you do not have to fear, this post is all about the next steps of having a data binder and maintaining it.  You still might be thinking of the types of data you want to potentially keep in it. I shared this in my first post, and I'll emphasize it here many times; do not feel strapped to put every piece of paper into the binder. it will become a clutter corner instead of a showcase and reference point. Consider keeping information you use frequently or wish to use for your Domain 4.  What's next? Getting organized! Think about which sections you will visit the most frequently, be it for lists, reference, or sharing with administrators.  Consider making a table of contents or list the different topics that you want to include in your binder and see what you

  Recently I was asked a few questions by an early educator about teacher binders. Some districts refer to them as data binders. But what exactly is a data binder or teacher binder?  While there is no correct straight forward answer to this, there are suggestions for what binders should include. In the beginning it can be overwhelming, and you might find yourself putting in every piece of paper, or none at all.  As with everything, it's about finding the balance. I always air on the side of don't put the paper in vs. over-stuffing, but there are some key topics, references, etc. to include. I've complied a short list of items to include with suggestions for organization of your binder.  Start with important class papers such as the class list with student names, ID numbers, etc. This needs to be handy at all times  Include schedules with notes about specials, push-in supports, small groups etc.  -General notes- this working space serves as a place to write general notes abo

 Happy WRAD! February 3rd is World Read Aloud Day and everyone is enjoying this day of reading together! In my first post in this mini-blog series, I shared valuable strategies and quick tips with teachers to get started with, or how to improve read aloud time. As a teacher, mastering the art of the read aloud takes practice, and we have methodology and pedagogy behind us to support our reading. Families often have no experience at all... My second blog post will share with families some simple points for how to complete a read aloud at home. For those families who have read aloud to their children before, I hope these tips will serve as quick reminders and enhance the experience!  -Book selection: Be sure to select a book your child likes. Include him/her in the selection process to ensure he/she will enjoy it. If you're not sure of what types of books your child likes, simply ask! Students often remember what they are reading in school, so they. might discuss those books. Reach o

  February 3rd is World Read Aloud Day!. Students and Teachers everywhere will be celebrating reading out loud. This might seem trivial, however reading aloud is one of the most important acts that teachers and families can do to create avid readers who consider reading a part of their life and continue to develop their skills.  I'm often asked by both families and early educators what are some tips that teachers should apply to their read alouds, and what can families do? In the spirit of WRAD,  I will be sharing these tips with you in a mini-series to celebrate the event.  Let's first focus on reading aloud in class: Tips for Teachers!  -Preview the book: You might think this step is not necessary, but much like a speech, you want to be familiar with the author's writing style and language, as well as practice fluency. I always go by the notion we have to walk the walk in order to talk the talk! No reader is ever perfectly fluent, but the more we practice (like we tell ou