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Home : 2002 : March : 10

resource
By jjj

I teach resource in an elementary school. Scheduling the students is a big challenge. I work around recess, lunch, library, pe, music, and computer. If they can do grade level math, I want them in their classroom during
their math time. I try to have the time consistent during the week. So if I see a child 4x a week it is always at 10. I start new groups after the recess bell or right after lunch so it quickly becomes a routine for the students AND teacher and I don't waste time calling for them. Another teacher who I share the room with has a flexible schedule where the teachers send their students

when the classroom work is over their heads. She ends up with large groups of kids unexpectedly and that doesn't work for me.

For behavior--My students have a folder of work and on that folder is a grid. If you come on time, without a reminder call, you get a stamp. If you co-operate during group, you get a stamp. When you complete a task, you get a stamp. Some students have signed a contract with me for their weekly spelling words, and receive stamps for a good grade. They redeem these stamps when the grid is full for: My magical box is full of $1 items; the older students want food so I buy bathroom size water cups and they can choose goldfish crackers, cheeze-its. Rarely sweets. If someone in the group is falling apart, I just start giving out stamps to the others who are participating and it works!!

We hold child study meetings every Thursday morning before school. This is where we decide if that students goes on for testing and get a signature from the parents if they agree. From 9-10 AM special ed teachers, principal, psychologist, speech/language, and nurse meet for case management. We discuss students on caseloads, teacher's concerns, new students etc. After this meeting, until lunch is my planning and testing time. Sometimes this time disappears due to a long case management meeting. That is frustrating. Be sure to factor in planning time and testing time!!

My gradebook has 3 pages for each student. One for each tri-mester. I write their IEP objectives vertically and then record the grades that pertain to those objectives horizontally. If a child passes an objective I do not carry it on to the next tri-mester. This keeps me focused on their goals and shows me what I haven't hit in a while.

After 3 years, I now have materials for lots of levels. I have a folder for suffixes, a folder for compound words etc. I have a file drawer of math-- organized-- addition to 10, addition to 20, addition with no regrouping, addition with regrouping etc. If a child runs out of work in their folder, I can quickly pull another paper on the skill they are working on and go.

Meeting with classroomt teachers occur by e-mail, in the hall, at lunch, anywhere. I ask for deadlines for big projects that I am supporting in the resource room-- state reports, animal reports etc. Students pick from my list of 6 states that I have researched and have ready to use,not from the 50 list.

If I can get a novel ahead of time, I record it on a tape and have the students listen to it to keep up with their class.

I have taken a teacher's comprehension worksheets for the literature series and added the page number where the child can find the answer. Simple modification.

Some routines--
Every Monday bring down your spelling list and type it on the computer

Every day get out your timed one minute math sheet ( +1 sheet, X6 facts) and tell me when you are ready to be timed.

Every Friday come in and write your spelling words one more time before I test you. Friday we edit one writing piece. Take it to the Word Wall and find the correct spelling of the circled words.

Be flexible. Be flexible, Be flexible and enjoy the small and big successes.