Kindergarten Daily 5 Book Study

So I am behind on this linky party but definitely wanted to join in. This may be life changing  the greatest relief I've had to teaching in the last 5 years.

Check out Tammy's linky party for chapter one at Live, Love, Laugh

1. How do I teach new behaviors?

This will be my first year of teaching Kindergarten and I have been warned, ha ha... go in with no expectations. When teaching first grade the students already knew how to line up or come to the rug, etc.. so we would model, and practice for the first few weeks and then again when I noticed it needed reinforced. After reading this book I realized behavior needs to be modeled EVERYDAY throughout the year- the incorrect and correct way.

2. How do I teach expectations?

Expectations need to go hand in hand with every lesson. Before I let my kiddos go, I remind them of my expectations and they repeat back to me what my expectations are. (just incase that one little kids isnt listening ;)

Expectations need to be modeled just like new behaviors. I expect my students to give me 3 star work, but if they dont have an anchor chart or its not reviewed daily, they may forget what 3 star work is.

3. How do I monitor student behavior? whole group? small groups? individual?

I have a clip chart where students move up for desired behavior or move down for breaking class rules. I liked this because they were able to correct their behavior and move up, therefore not dwelling on a card all day. However, this year I am doing it a little different. Look for a future post when I finish it.

I did a lot of positive rewards- marbles in a jar (it can be done whole group or individual) examples: I noticed everyone was ready to work you have earned "fish food" or I noticed John walked to get in line, he has earned "fish food" for the class. We also do "gator bucks" which is just a copy of play money (you can use tickets) to reward for good behavior "Im looking for the quietest boy and girl in the hall" or when they turn in homework/important notes they can earn one. The student puts his/her name on the back and it goes into a box where I draw from at the end of the day for treasure box. At the end of the nine weeks I empty the box and we start over.

4. What do I do when a student is not exhibiting desired behavior?

Clips are moved down or seating may need to be moved. I feel that children should never lose recress. They need that time like we need the time with our peers. If the majority of the class was really noisy I add an extra lap around the track at recess.

5. Whose classroom is it?

I tell them all the time this is OUR classroom. However, I am guilty of saying mine. When a student is destroying something in the classroom my first instinct is "that is mine, why are you tearing it up?" I have gotten better at this by saying "the students next year will not be happy if they dont have all the pieces to play or if they have to sit at a messy desk that was wrote all over"

6. Locus of control?

Ok, I have to admit... I am a little bit of a control freak. This is going to be my challenge with daily five. I have realized that if they are making the choice of what to write about or what book to read, it is definitely more meaningful to them. I am so use to a rotation of statations so the student would go to every activitiy I planned because I spent so much time on them. However, I noticed that a few of the students did not like the activity that I worked so hard on. So towards the end of the year I started giving them the choice of where they wanted to go and the students were much happier. It fit their learning style.

7. Where are supplies stored?

I have tubs for all my materials that the students are able to easily access from the book shelf. I do have extra books stored that the students are not able to get into because I switch them out periodically so they seem "new". I also have extra reading and math manipulatives store that students are not able to use unless they are moved to the student suppplies shelf.

Now Check out Caitlin at Kindergarten Smiles for Chapter 2 Linky party

1. Do you trust your students? How do you build this trust? Are you able to trust them and allow them to be independent throughout all aspects of your day? Are you going to be able to stay out of their way? ;)

I trust my students until they prove me wrong. Then I feel they need to earn that trust back by showing me they can follow my expectations. My goal is for them to become independent and they can not do that unless I give them that trust. Some students may have to have a buddy with them for awhile if they break that trust. You know 5, 6, and 7 year olds, they like to tattle if their friend is not doing what is expected. My goal this year is to try and stay out of their way as they are learning.

2. How much choice do you give your students throughout the day? (would love for you to share some examples!) Do you go over your daily schedule with your students or is it just 'posted' in the room?

I have a daily schedule and we go over every day so they know what to expect and it takes away from the what are we going to do ______. It also helps when there is a change in the schedule and allows students to plan for the change. I give them choice at their Literacy stations and when they finish work early. Something new I am going to do this year is have "choice time". I went to a training where Shari Sloane was talking about how she had choice time that allowed her students to explore their interests. She would have a craft area, blocks, etc.. I am so doing this! (well if my principal allows me to implement this into our busy schedules)

3. How are you going to create that sense of community where students will hold each other accountable?

You need to build community. They like to tattle on each other when someone is doing something wrong. The first thing I say to them is "did you try and work it out?" (this needs to be modeled over and over, most students dont know what to say to each other to work it out) If the student says yes, I will ask "do you need me to help you and _______ work it out?" I then bring both students to the side and let each one discuss what is bothering them and how they could work it out next time if this should occur. If it is something that could benefit the whole group, we may need to all come together. This year I am going to put these things that come up into anchor charts so they can refer to them if they need help with an issue.

4. Student ownership in learning? How do you instill this in every child?

At this age, I believe all children want to do what is right and please everyone. Allowing them to choice will put more emphasis on ownership.

5. Stamina! How are you going to build stamina with reading? independent work? Will you use a timer? Will you set goals? ...
The thing I need to work on with Stamina is to NOT circulate while they are working on building their stamina. They need to see me modeling this. Some teachers (I have been guilty of this in the past) like to set a visual timer. I feel like some students are not working on stamina but trying to beat that time. So I will set goals but let students know with a signal that they have met their stamina goal. After reading, hollering out to the students that their time is done, is not an option. Maybe starting a soft song where students have to make their way to the meeting place once the song is done (1.5 mins), this will allow those children who are engaged to finish their train of thought in writing or finish that page in their book. Most of us teachers know that we need to finish writing that note to a parent, etc.. so we dont lose our train of thought. Same if for the students.


I hope you have enjoyed reading a little more about my teaching styles and continue to read from other fantastic blogs to find what works best for you.  

Here are some great Pins to get you started

Stay posted for chapter 3. I hope to have a freebie for you :)