Hello everyone! Welcome back…or welcome for the first time! This post is all about sharing my room and organization this school year, amidst navigating Covid-19. So whether you are a parent or teacher, I hope you find this blog informative.
First off, it’s been really stressful. There has been so much uncertainty going into the school year at all levels. This new normal comes with a need for flexibility, compassion, and a positive mindset (I’m on a positive vibe mentality this year). We have been balancing both virtual and face-to-face classrooms so far, and it’s like two jobs in one. There have been technical issues, and a lot of troubleshooting…and this is coming from all sides (teachers, admin, parents).
Me, looking oh so snazzy in my sequins face covering!
Anyway, we have been in school for two weeks now. On my last video, I wasn’t sure what it was going to look like once kids started. I’m happy to say that it has been better than expected! My kids are amazing, everyone’s healthy, and now it’s time to get in gear and build those relationships, close those gaps and have fun doing it! Check out the video below for more!
I hope you enjoy! Check back for next week’s post! I’m excited to get back into posting about classroom lessons, activities, ideas and resources. I have been working on several projects that are just about ready to be uploaded to my TPT store, and I can’t wait to share them with you! (psssttt…there will be freebies included!)
Note from me, the author: Hello readers! As I have been busy working to build my blog (that I started years ago, and left to fend for itself for quite some time), I stumbled across this old draft I had been working on while I was in grad school. As it relates to a concept dear to my heart…and a blog I recently posted…I decided that I would go ahead and publish it now! (Talk about a blast from the past!) I hope you enjoy this ancient relic of my past, find it useful, and as always, thanks for stopping by and happy teaching!
Recently, my current grad class posed the following discussion question: What ideas do you have for having students set learning goals to personalize their learning? How can this be worked into the students’ daily practices (e.g., where, when, how)?
This got me thinking— “what a perfect time to create a post based on this practice!”
The idea of growth mindset versus a fixed mindset is trending right now and for a good reason: for years students were raised to believe that getting good grades was what mattered. I, myself was one of them. I honestly cannot recall much of what was taught during my K-12 schooling. Today, we have learned that there is a much greater importance in instilling a thirst for knowledge in our students and children. We’ve realized that placing importance on performance achievement can result in what is called a “fixed mindset,” that fears failure and believes that success is the result of chance or “talent.” This “learned helplessness,” results in students failing to see failure as a learning experience…they do not try to figure out what to do differently the next time.
With this knowledge in hand and an understanding that this kind of mindset is learned, comes the task of developing students who instead have a growth mindset.
As teachers, we are required to create personal goals each year as part of our yearly evaluations. Knowing the importance of having a growth mindset, I made it a goal of mine to emphasize this in my own classroom. Below are some practices I have already implemented in my classroom (and still do!), as well as ones I think would be great to try, even for the littlest kiddos:
1. Incorporate specific, personal learning goals and growth monitoring towards said goal:
Sometimes my students set HUGE goals that could very easily become unattainable due to their enormity, so I make it a point to emphasize using smaller goals to build to the bigger goal. I want my students to feel successful, and the best way to do that is through those small, achievable goals. If we set small, personalized (differentiated but not “easy”) goals, then every student can feel successful and have an “I can” attitude. Before students move to set their goals, I have them take some time to practice being meta-cognitive…to take some time and reflect on their strengths and areas for growth.
~*~FREEBIE ALERT!~*~
(I’d like to take this statement farther and add that with “concrete, stretch goals” comes specific/precise feedback. I also can’t expect my students to be able to set an achievable goal if they don’t know what they’re doing well and hear how their teachers set next steps for them. I want to note too, that I feel it is important that my students also understand the why of the learning so it becomes meaningful for them.)
2. General (but could be content specific): have students write a “not yet” goal on a note card and then tape it to their tables as a visual reminder. I’ve also done sticky notes on chart paper with goals and strengths for various things.
3. In writing, we have writing offices. Each office has a genre checklist and a universal proofreading checklist (see above FREEBIE!). I use these checklists with students to mark strengths and next steps/goals with a vis-à-vis (so strengths and goals can be modified as needed). I like this strategy, because students know that in order to be proficient in the genre/first grade, they ultimately need to incorporate the elements listed…but we can focus in on the individual elements to help us get there. Some people use an “I’m learning to, I can” chart, but I found it just became a lot for students to navigate and use effectively when used along with the checklists.
4. In math, we focus heavily on computational fluency (within 10), so many of our stations are centered on this..for upper grades, this can transition to multiplication/division facts . To help motivate students and goal set, I staple a “hiding number” card in each of their math journals. Students can then monitor their progress and work towards their goal of 10. They get SO excited for themselves, and the whole class breaks out in applause for each other when they move to a new hiding number (this is what Kathy Richardson uses to practice fact families).
5. And finally, in reading each student has a bookmark with strategies on the front and levels on the back. During guided reading, we set a quarterly-level goal and mark it using a vis-a-vis (wet erase marker). We mark off the levels as we progress for visual affirmation. I’ve also highlighted a strategy with students if we determine it is something we want to get better at. Teachers Pay Teachers has reading strategy bookmarks you can download/purchase (the one I used, I would not want to post until I have gone through to ensure the images I used are still in the public domain).
Example of the backside of a reading strategy bookmark:
“Growth mindset is the belief that intelligence can be nurtured through learning and effort, while intrinsic motivation is the volition to engage in a task for inherent satisfaction. Individuals with growth mindset believe that motivation can be nurtured, and that extrinsic motivation can be internalized (i.e., from extrinsic regulation to integrated regulation that is similar to intrinsically motivated behavior)” (Ng, 2018, p. 2). Alternatively, those with a fixed mindset believe that intelligence is something we are either born with our without and that it cannot be changed. These individuals tend to avoid tasks that might result in struggle or “failure,” and as a result may not be inclined to self-assess, reflect, and set goals that can promote growth.
Impact on Student Learning
The American Academy of Pediatrics (2014) discusses how our words can positively or negatively impact children’s mindsets. The source references a study by Stanford researcher Carol Dweck (n.d.), who conducted studies with students that involved using either general praises such as “you’re so smart” or language that focused on recognizing the effort or journey involved in the learning (American Academy of Pediatrics, 2014). Dweck found that students that were praised for being smart did not have an innate desire to face new challenges and actually produced lower test scores (American Academy of Pediatrics, 2014).
The exact data related to this study was not provided in the video itself, but can be found in her book Mindsets. Children that are exposed to language regarding intelligence and a job well done were more likely to develop a fixed mindset or perfectionism over learning for understanding. Alternatively, children that were praised for effort and the learning process were more likely to develop a growth mindset and were more willing to “put in the hard work” (American Academy of Pediatrics, 2014, 5:45).
Sample Lesson Plans & Ideas
Below I’ve shared links and resources that I have found useful in my own classroom. I am spending a great deal of time this school year on Social Emotional Learning (SEL), and having a growth mindset has been a huge part of that.
Class Dojo has an excellent selection of videos on Social Emotional Learning.
Khan Academy has several lessons that can be accessed by students
I absolutely love this set from fellow TPT’er Teach with Hope! (Bonus it’s a freebie!) I use it in some form or another every year. I especially love the sorting activity. I have the kids complete it after our mini-lesson and discussion, then save it in a folder to look back at when they need an emotional boost.
For some researched-based, professional development reading, Stanford University Psychologist Carol Dweck’s Mindsets (2007), documents decades of research into the impact one’s mindset can have over growth and success. This resource provides educators and parents alike with insights into the impact of mindsets, and how we can promote a growth mindset within ourselves and others.
For more ideas, check out a blog I wrote back in my grad-school days: 5 Ways to Promote a Growth Mindset. It’s a semi-oldie, but a goodie with some great activities and resources. And finally, our good ol’ friend Pinterest has TONS of resources on growth mindset. You can search the topic on their app. You can also check out my Growth Mindset board I created for more activities, anchor charts, and ideas! I wish you all the best this school year…and happy teaching!
References
American Academy of Pediatrics (Producer). (2014).48.2 Using Praise Appropriately: The Keyto Raising Children With a Growth Mind-set . Ginsburg. [Video file]. Retrieved fromAcademic Video Online: Premium database.
Okay…This video took me WAY longer than I wanted. First, I ran into issues with filming my introduction. Then there was the issue of my eyes…my daughter told me to look kind of at the camera, but a little off…so I did, and I ended up with what I think are crazy eyes! I also really struggled with the editing this time around. I think it was because I did so many takes, that it became difficult to piece it together the way I wanted. Anyway, here it is. I hope you enjoy and thanks for sticking with me as I learn this new way of blogging!
Surviving Your First Year (or Month) in the Classroom
By: Katrina Maccalous
Beginning your career in education is an exciting accomplishment! You are diving into a field that doesn’t always get the kudos it deserves, one that is fraught with long hours, stress, politics…and some of the most amazing children that will leave imprints on you (and you on them) for years to come! Today’s uncertain social distancing norms and six months outside of a classroom, makes it all the more challenging as teachers. “WHY,” you ask, would I mention these challenges to new teachers? Am I trying to scare them away from the profession? NO! By no means, am I trying to instill panic, but rather to reassure you. What you will feel this year is completely normal, and even the most experienced teachers struggle with many of these things. We did not choose this profession for an easy ride (and if you did, I suggest you reconsider this field)…we chose this profession to share a love of life-long learning and to make a difference in the world. Now, I will step off my soap box and let’s get to why you’re reading this article to begin with…strategies to help survive your first year (or month) in the classroom!
1. Get excited! Go to a teacher supply store, peruse Amazon, ransack the dollar store and discount aisles of target! You’ve earned it and deserve to be able to celebrate by creating a classroom environment that you love…and all the fun teaching supplies that go along with it.
Tip: It can get VERY expensive, very fast. I could buy out a whole store if my wallet would let me! Remember, you will build your supplies up as time goes on. Those teachers that have those amazing Pinterest/Instagram-worthy rooms, either have the cash flow to spare, have collected for years and years, or are highly creative and either make the stuff themselves or know how to bargain shop. Below are some of the must have items I use. There are many ways to get the look you want without breaking the bank.
Teachers are always getting rid of things they no longer need either at the beginning of the year or end…take whatever you can get!
Teachers Pay Teachers and other similar online sites have ton a of free resources you can print off and laminate or purchase for only a couple of dollars.
Donations and thrift stores/garage sales are another great place to look for items. Many places will provide donations if you know where to look!)Be sure to get everything organized BEFORE school starts. Once the school year begins, you can continue to adjust and make improvements, but get the essential things done now while you have time: borders, fabric or butcher paper background if permitted, organize supplies and cabinets, make a to-do list with all of the essentials you need/need to get done and prioritize them. I always make lists in my head or suddenly remember something that I want to do…then forget. Writing it down has been a lifesaver!
2. Plan out the first week. The first week is really a time to set expectations, get to know each other, learn routines, etc. DON’T skip this and think you will just jump into the learning. Trust me. A well-structured classroom is key to promoting a positive-learning environment. How you start the year really does matter. I learned this the hard way, when I moved back up to 4th grade and assumed they would know the expectations and only briefly reviewed…not so. Just because they’re older, does NOT mean they know how YOU expect your class to run.
3. Have a good and MANAGEABLE classroom management system ready to start on day one. There are sooo many ideas out there that sound awesome (and many are!), and some teachers can seamlessly manage these complicated systems. More power to them! But it doesn’t have to be some over the top system that requires you to constantly be rewarding or doling our consequences. Make it simple, make it clear, make it manageable and be consistent. Don’t be afraid to try something else if the first idea doesn’t work the way you’d like. Here’s a very handy planning template that can serve as a working space to document your routines, procedures and expectations and doubles as a checklist to support initial, explicit instruction, as well as on-going reinforcement. The guide is editable, so you can customize it to suit your classroom needs…and best of all…it’s FREE!
4. Set a timer to help with pacing…do it! Just do it. It can be one for you personally or a visual classroom timer, but it’s so easy to get lost down the rabbit hole and mess up pacing. ClassDojo (in your classroom, there will be a menu of options in your “toolkit,” and ClassroomScreen are just a few examples.
5. Ask questions. We want our students to ask questions to ensure they have a good grasp on the content…why should it be different for adults? It does not mean you are incompetent. Please don’t be afraid of this. It actually shows you care and respect the advice of your colleagues.
6. Be collaborative. This builds off the previous point. Teaching is a tricky job and sadly, people are people, and there will be talk. Don’t make yourself come off as knowing it all and that you don’t need any help or ideas. There are plenty of studies that show that we get some of our best ideas through collaboration.
7. Have a good support system. You’ll need it. Whether it’s to vent about a tough day or celebrate a success. Having people you can talk to, who will listen and can relate, is priceless.
8. Remember, they are only kids! These tiny people sometimes come with BIG personalities, but don’t let that fool you or knock you down. And don’t engage in battles with them. It will become a power struggle and it will just wind up with everyone’s emotions running high. When you get frustrated, let them know you respect them too much to argue. That once they calm down (and honestly, us too), we will talk about it…and when you do, you must hear them out. Trust and respect will get you a long way. Everyone wants to feel heard and assured that their feelings matter…even if they are wrong! Honestly, listening is one of the best pieces of advice I can give. Listen to students, colleagues, parents.
9. Don’t neglect your well-being. Your success depends on you being in the best state of mind and body. Practice mindfulness (with students too!), take a break to do something you enjoy on weekends. GoNoodle has some great mindfulness exercises for students AND can be use with social distancing or as brain breaks.
10. Journal-journal about your day, journal about changes you want to make next time, journal about what went well. Write it down so you don’t forget!
11. Get a great classroom library selection…even if you aren’t the RLA/Literacy teacher!
12. BREATHE!!!! You will survive. You are making a difference. You can do it.
13. And have fun!!!!!! This is the best, most rewarding job in the world!
For more teaching ideas, check out my TPT store, as well as some great ways to grow a growth mindset and make learning more engaging for children. You got this! Have a wonderful year, hang in there and happy teaching!
Wow, I cannot believe it has been three years since I last posted! So much has happened these last few years that took my attention away from my passion projects. However, in light of recent events in our world (yes…Corona, I’m talking about you!), I decided I needed to get back into hobbies that make me happy. It’s so easy to get caught up in the stressors of life, and I am very guilty of this myself. So, before I begin posting more academic-based articles, I wanted to take a moment and share a little bit about what has occurred in my absence…
Back in 2017, when I was busy as a bee renovating my classroom and enjoying the newest addition to our family, my eldest daughter experienced a medical emergency that carried on for five months. The first week of summer break, she was rushed to the hospital with a ruptured appendix and sepsis. Complications and additional procedures continued to arise into the Fall. In ways, we are still in the process of healing from the emotional impact of it all. (Update: She is a wonderfully-healthy 12 year old now, and preparing to enter junior high!)
During this time away, I also earned my Masters in Education, specializing in teacher leadership, moved from Colorado to a rural town in East Texas (talk about life change!), started a new job teaching 4th grade Math and Science, and have been busy continuing to raise our three children (now 12, 5, and 3). All of these changes have greatly impacted my views on life, and resulted in personal, spiritual and professional growth that I am excitedly ready to share with you all!
And now, here I am, typing this post while my two youngest climb all over me…a pretty typical occurrence made all the more commonplace since shelter in place orders were enacted in March!
Now that I’ve caught you up on some of the goings-on in my life, on to creating articles for all of us parents, educators, homeschoolers, etc.!
Cookie Consent
We use cookies to improve your experience on our site. By using our site, you consent to cookies.
Websites store cookies to enhance functionality and personalise your experience. You can manage your preferences, but blocking some cookies may impact site performance and services.
Essential cookies enable basic functions and are necessary for the proper function of the website.
Name
Description
Duration
Cookie Preferences
This cookie is used to store the user's cookie consent preferences.
30 days
These cookies are needed for adding comments on this website.
Name
Description
Duration
comment_author
Used to track the user across multiple sessions.
Session
comment_author_email
Used to track the user across multiple sessions.
Session
comment_author_url
Used to track the user across multiple sessions.
Session
Stripe is a payment processing platform that enables businesses to accept online payments securely and efficiently.
Used to determine whether a user is included in an A / B or Multivariate test.
18 months
_ga
ID used to identify users
2 years
_gali
Used by Google Analytics to determine which links on a page are being clicked
30 seconds
_ga_
ID used to identify users
2 years
_gid
ID used to identify users for 24 hours after last activity
24 hours
_gat
Used to monitor number of Google Analytics server requests when using Google Tag Manager
1 minute
_gac_
Contains information related to marketing campaigns of the user. These are shared with Google AdWords / Google Ads when the Google Ads and Google Analytics accounts are linked together.
90 days
__utma
ID used to identify users and sessions
2 years after last activity
__utmt
Used to monitor number of Google Analytics server requests
10 minutes
__utmb
Used to distinguish new sessions and visits. This cookie is set when the GA.js javascript library is loaded and there is no existing __utmb cookie. The cookie is updated every time data is sent to the Google Analytics server.
30 minutes after last activity
__utmc
Used only with old Urchin versions of Google Analytics and not with GA.js. Was used to distinguish between new sessions and visits at the end of a session.
End of session (browser)
__utmz
Contains information about the traffic source or campaign that directed user to the website. The cookie is set when the GA.js javascript is loaded and updated when data is sent to the Google Anaytics server
6 months after last activity
__utmv
Contains custom information set by the web developer via the _setCustomVar method in Google Analytics. This cookie is updated every time new data is sent to the Google Analytics server.
2 years after last activity
SourceBuster is used by WooCommerce for order attribution based on user source.
Name
Description
Duration
sbjs_first_add
Timestamp, referring URL, and entry page for your visitor’s first visit to your store (only applicable if the visitor returns before the session expires)
session
sbjs_current_add
Timestamp, referring URL, and entry page for your visitor’s current visit to your store
session
sbjs_migrations
Technical data to help with migrations between different versions of the tracking feature
session
sbjs_session
The number of page views in this session and the current page path
30 minutes
sbjs_udata
Information about the visitor’s user agent, such as IP, the browser, and the device type
session
sbjs_first
Traffic origin information for the visitor’s first visit to your store (only applicable if the visitor returns before the session expires)
session
sbjs_current
Traffic origin information for the visitor’s current visit to your store
session
You can find more information in our Cookie Policy and .
“what a perfect time to create a post based on this practice!”
