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Precious Little Snowflake

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Ask a teacher what skills they want their students to have before they leave them for the summer, and more often than not, the list will include more social/emotional skills than content. I've done this exercise in PD sessions before and things like responsibility, respect, citizenship, collaboration, and kindness top the list. Most teachers really just want what is best for kids . I love that about this profession! Becoming a parent has given me even more of a desire to reach every kid and help them along in their journey to becoming great people. My friend, Jackie, recently blogged about this when she wrote:  What Becoming a Mom Taught Me About Teaching . As she says, " everybody is somebody's baby ." She says sometimes it makes us softer and sometimes it helps us stand firm ground when we know we are doing something that is best. I agree! I know that my kids still have a few years before they enter school, my daughter is two and my son is a newborn! However,...
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Why I Don't Use Keywords (or CUBES)

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Teacher confession time: I used to teach my students about keywords in math class. I did not create this poster, but I could have. In fact I had one very similar hanging in my classroom from 2007-2012. I even wrote one of my National Board portfolio entries about a lesson designed around keywords ! This brings be to CUBES. A problem solving strategy I've seen quite a few times in classrooms. I never used it, but mostly because I didn't hear about it. I probably would have been all over that. If you aren't familiar, here is the strategy: C- circle the numbers U- underline the question B- box the keywords, or math action words E- evaluate the steps you should take S- solve and check You might be wondering why I stopped using keywords in math class in 2012. Honestly, I was pretty stubborn. I mean, kids  got the right answers  when I taught key words! I thought I was helping them. Students liked them. Parents understood them. There are actually several reasons I...
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Block Schedule Planning

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I had an opportunity to teach on a 45-minute traditional class period schedule and a 90-minute block. Both models have their pros and cons. I think my own preference is block schedules because you have so much more time to dive into content. There are fewer transitions and it just seems calmer and more conducive to learning. However, one major challenge is finding purposeful ways to fill that block. If you notice that you are doing one activity for a long period of time, it might be important to think about chunking. What I mean by chunking is thinking of you period in 15-20 minute chunks of time and planning activities within those chunks. I find it's difficult to keep students attention if something lasts longer than 20 minutes, so that was my maximum for any activity (except an assessment). I developed the following sample block plans based on 85 minutes. So, if you have 60 minutes you can think about cutting out one of these pieces. If you teach 90 minutes, add 5 minute...
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