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 wh...

  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 ...

 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. Re...

  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 (lik...

 One of my favorite topics to talk about is leadership. I enjoy reading about it, learning from others, and developing my own leadership skills through practice. One question I often hear discussed is should early educators wait to begin exercising their teacher-leader roles and abilities?  I certainly think that one could argue both sides of this case with great evidence. For example, early educators should wait because their first few years in the classroom can be overwhelming. Getting to know students, learning the culture of their school, partnering with families... the list is endless. The last thing on his/her mind would be taking on extra roles and tasks as a leader!  Over the years I've noticed with my own friends and fellow officers on our leadership team with KDP that the first two years are always tough. Time management is vital, yet even the best have difficulty balancing leadership tasks with their new classroom demands.  On the other hand, being a part ...

 Just recently I started working on my plans for upcoming lessons in writing. As per usual, many thoughts floated into my mind as I worked through what seems like "the usual" flow. This wasn't the first time that the same thoughts arrived, but I realized if I keep thinking them... it's worth writing them down and sharing.  Even as I reflect now, this is what writing truly is- ideas and thoughts. How can we possibly teach thoughts and ideas to our students? There seems to be a wealth of "expertise" in the teaching world about "how to teach writing effectively" but again I ask, is there truly a correct way, or is one way more effective than another? I've been searching for this answer for probably my whole career so far. as I've always found the art and science of teaching writing the most difficult of all subjects (especially the language arts) to teach.  Certainly there are specifics such as mechanics that students need to know. I enjoy tea...

 In this post about guided reading, my goal is to focus in on the cloud of comprehension. This can be a scary place because comprehension encompasses so much that it seems either impossible to get started, or you can get so lost in the discussions that you seem to loose your place and purpose of the reading. Never fear, this happens to all of us and that's ok! Sometimes it's best to just let the conversation flow when a student starts talking about his/her understanding of a story. During guided reading however, it's best to remain on the path of what the group goals are for the day and use time strategically to review the strategy or skill intended. My suggestion is to focus on one or two skills for each session and discuss the various strategies students are using to practice the skill. I also do a lot of modeling in the beginning of the year as students talk about the story. I take my turn (just like them!) with a  think-out-loud to ask questions and model my thinking fo...