Using Play to Experiment

Apr 29 2013 Leave a Comment

Jack toysA few weeks ago I got to go help with an activity in Jack’s 2nd grade classroom. It was an activity making toys to illustrate force and motion principles they were learning in their science unit. The activity was led by a local man, who was a science teacher and now goes around to schools teaching science through toys.

Since I majored in chemistry in college I am always interested in how teachers use fun activities to show scientific principles, making the lesson more real and fun for the kids. For this lesson the kids all made a clothespin person and a track of parallel bars for him to move on. They used tools to build the track and person and then could decorate them with markers.

The person had a wire for arms that could be moved to change how he moved on the track. Once the kids had completed their set they experimented with how the person moved, by changing the arm position, the angle of the track and the place they applied the force. Our class set up a long chain of tracks and tried racing their guys.

science toys

They also created a spool toy that used a rubber band inside as the force to move the spool across the floor. It was fun to see them chase the spools along the floor, learning about how they moved on the floor, some in a straight line and others turning.

It was a fun morning to spend working on science. Jack came home and told Jim all about how it worked and why it would react differently in certain situations.

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Handwriting Skills

Apr 16 2013 2 Comments

Jack doing homeworkJack has horrible handwriting; it is worse than doctor handwriting. We have been trying to work with him on it for the last year or so. He will get better for a while then get lazy and go back to his old patterns of fast and messy.

I realized after watching him a few months ago that he is actually forming his letters incorrectly. I think it all started back in Kindergarten when he had a huge handwriting packet to do and not enough time to complete it. We just had to get through it or he would have been spending hours each day working on those sheets. It took me some time to realize it all came back to letter formation.

A friend’s son has a similar problem and she got some materials from Handwriting Without Tears. I ordered the booklet and Jack worked on it over spring break. He didn’t make it through the whole book, but at least got through the letter formation pages. They have a different, simpler method of creating the letters than he learned before, or didn’t really learn before. Unfortunately we did have a few tears on the first few days because he didn’t follow directions, but once he learned that he needed to, he did great.

handwriting

For Will I have been trying to work with him on how to write his letters correctly as he is learning them. I hope this will give him a better foundation and make his writing skills stronger in the beginning.

Even though our children will spend most of their lives typing, it is still important for them to learn to write correctly. The handwriting you create now stays with you for the rest of your life.

 

This post was not solicited or compensated in anyway.

Filed Under: Jackson, School Tagged With:

Understanding 504 Plans

Feb 07 2013 Leave a Comment

Some children with learning disabilities, mild special needs or other health conditions that are limiting in a classroom setting may need a 504 plan. These children don’t qualify for special education services or plans called Individualized Education Plans (IEPs), but still have difficulty participating in a normal classroom without some accommodations.

The term 504 Plan refers to Section 504 of the Rehabilitation Act of 1973, which prohibits discrimination against a person based on disability from any program or activity, public or private, that receives federal funding. The law leaves the definition of disability to the Americans with Disabilities Act and Ammendments Act (ADAAA). The ADAAA was expanded in 2008 to incorporate a broader definition of disability.

According to Section 504 a person is disabled if he or she “(i) has a physical or mental impairment which substantially limits one or more major life activities, (ii) has a record of such an impairment, or (iii) is regarded as having such an impairment.” Major life activities can include reading, concentrating, learning, communicating, seeing and hearing. In order to determine if a child is eligible for a 504 Plan, they will be evaluated by a team of people determined by the school. Unlike an IEP, the child must already be enrolled in school for the 504 evaluation to begin; IEP evaluations and plans can be written prior to the child entering school.

The key difference between 504 Plans and IEPs is that children with 504 Plans have learning accommodations made within their classroom, making the typical learning environment accessible for the student. IEPs are created when a 504 Plan isn’t enough and the child needs additional special education services, pull-out help or other more intensive programs. IEPs require measureable growth documentation and is reviewed and updated annually.

Some potential accommodations that can be included in 504 plans are preferential classroom seating, extra time on tests or assignments, larger print worksheets or books, additional verbal instructions or providing short breaks from classroom activities. There are many more accommodations depending upon the child’s needs and specific area of disability.

The National Center for Learning Disabilities has an introductory video on their website which provides some additional information about 504 Plans.

If you think that your child might qualify for a 504 you should contact your school or your school district’s special education department.

Resources:

http://www.lovejoyschools.com/504_accomodations.htm

http://www.ncld.org/disability-advocacy/learn-ld-laws/adaaa-section-504/section-504-rehabilitation-act-1973

Filed Under: School, Vision Tagged With: , ,

Homework Debate

Jan 28 2013 Leave a Comment

Jack doing homeworkWhat age is the correct age to start having homework? Is it too early to start in Kindergarten? In my opinion, yes it is. I think children shouldn’t have homework until 3rd grade. That is not so say that they shouldn’t be practicing skills at home like reading or computer skills.

When Jack was in Kindergarten, he had homework sheets almost every night, plus sight word lists and reading to complete. Some nights we would spend over an hour working through everything, not including our reading time before bed. That is just too much for a 2nd or 3rd grader, let alone a Kindergartner. Jack actually had less homework in 1st grade than he did in Kindergarten.

I think there shouldn’t be homework until 2nd or 3rd grade, except for reading logs. It is important for early readers to practice their skills daily and this will help with sight word practice as well. It is important for kids to come home and relax, give their little minds a break and be kids. Creative, imaginative play can be just as beneficial for their development as worksheets and busy work.

Recently I was talking with a friend who has a Kindergartner this year and she mentioned that there is a new policy of no homework for Kindergartners. This is great. I have also heard of some school districts not having any homework for elementary schools. This may seem radical to some people, but isn’t it worth thinking about?

This of course is simply one of many societal examples in which kids are pressured to grow up as fast as possible (select sports at age 6?). Our children are going to spend years in school with mountains of work in high school and college. Shouldn’t they be allowed to enjoy their childhood? What’s the rush?

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Being Evaluated

Jan 23 2013 5 Comments

Will parkLast week we completed the weeks-long process of having Will evaluated by our school district to determine if he is eligible for early intervention services to address his vision impairment. At this point he doesn’t qualify, which is actually good news. It means his academic skills are right where they should be for a child his age.

Although they acknowledge that he has a visual impairment, some easy classroom modifications are all that is needed currently to keep his development continuing on par with his peers. The acknowledgement of his visual impairment will make it easier for us to get the correct accommodations when he starts kindergarten. The accommodations they outlined are:

  • Preferential seating during circle time
  • Verbal directions for some finger play songs
  • Using high-contrast materials for early writing and cutting projects
  • Awareness that Will may not be able to discern facial queues unless at close range
  • Use of a second copy of a book to follow along with the teacher during reading

Back in October I spoke with the principle at Jack’s school about Will, understanding that he was two years away from Kindergarten, but wanting to understand the process for evaluation now. She directed me to our district’s ChildFind program, which provides early intervention services for preschool age children. After speaking with the school psychologist of an area elementary school who participates in the screenings, Will was scheduled.

At the initial screening in early November, it was concluded that Will needed a more formal evaluation to determine if he qualified for early intervention services, which could include placement in a district preschool. As part of the evaluation, a teacher for visually-impaired students observed him in his preschool class and evaluated him at her office.

Also in November we moved Will to a different, more traditional-style preschool, which better fit his needs. Even though the teachers at his new school had only known Will for a month, they were very accommodating and actively participated in the evaluation. Among the conclusions, the report showed that Will’s new teachers had already started to incorporate some of the recommendations in the report, in anticipation of his needs. We have been so happy with this move and are delighted with their openness to helping Will. And the ultimate proof is in Will’s demeanor – he asks frequently if he can go to school on non-school days.

This is great news that Will is performing right where he should be for a child his age and we feel like we have the right support system in place and a plan that will ensure his future success.

Filed Under: School, William Tagged With:

They Said What?

Sep 24 2012 1 Comment

Last week there was a threat posted online regarding one of the high schools in our district. The threat was serious enough that the district decided to close the school in question for the day while they could investigate the post and try to identify the person responsible. All of the other schools in the district remained open, most with extra security.

An email was sent by the district office that morning to all families, including the elementary school families. The email arrived around breakfast time and gave a brief overview of the situation. The last sentence of the email was as follows, “Please take this opportunity to give your child an extra hug this morning!”

What? Didn’t you just say in the message above that there wasn’t anything to be concerned with at the other schools in the district, but now you just inferred that something might happen to my child. Personally I wasn’t worried about the threat spilling over to Jack’s school until I read that sentence. I felt that it was terribly inappropriate. I understand the intent of the statement, but someone needed to think about what it inferred.

Not long after the email, I started receiving text messages from my friends asking if I was sending Jack to school. Even at the bus stop we weren’t talking about the threat, we were talking about the email and specifically that sentence. So I wasn’t the only one that was questioning the appropriateness of the message.

Later that day, the district determined that it would be safe to open the school in question the next day and issued a press release. In the release they give an update on the investigation and said that they will have increased security at school. Here is the exact statement “We have put a plan in place that gives us confidence to invite you to campus and resume classes tomorrow, although we can never guarantee with 100-percent certainty that our school will be safe.”

Did they just say that in a written statement? Although it is technically a true statement, you don’t say it out loud. Who wrote that and thought it would be OK to say to the community? An interesting note is that when I went to find the release today, it was gone. Maybe I wasn’t the only one that thought it was inappropriate.

Filed Under: School

Lunch Love Notes

Sep 13 2012 Leave a Comment

Last year when Jack started taking lunches to school I put a note in his lunch box. I planned to do it the first couple days of school, but then it turned into a couple weeks and then the whole school year. Even on days that he buys lunch I put the note on his snack. As we were getting close to school this year he asked if I was going to leave him notes again. I asked if he wanted me to and he said yes. So of course I would, how could I say no.

For last year’s notes I used some fun stickers on post-it notes. It was simple and easy but cute. At the end of the school year Jack’s teacher sent me a link to some lunch notes that you print and then sign. Why didn’t I think of that? So this year I am going to make up some in Publisher, using cute clip art and praises. This way I can customize them for holidays or other things he likes.

Here is a sample of the first set I made. Feel free to print and put in your children’s lunches.

A pdf is available for download here.

Filed Under: Jackson, School Tagged With: ,

1st Day of School

Sep 04 2012 1 Comment

Today was the first day of school for not only Jack, but Will today. He had his first day of preschool’, such a milestone day.

IMG_5402.jpg

First stop was our bus stop, where Jack was a bit apprehensive about his splint and sling. All of his friends welcomed him to the bus stop and he was in the swing of things quickly. Thank goodness it is warm this week and he can wear short-sleeved shirts. We can’t get the splint into a long sleeve, grrr.

We jetted off from the bus stop to Will’s drop off. As we waited in the lineup he kept asking to go inside. When it was his turn to get out he jumped out of the car and practically ran inside, hardly saying goodbye. Quite a difference from Jack’s first day at preschool where he walked in crying.

As I drove away I got a bit sad, because this is a big step for both of us. Do get me wrong I am very excited for him, I just realized again that he is growing up.

When I picked him up he said he had a good day, working on puzzles, reading books, eating snack and playing at recess. He is excited to go back on Thursday and even asked me when he could stay for lunch.

How was your first day of school?

Filed Under: Jackson, School, William Tagged With:

Choosing Montessori

Aug 27 2012 Leave a Comment

Jack making mapWe have one week of summer break left before school starts for both boys. Jack will be in 2nd grade and Will is starting preschool at the same Montessori preschool that Jack attended and will be taught by the same teacher.

People have been asking me if Will is excited for preschool and my answer is the same; he doesn’t know. On Friday we will go and meet his teacher and see his classroom, so that may help. His concept of “going to school” is getting on the school bus and going to the elementary school. He doesn’t remember dropping Jack off at preschool.

When Jack was two we started looking around at preschools with the idea of starting him at 2.5 years old because we felt he would benefit from activities away from me. Most religious or traditional preschools had a very strict age restriction of three years old. As part of the search we found a Montessori near us that would take Jack at 2.5 years old and we went to look at it.

Neither of us had been to a Montessori school before and we were immediately taken with how quiet and orderly the room was. It was a large space with a divider that separated two classrooms, each with 20 children. All of the children were working on activities either individually or as a team. Once they completed their activity they cleaned it up before moving on to the next one. No one was running around or yelling. They were orderly and calm.

Jack spent three years at this school and loved every minute of it. He started as the youngest in the class who was helped out by the older kids and then he became the leader helping younger kids in his last year. We loved that he learned to work independently and responsibly for himself. He came out of school knowing all of his letters and numbers to 20 and was starting to write. Although with a Montessori there aren’t the traditional art projects that come home or some of the holiday activities, there are a larger variety of daily activities that the kids can choose. Jack made two huge maps and got to explore subject areas he was interested in, like geography and animals of the world.

I think Montessori is going to be really good for Will. It will help him learn how to work independently, be responsible for himself and have more discipline in a group. The teachers are so patient and kind; I have confidence that they will be able to handle our determined William. It will be interesting to see what activities he gravitates to and if they are similar or different than what Jack liked.

Big steps in our house this school year. Are there big changes in your house this school year?

Filed Under: Jackson, parenting, School, William Tagged With: ,

Good Teacher Power

Aug 02 2012 Leave a Comment

The power of a good teacher is one of the greatest forces in education. They can take a subject that could be considered boring, mundane or difficult and make it interesting, exciting and accomplishable.

I had one such teacher in high school. My chemistry teacher, Mr. Warburton, pushed me hard, but also rewarded me with knowledge and skills that I still use today outside of the lab. So how can we cultivate more teachers like this and establish this as the rule and not the exception? Teachers who love what they do have a thirst for knowledge and growth and instill the same qualities in their students. Is the answer as simple as stagnation or lack of support?

If teachers are pushed to continue their professional growth by attending workshops, review sessions and other continuing coursework, would that help fuel their passion for teaching? What if the districts provide more support to them and keep them out of the bureaucracy and just let them do their jobs? Teachers should feel that they are important since they are the keys to educating our kids. Keeping teachers passionate, hungry for knowledge and learning new skills should be the primary goal of the school’s administration. Letting teachers stagnate and get frustrated doesn’t just harm them, but will affect their ability to be a good teacher.

The unfortunate reality is our public school system is falling behind other countries, when we used to be the gold standard. Our childrens’ education should be one of the most important things that we as parents can do for them. Public school shouldn’t just be an eight hour babysitter.

mission_possible_bookRecently I had the pleasure of reading Mission Possible: How the Secrets of the Success Academies Can Work in Any School by Eva Moskowitz and Arin Lavinia. Fed up with the public school system in New York City, Eva founded Success Academy Charter Schools. Together with Arin, developer of THINK Literacy, they outline how the Success Academy Schools have become such a success in a short period of time. The book steps through the philosophies on creating a dynamic school atmosphere, nurturing and developing outstanding teachers and methods they use for reading and writing success. The book not only includes descriptions of actual classroom situations, but contains a DVD of clips.

Unfortunately in Washington state we can’t have charter schools, but for those that can I hope they review this book and see what they can do. I can only hope that our public schools are able to take bits of this knowledge and build a better teacher support system and as a result a stronger school system.

I have been lucky enough to be provided a copy of Mission Possible: How the Secrets of the Success Academies Can Work in Any School by Eva Moskowitz and Arin Lavinia to give away to one of my readers. The giveaway runs through Friday August 10th at 9 p.m. Pacific Time. If you would like to enter please do so through the Rafflecopter form below.

a Rafflecopter giveaway

You can get more information on the book and Eva by viewing her Facebook page or following her on Twitter.

I was compensated for this post, however the opinions expressed here are all mine.

Filed Under: School, sponsor Tagged With: , , ,
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