Professional Documents
Culture Documents
First Six Weeks of School, Second Edition; 2015; by Paula Denton and Roxann Kriete
What were the key points of your assigned readings?
These can be listed in bulleted format under each chapter.
Responsive Classroom offers practical strategies for socialemotional and academic learning
4 areas of teaching: engaging academics, positive community,
classroom management, instruction to meet childrens
developmental strengths and needs
Goals for first 6 weeks: create a climate of warmth, inclusion and
safety; teach classroom routines and behavior expectations;
help students get to know and care for the classroom and school
environment; and establish expectations for academic work.
Keeping in mind the social and emotional growth and learning
that needs to take place as well as the academics is a direct
application to my student teaching because at the beginning of
Kindergarten the children are in a new social environment and
learning to direct their own emotions and social interactions is
going to be just as important as learning the content of the
lessons.
Which area of
teaching requires the
most thought and
effort to implement in
the classroom?
First day flow: BEGINNING: Name tags, learning a signal for quiet
attention, morning meeting, tour of the school, morning snack,
MIDDLE: recess, lunch, quiet time, END: dismissal logistics,
closing circle
Introduce new materials and set academic routines
Have academic activities that help children experience success
early on
Build excitement for learning with envisioning language
Teach discipline with a positive language and tone
Select routines for positive discipline
Redirect children as they slip up
For K, 1, & 2, the first day begins with identifying each others names and
establishing routines for a quiet signal, morning meeting, morning snack,
recess, lunch, and a closing circle. The day also contains a tour of the school
and quiet time after lunch to help students transition more smoothly back to
academics.
For 3rd and 4th, the first day is similar to K-2 in that it contains the same
elements. Students create name tags and a quiet signal is taught and
practiced. Students are then led through a simple morning meeting and a tour
of the school. Recess is structured to alleviate stress, and lunch seats are
assigned. Lunch is followed by a quiet time to transition and the day ends with
a wrap up and closing circle.
For 5th-6th, students complete a name tag and personal survey, followed by
learning a signal for attention and a morning meeting. Recess, like for younger
grades, is structured with a whole-class game, and lunch seats may be
assigned. A 10-15 minute quiet time follows, and the end of the day
procedures include reminding students of any notes to take home or of bus
schedules or after school activities. This is all wrapped p with cleanup and a
closing circle.
Week One
What are the Week 1 Goals?
Week Two
What are the Week 2 Goals?
Identify 2 application ideas for your RED 414 Clinical.
Be sure to save your reflections on your computer, as this could be an artifact for your Standards of Effective Practice electronic
portfolio.