Getting outside and taking a break_Lauren and Kyle have thoughts

Kyle and I both agree that it is important for students to have free time to go outside and take a break or to even catch up on work. Many teachers incorporate "brain breaks" which are  fun, educational activities that allows the students to stand up and move around while still learning. As far as going outside, we feel that students need this time for socialization purposes. 

Kyle mentioned that he noticed that teachers do not seem to take students outside to read or sketch trees for science. We both agree that it is important for interaction to take place outside the classroom. Kyle pointed out that during summer school the kindergarten  had a camping theme and would often do activities in a tent that was outside on the playground.   His favorite activity was using squirt bottles to unfreeze the frozen bugs they had made. 

 I (Lauren) am student teaching in kindergarten and I know when its nice out the students get to play outside,  but only if all of their morning work is complete. I've had a few students who were told that they had to stay inside with another teacher until they finished all of their work and then they could come outside to play. I was concerned, because I feel that it is important for students to go outside for socialization purposes and to just get a "brain break" so that they can release all their energy and come back inside refocused and ready to learn. My class also just went on two field trips, one to a farm and another to the zoo. Both were outside activities and they were educational experiences as well.m    I believe that my students learned a great deal by taking part in both of these outdoor activities.  

We will ask two questions:

1.) Do you feel it is important for students to have that "brain break" or time when they just get to go outside to interact with  each other?

2.) What are some ways your class gets that time to just go outside, whether it be for a class or just time to play?

Rosalie and Grace ask a poignant question

The mere words "class project" can paralyze the strongest of parents, leaving them shaking with anxiety.  Forget about the words "Science Fair."  For teachers, receiving a 2nd grader's project that could have been done by only the most accomplished students at the high school level leaves us dumbfounded.  

Here's how most projects go at some point in a child's educational career:  

•     The project is assigned. 
•        The student puts off doing the project. 
•       A day or two before the monumental project is due, the child tells the parent, "I have a   project due and I have to make a (fill in the blank)." 
•        The parent is then at AC Moore or Michael's Craft store purchasing an assortment of craft supplies running anywhere from $30-$50. 
•     There may be yelling and/or tears from either the parent or child as they work into the wee hours of the night. 
•        Nobody at home will have dinner.  Tonight it will be take out, paper plates, glue, glitter, and a near death experience.

 There are mixed emotions at school as to whether or not parents should help out with projects at home.  As a parent and an educator, we have our own very strong opinions.  

 Then there are field trips....a child's dream, a day off from school.  The planning and oversight for a teacher can be overwhelming, and there are times when we wonder if the children really got anything out of the trip other than the bus ride and possibly the gift store at the end of the day.  

So our question to each of you is three-fold:

1)  What are some great projects you have seen that you felt were truly successful?

2)  What is your opinion about parental assistance on take-home assignments/projects?

3.    Have you had any experience  planning a successful field trip?  Share that with us.     

How far we have come: Nicole and James ponder!!!

Now that student teaching is more than halfway completed, both of us feel much more confident in our ability to deliver lessons. One area in which we still struggle for excellence, however, is classroom management. The hardest thing we find is transitioning from one subject to the next. For example, from math to science period or going from one activity to having the students return to their desks.   At first it took longer to transition,  but one of us has implemented a count down from 10 and this countdown strategy  enables the transition to go quickly and smoothly.       

Looking back at the beginning of student teaching we were both terrified that we were not  going to be able to control the students in our respective classes. While we appear to have full control of our classes we are still working on finding different ways to help with classroom management!!!

Both of us would like to know from you the following:  

1.     What techniques did you introduce that you felt would help with classroom management?    What worked and what did not work?    

2.     How did you feel on your first day of student teaching?    How do you feel now as you  stand in front of your class?