When creating sub plans, make sure that you include the little day to day things that might be overlooked. For example, I have a list of students that are pulled for services and the times that they are pulled to help the substitute with classroom management. I also have a list of jobs that the students have that ill minimize the confusion in the classroom when students try to push the limits. I also have notes about certain students that will help the substitute understand the student better. I have also created an "emergency" substitute folder that has activities and resources in case I am not able to set up for a substitute in advance (hence the emergency). Class prep is also important. Part of the routine that I set in place is letting the students know that if I am not in the classroom, the expectations remain the same. What are some other things that you have done to prepare for a substitute?
Modeling ethics when working with student data involves maintaining confidentiality, using data responsibly, and being transparent about its purpose.
How do you model ethics when working with student data?
To differentiate materials effectively for all students, you can offer various formats and levels of complexity.
What would this look like in a multi-age classroom?
Digital literacy tools can play a significant role in supporting literacy development across grade levels by providing personalized and engaging experiences for students.
In what ways do you think this is beneficial?
Struggles in reading can impact a student's performance across multiple areas. Poor reading skills make it harder to grasp content in subjects like math, science, and social studies, where comprehension of text is crucial. This can also slow vocabulary growth and language development, affecting communication skills. Additionally, students who struggle with reading may experience lower confidence and motivation, making it harder to engage in learning. Since reading is tied to critical thinking, difficulties can limit the ability to analyze information, and even affect social skills by reducing exposure to texts that help develop empathy and social understanding. How do you consider other content area development when a student is known to be struggling with/in reading?
One thing that teachers must realize while teaching social studies is to be careful that history is on a time line. While we can take events and people and study them, we have to remember that there were events before and effects after. Students need to be taught to look at history based on the information at the time. For example, we cannot use a modern day dictionary to understand documents written in the past. We have to look at the definition of the words based on the time period. We also cannot change the words to "near synonyms" to make it easier for the students. Words are chosen for their meaning. If we change the words, we change the meaning.
I really want to include Science in my school day, but our schedule is so jam packed already, how can I fit it in?
One of the most challenging thing I am finding with 1st grade students in intervention right now is they do not know how to write the alphabet (in order) in a quick and automatic way. On a daily basis I give them a blank piece of paper and ask them to write the alphabet (and there are no references in my room to look at) and fill in 1 or 2 of these sheets.
I created a variety of quick fill in the boxes alphabet sheets to share with you.
https://www.ginapepin.com/_files/ugd/5fe563_73b93a3f14ad495b8778654b102b2104.pdf
or
https://www.ginapepin.com/blank-20
How do you build automaticity of the alphabet with your students?
Civil Rights is an issue that must be addressed in schools today. To engage students in learning about the Civil Rights Movement and its lasting impact, I would begin by exploring the current civil rights issues in the U.S. today, such as racial justice, voting rights, police reform, and systemic inequalities in housing and education. By starting with these contemporary issues, students can immediately see the relevance of civil rights struggles in their own lives and communities. We would then examine what has changed since the 1960s—such as the progress made through legislative victories like the Civil Rights Act and Voting Rights Act—and where challenges remain, such as ongoing racial disparities and the rollback of some protections.
From here, I would guide students in drawing parallels between the Civil Rights Movement of the past and today’s social justice movements, such as Black Lives Matter. Using primary sources from both eras—speeches, protests, and media coverage—students can critically analyze how strategies for achieving equality have evolved and where the fight for civil rights continues.
By facilitating thoughtful discussions, I would encourage students to explore how activism, both past and present, has shaped U.S. society. This approach not only connects historical movements to ongoing struggles but also empowers students to reflect on their own roles as active participants in shaping a more equitable future. Hands-on projects, guest speakers, and community connections would further deepen their understanding, helping students see how the Civil Rights Movement’s legacy remains alive today.
In my approach to culturally responsive teaching, I prioritize engaging with our school families as a first step. At the beginning of the year, I send out a survey to gather information about each family's cultural background. With this valuable insight, I ensure that our classroom incorporates holidays, celebrations, and cultural practices that reflect the diverse heritages of our students. I also highlight countries of origin to foster a sense of belonging and visibility for all. Additionally, this survey serves as an opportunity to identify parents who may be interested in offering guest lessons and enriching our learning environment with authentic cultural experiences.
Today, I have been reflecting on my early years of teaching and a particular encounter that has stayed with me. During that time, I had a child who sat with me during recess due to behavior issues. He looked up at me and with a mischievous smile he said, “You’re scared of me, Ms. Erean.” I wasn’t scared of him at all; in fact, I found his comment intriguing. So, I asked him, “Why do you think I’m scared of you?”
With a smile he proclaimed: “I’m bad. I’m always bad. I got kicked out of my last school, and I’m going to be bad at this school too.” In that moment, my heart ached for him. It was clear he had been labeled and had internalized those negative messages about himself.
I realized that this child didn’t just need discipline; he needed understanding and support. I responded gently, “You know, everyone makes mistakes, and that doesn’t mean you’re bad. It just means you’re still learning.”
From that day on, I made it my mission to help him see his potential. We worked together to set small goals, focusing on positive behaviors rather than the negatives. I encouraged him to express his feelings and celebrated his successes, no matter how small. Slowly, he began to change, and so did my perspective.
His journey taught me a valuable lesson: the power of belief and support can transform a child’s self-image. As educators, we have the unique opportunity to redefine what a child believes about themselves. Instead of seeing a “bad” kid, I learned to see a child filled with potential, just waiting for someone to believe in him.
As the saying goes, “A child will burn down the village to feel the warmth among the ash.” This speaks to the lengths children may go to seek attention or affirmation.
What are some ways you’ve helped students reframe their self-perception and discover their strengths?
Introducing essays to 3rd graders can be a rewarding experience when broken down into manageable steps. I’ve found that starting with personal narratives works best since kids are more comfortable writing about their own lives. Using tools like graphic organizers to help them structure their ideas, and modeling the writing process as a class, are key ways to ease them into it.
For example, teaching them the basic structure of an essay (introduction, body, conclusion) is crucial, but I focus on just a few sentences at first so they don’t feel overwhelmed. Sentence starters like “One time I…” or “In my opinion…” also help students get over the hurdle of that first blank page.
Peer review sessions are another great way to make writing feel like a shared experience instead of a solo task. This also gives students a chance to see how others express their ideas and can encourage growth in their own writing.
What strategies have you found most effective for getting students excited about writing?
#ClassroomManagement
I need help with classroom management for my 1st graders. I am a first year teacher and I am struggling with this. Do you have any techniques that I can try?
AI may be scary at first. Actually, it is a very useful tool in the classroom. I have used AI to write poems about topics so students will have information to read across genres. A HUGE win this year has been communication. I have a student who does not speak English. I have used AI to translate worksheets, compose emails, and create activities for the student. It has been a tremendous resource in helping this student in the classroom. It cuts down on time with using a pocket translator. I can explain the directions with the translator as the student is reading in their language. It also has helped with a "side by side" analysis of words and word structures.
