First Grade Animal Reports are Underway!

Inquiry Journals and Organizers

Animal Report Cover

Habitat Report and Habitat Map

Appearance and Diagram

First Grade Exercise Balls

Walking into any first grade classroom across the country and you will see wiggly, bouncy kids. This year, my students wiggle and bounce too. However, the first graders in my room sit on stability balls. I have noticed increased concentration and an improvement in student work. Not to mention, perching on a stability ball also promotes good posture, strengthens abdominal muscles and improves circulation, balance and coordination.

The Rules

Only small bounces

keep your bottom or knees on the ball

Tuck your ball in when you get up

What happens if the rules are forgotten?

Warning

Lose the ball for the period

Lose the ball for the day

Choice

Choice is important. Sometimes students ask to sit on a chair. They may just need a

 break from the posture required to sit on a stability ball. 

Students were introduced to the stability balls a few 

months into the school year.

Below is a link to a USA Today article about another classroom with stability balls.

http://usatoday30.usatoday.com/news/education/2009-03-07-class-chairs_N.htm

Images from the classroom

3 D Math

    Earth Day Buddies

First Graders Crack Me Up!

Four Seasons Tree

Thoughts on Teaching

Every classroom needs to be a safe place for children to grow and learn.

 A classroom should be a place where students learn to be confident, persistent, empathetic, and responsible citizens of our learning community.  In order to establish the necessary supportive and respectful relationship the students and I work together establishing norms from the beginning of the year. Incorporating classroom meetings as a basis for teaching collaborative problem solving skills is also is a part of establishing a positive community. This collaboration allows students the opportunity to learn from each other, understanding that every person within the community has valuable ideas.  I share myself and my culture with the students and encourage them do the same. Understanding each other’s backgrounds and cultures helps students to become culturally responsive. I take time to reflect on my own preconceptions and am open to new ways of thinking, while encouraging my students to do the same.

I am a facilitator of learning who possesses knowledge -not the keeper of knowledge.

Traditional pedagogical teaching puts the teacher in the front of the room bestowing knowledge upon their students. I prefer to guide students to become involved in their own learning. My classroom is a place where subjects are introduced and ideas are welcome.  I choose to lead my learners to find new understanding within themselves, to stimulate thinking, exploration, and connections. It is my responsibility to know what knowledge and experiences my students bring to the table. Through ongoing assessment, I can provide the scaffolding that they need to be successful in reaching our learning goals. I believe that this type of learning is enduring, meaningful, and authentic.