Back To School Tips For Teachers

As we approach the beginning of the new school year, we as teachers are focused on preparations to ensure a smooth transition from holidays to the classroom. After a very challenging 2020, I think we are particularly mindful of how and what we prepare, so that we can feel ready for anything!

Preparing for the school year

Get to know your students.

School files are the first thing I would recommend reading when preparing for the school year. Note down anything you think may be needed, such as birthdays, allergies, asthma or other medical issues, students with specialist reports that indicate adjustments are needed within the classroom, and even siblings & parent names. Put all this information into a table or spreadsheet for easy reference. Read it well. As you all know if you have been following along for a while, connecting with students is so important to learning no matter what age or stage they are at. Getting to know students and showing a genuine interest is a fantastic starting point.

Resources
Choose digital resources. Choose a digital resource that saves you time and helps you focus on adding value rather than spend time in day to day activities. For back to school time, it’s best to take some time and do your research with these resources! I have chosen the sponsor of this post, Matific with this section in mind. Digital resources should be engaging, yes, but also teach in the way you believe to be best for your students. I like that Matific teaches problem solving skills and encourages critical thinking. Planning is also made easy for teachers, especially with their predefined and easily customisable scope and sequences for all curriculums in Australia. Tasks can be assigned with one click for each student or for the class and you can generate custom reports. Each student has their own login and can be monitored individually.

Look at your plans and programs for the term and determine whether any resources may need to be found, purchased or made. I love using rocks with permanent marker letters/numbers/mathematics symbols etc and various loose parts. Sensory materials can also be very useful. Most teachers are probably well aware of the potential use of laminated items;) Open topped boxes/baskets/containers tend to be best for storage and accessibility. Make name rocks, especially for younger grades. They are as simple as writing student

names on rocks with permanent marker. Having a basket of these central to the space means they can quickly grab their rock to place in photos of their work for documentation, for assessments or to send home to parents. Often my students use a name rock just because they have created something and want to capture a photo of it before all the pieces are packed away.

Read your school policies

Especially policies concerning programming! This is not usually an exciting or favourite thing to do, but entirely necessary before beginning planning for the year. Double check for end of year emails that may indicate changes to programming that needs to take place for the coming school year too. Connect with other teachers working on the same grade and stage as you if time has not been allocated for you to do so in the initial staff development days. It's important that colleagues collaborate as this is the most efficient way to plan and can lead to a more balanced outcome. The ideas a team comes up with are usually more creative and considered, not to mention it's more fun than sitting in front of a screen alone. Obviously maintain social distancing during meetings at this point in time. Check in with supervisors if you are at all unsure of anything. If you begin programming and you are questioning yourself it really doesn't hurt to ask someone who is more experienced for advice or to check what you have done so far. Even very experienced teachers know that others with a different viewpoint can bring clarity. Asking for assistance can save time, and can sometimes mean avoiding having to completely redo something. 

Classroom

Prepare the classroom!!!! The absolute favourite bit of preparation for many teachers. We need to start by considering the needs of our students and the very practical aspects of classroom organisation. Where might there be congestion in the space? What do we want to be happening in each part of the space? Does it need to be divided up somehow? Do you have line of sight wherever you are in the space? Classrooms ultimately need to be comfortable, inclusive and reflective of all who share the space, flexible, and have resources that can be easily accessed by teachers and students when needed. Consider carefully all you add to the classroom. Yes, make it light and happy! Add student names to a well chosen type of label with a theme if you wish, to label trays, lockers, cubbies, bag hooks, etc. A 'Welcome to Prep Koalas!' type sign is also lovely. Keep in mind that some students find classrooms to be visually overstimulating and overall your aim to invite students into a shared space that they all grow to feel ownership of. Often this means starting the year with less rather than more classroom decor, then carefully making decisions as to meaningful future classroom decoration additions.

Other

Delete old and unneeded emails and unsubscribe to companies that you do not wish to receive emails from. This will streamline and free up communication channels. If you haven't already done so make files for emails too. 

Organise your desk! Make sure you have everything you need, especially pens, post its and

white board markers. Keep it simple, with only the items you need. Make sure you have a water bottle ready for use and a bag that can carry everything you need to carry to and from school. I find having a laptop case that fits perfectly in my bag really helpful when preparing for the day. 

Ensure the phone in your classroom is connected and works.

Check internet coverage in all areas of you classroom. Check all devices in your classroom

work well and are correctly set up.

Decide on a way to grab student attention that is kind and can consistent. We all like to know what is expected of us and using a consistent method helps student feel comfortable. I have a small bell that I use for this purpose.

Have a large sheet of paper ready to co-construct an essential agreement, or a set of class rules. I like to add their handprints in paint around our essential agreement, but also love when older students sign their names or use fingerprints too.

Connect with other teachers beyond those people you immediately work with, and other school staff (office staff, cleaners, maintenance, executive). Feeling part of the school community and finding yourself happy at the place in which you work is wonderful!  

Rest. Relax. Breathe. And enjoy the excitement that is there at the beginning of the year. Day dreaming about wonderful learning moments and feeling like teacher of the year is most definitely allowed;)

The start of this year is a little different

As a last point, I would encourage us all to consider the challenges that the holiday period may have presented our students. With restrictions, uncertainty, financial implications, and the weariness that all feel when they hear of more Covid related news, our students and their families may have had a difficult, perhaps not-so-restful break away from school. We need to be prepared for more than the usual unsettledness that comes with the start of the year and focus on establishing positive connections with students and families, as well as setting in place a solid and peaceful rhythm for our classes. I hope your preparations bring great success to the year ahead for you and your students!

A big thank you to our sponsor Matific for asking me to write this post. Teachers check out this brilliant resource! Matific now offer the resource to parents who would like their children to use it even if their child's school does not offer it. I am happy to offer a discount code to join up! For 20% off use the code:

Back To School Tips For Parents

It's almost time for school to start back!

Getting the kids ready for the start of the school year can be daunting after the summer holidays, but putting in a bit of effort into organisation can help you and your children make a calm entry into the new school year. Here are a few of my tips to help you get started:

1. Make a list - carefully make a list of all the items recommended by the child’s school, that you don’t already have. If you keep the list with you, it’s easy to pick a few items up as you are shopping for other things so it’s less overwhelming. Buy extra stationary and keep it in an easily accessible basket, so there are always items on hand when you need them. We have a basket that contains glue sticks, lead pencils, erasers and pens at all times, that we stock up on at the start of the year. We have been buying Frixion pens in bulk in January for years! Henry in particular refuses to use anything else for writing. 

2. Start early - purchase necessary items early as leaving shopping to the last minute may mean shoe sizes are unavailable or the raincoat you need is challenging to find. Trust me - I know this from personal experience! The night before school, pack extra clothes. Include socks and underwear, just in case. Don’t forget a hat, drink bottle, lunch box and enough socks (including sports socks). 

 

3. Set the scene - read books about starting school in a casual way, giving your child a chance to ask questions if they want to.  Reading books together every day is a great way to encourage early literacy skills too. It is common for children to want the same books read over and over, and be open to still reading with children even when they can read novels themselves. It can be a lovely bonding experience.
 
4. Show and tell - walk/drive past the school occasionally (or walk to the school if it’s close by), mentioning calmly that it is ‘our’ school. It’s great for children to hear that parents see it as their school too, being part of the wider school community. Play in parks nearby giving your child the chance to play with other children.

 

5. Practice writing - give your child playful opportunities to practice writing their name. Make sure you are encouraging them to have a capital letter at the start with the remainder lower case letters. If your child is worried about making mistakes, try writing with a finger in sand, drawing on a steamed up shower screen, use a lead pencil or Frixion erasable ink pen on paper, or white board markers on white boards, so they can rub out any mistakes and start again to help build confidence.
 
6. Playtime - Enjoy play based activities together that encourage the use of fine motor skills. There are plenty of ideas found in the Where Learning Meets Play Instagram account!! Play dough is particularly popular and easy to set up & clean up. 
 

7. Dress rehearsal - encourage your child to dress themselves in the months leading up to school. Buy Velcro shoes until they’re confident with laces. Keep shoes with laces for the weekend when there’s time to practise together calmly. Practice packing a healthy, simple lunch together. At snack & lunch time encourage your child to open the containers and pack them away themselves. Ensure your child has plenty of practice using the toilet and washing their hands independently.

 

8. Label everything - every single thing! Every. Thing. Even socks and inside shoes. Pilot Pen’s Permanent Markers are a good choice because you can use them on anything and they don’t fade. Keep one in a drawer in the kitchen so you can label new items and drink bottles after they have been washed.

 

9. Shop wisely - make sure you buy a lunch box & drink bottle that are easy to clean. It’s important that the child can easily operate these themselves and the drink bottle doesn’t spill easily.  

 

10. Sleep routine – as the holiday comes to a close, make sure there is a calm & predictable bedtime routine in place, as children will be extra tired once they start school. 

Jen x

You already are. And when the surface fades away.

It was when Daisy was six months old that I went out for dessert with a friend. It was a conversation I will never forget for as long as I live. It was a chat that I really needed.

Like many other mums I am an expert at the 'everything's FINE face.' With five children, who were mostly difficult babies, it was a matter of survival. I never wanted to feel like I couldn't 'cope.' For me I felt like I had everything under control if I could be dressed, with makeup and hair done in under five minutes. I had become a master at accomplishing this while Craig was at work. Although this required yelling things while I brushed my hair like "I expect matching shoes, that are for the current season, on in two minutes," and "if you make Daisy cry, you are in BIG trouble." I have to give the kids credit; for the most part we all made believe that this actually made some sort of a difference to the level of lateness we achieved. I added a smile, after repeated instructions to perfectly dressed children and we are ready to go. No looking back at the mess that lay behind us. We made it to the car. We were all ready. I could smile. I could cope. I could always get it together and cope. In public, for a couple of hours at a time, at least.

Well, with Daisy six months old, this me had gone. The everything-is-fine face was crumbling. I. Was. Done. DONE.

That night I sat there, waffles and chocolate before me, frankly just happy to be eating something, and I poured my heart out. My friend listened. I complained that it was impossible! How could one person be responsible for five children all the time without a break?! I was living on caffeine and sugar. Craig was always at work! I couldn't seem to recover from my surgery. Everything was slipping though the cracks! Everything. No one was getting what they needed and I was never going to sleep again. Never. Ever. EVER. And I would never get it together enough to cook the real food that my children should have. And how could I live with knowing I wasn't giving my children what they needed; what they deserved? She listened. And nodded. And let me rave on. Ridiculously.

So I told her, I couldn't do it. I just couldn't. I couldn't be a mum to five kids. I was completely the wrong person for the job.

And then she spoke. And said a great deal. But this is what I heard.

"You already are."

And I continued. I told her that she didn't understand! I was failing! I just couldn't do it!

She told me again, "you already are."

We talked for a long time that night and there was a lot more that was added to these important words. I don't think I've ever needed to talk more. But it wasn't until the next day that I really got it.

I was already a mum to five gorgeous, wonderful, happy children. I already was.

How I felt wasn't going to change anything. Maybe I couldn't be and do everything I had done with four, but that didn't mean I was failing. It meant that my perspective was wrong. The problem was with me (I so hate that feeling!!) and the choices I was making. I was trying to be the parent I was with two, but with five.

I was looking though glasses of unrealistic expectations.

Something had to change. I needed to move on and into this new season, no matter how challenging I found it. It was time to reevaluate priorities, look at wasn't working and cut the non critical things out. To let go of the idea of the me-that-would-never-be-again. To give myself a break. To take a deep breathe in and take a step into the new. And to try to set some more realistic expectations for the mum-of-5 I already was.

And then my amazing friend brought me food. Lots of food! Dinners I could freeze and reheat to give the cuties when Craig was on afternoon shift (my nemesis.) I cried. And got up and went on. I was going to make it. Success or failure. Expectations met or unmet. Sleep or no sleep.

Looking back I learnt a lot though that time. Sometimes things need to be broken, to then be made bigger and better. I can see that now. But back then it was too hard.

Sometimes all we need is a friend. Someone to bring us food and tell us we are strong enough, brave enough, or amazing enough to do whatever it is that we need to do. Because we already are.

So. To you, if you think you are done. If you think you are failing. Maybe talk to a friend. Tell someone and let them tell you how awesome you are. But just in case you are not quite ready to let someone past your 'I'm fine' face:

You are amazing, brave and strong. Be kind to yourself. Just. Keep. Going. You may think that you can't. But:

You already are.

To those who are not struggling right now. Maybe take the time to chat to someone. Encourage someone, whether they need it or not. We all need it. Be honest and open. Let's go beyond all the grand successes and talk instead about failures. And more importantly the overcoming of them. We need to let the I-just-can'ts meet with the I've-been-there-toos hope. Because it's all about being heard and understood. This is the moment in a relationship where the surface fades away. And true friendship begins.

LaQ

LaQ is a creative, open ended, construction product unlike any other. With 7 part types and 12 colours, it is incredible that these simple pieces have such a variety of uses. Age appropriateness for a wide span of ages is something that is important to me when I'm considering learning through play resources. The fact that children as young as 4 years can use this building material, alongside older children, teens and even adults, is excellent. As I work as a teacher in a school, and have 6 children of my own, I have had the opportunity to witness the versatility of LaQ first hand. It is amazing to see 11 year olds just as excited and engaged with something, as a prep class of 4 year olds. This is unusual - but wonderful!

The basics

These pieces are very simple to use. Push them together to connect the pieces. Bend them at an angle to disconnect. Even without any assistance, most 4 year olds can figure out how they work in seconds. Henry and Daisy at ages 6 and 9 never required any help with how to make the pieces connect.

  

LaQ For Play Based Learning

Using LaQ simply as a freely available learning resource has huge benefits. Fine motor muscle development and fine motor control are built considerably using this resource. Children naturally want to engage with it, and so receive this benefit immediately. LaQ can be kept available in a tub, or wooden bowl, or can be set out on a shared table in individual cups/small bowls, as an invitation to create using a set number of pieces. Each of these options provides different opportunities to think creatively.

 

One benefit I noticed very quickly was the level of concentration that children apply when using LaQ. They are completely engaged and choose to stay with building even when things that normally distract them come along. In prep, students stay at the LaQ table longer than many other table options. With older students, I have witness the unusual sight of seeing students choosing to forgo laptop use, to play with LaQ! With my own child, I have observed an overall increase in the length of the time he can concentrate on tasks since his obsession with LaQ began. 

 

Making thinking visible is something teachers often ask of students. Thinking can be made visible in many ways, such as using drawings, writing collectively as a class discussion is happening, and through so many structured visible thinking routines. Thinking can also be made visible through the use of concrete materials, using anything from play dough to pipe cleaners, and LaQ as it so happens. Students can use this resource in a very literal way, building their thinking as an actual 3D object, OR the resource gives students the freedom to represent their thinking in a more abstract way, using the pieces unconnected, or building them in a way that may be very different. For students, both children and adults, having the freedom to create with their hands while thinking can very much help to extend, refine and develop ideas, aiding the thought process. There is just something really special that happens when concrete materials such as these are available to support the thought process.

Using LaQ in the Primary Classroom

There are a large variety of more specific applications for this resource in the primary classroom. Listed below are a few of these ideas:

• Patterning. Creating patterns using LaQ is fantastic. In this instance it would be perfect for certain children with special needs. Some students become frustrated when creating patterns with loose parts because the pieces move and their pattern doesn't stay as they would like it to. Meltdowns can result at times due to this frustration. As LaQ are held together and have 12 colour choices, students have all the patterning options, without the frustration of pieces 'moving.'

• Numeracy. The development of numeracy skills can be challenging for many students. As a former numeracy support teacher I can tell you that one of the hardest parts of my job was getting past a wall of "I can't," or "I'm not good at this so I won't try." It was heart breaking! The way I would make progress with the students who struggled so very much with numeracy, was to make it fun, and provide them with concrete materials and resources that were completely engaging. Making numeracy irresistible is certainly a challenge at times, but resources such as LaQ really do help. Below is one example of a child finding the answer to a multiplication question. Some children will prefer to use the resource loose, where as others may prefer to click the pieces together. The same can be done with subtraction, addition, division and even fractions and decimals. Some students may find a fine whiteboard marker helpful to write straight on the pieces (this wipes off).

• Position. Position grids are a great way to use LaQ. They can be made to any size, to suit student needs, which is helpful when students are working at very different levels within the classroom. Adding an X on the starting piece, then giving verbal or written directions to each other, students can work together on both giving and carrying out directions, all the while developing verbal skills as well.

• 2D and 3D shapes. Creating 3D shapes using LaQ can be a great way to explore the nets of solids. 2D shapes can also be created. Below Lucy turned her 3D shape into a cake!

• Drama. Students can create puppets or objects to support dramatic play or for more formal drama lessons. Below, a child had created a bird then proceeded to use it as a puppet in story telling.

• Writing. This resource can be a great way to develop writing ideas for narratives. Often at the starting point, when considering ideas, it can be difficult to refine and make decisions. Using a concrete material such as this can help students to work their way through this challenging step. It takes the pressure off, helps with creativity and allows students who struggle with writing to develop their ideas in a non-written format before putting pen to paper.

• STEM. There are a wide variety of STEM applications for this educational resource. Building towers, transport, bridges etc, are just the start. Students could be asked to use LAQ with other resources as well. The possibilities are endless!

 

Where can I Buy LaQ?

LaQ is available to purchase online at Smarty Pants Toys. The sets I recommend for school use are this one and this one, as these are what I use at school very successfully. At home either of these sets would be amazing too, or any of the sets aimed at specific interests (for example, dinosaurs) but Henry made me promise to mention the crystal set as he and Daisy love it the best.

As a bonus for being a follower of mine, you can use the code LAQLEARNING to receive 10% off! Perfect timing for Christmas gifts!!!

 

 

{A big thank you to St Peter's Anglican Primary School for allowing me to take and use some of these photos.}

Jen x

Prep: Learning Through Play

Last week Prep had an amazing week! They were really in the zone, and as their teacher I couldn’t help but stand back for a moment, so very proud of how far they have come this year.

Our unit of inquiry focus has taken off on a few different tangents, and I have chosen to encourage students to explore as their questions have directed. This week therefore led to a very unusual mix of play invitations, as you will see below. I actually really love this! It makes me so happy that I can allow and build into this exploration.

The thing they found the most exciting though, was something I was a bit unsure of at first. I went with my gut and did it anyway. With our exploration of culture, storytelling and expression, I have had students asking questions about the different ways building have been made and designed in different countries. Groups had attempted to make tall towers that they had seen, but wanted to see more. So I played a very simple YouTube clip that contained 100 still photos of landmarks found around the world. I was not prepared for the strength of their response!! It was incredible! They were all talking at once, discussing which were man made, and what they were made from. It was LOUD! And I loved it! They were so very excited! The focused play, involving incredible collaboration, and perseverance when their plans failed, that occurred afterwards was amazing. It was one of those days all teachers should have the chance to experience, and I was so grateful in that moment for the freedom to experience it.

*Exploring body painting using chalk.

*Storytelling with Aboriginal symbol stones, books, Australian animals and loose parts.

 

*Storytelling in frames.

Our focus letter sound of the week was /h/. 

*Hammers.

* Houses made from blue tak and loose parts.

*Houses for horses.

*Kinetic sand construction invitation to play. 

*Literacy centre.

*Mirror box numeracy centre.

*Patterning on contact.

*Washi tape dominoes. 

*Snow man making with play dough. Mats are a free download here.

*I loved this activity from the other prep class!

Any questions? I look forward to our final week of the term.

Jen x

Note: As we share ideas in prep, not all these ideas are mine. I also use inspiration from other sources and sometimes can't recall where from.

Learning about emotion

Learning about emotions is such an important part of early years education. Children aged 2 to 5 need plenty of play to do with emotion and how we can express ourselves in healthy ways. 

Here I have put together a range of resources and provocations to help students explore emotions, and a brief review based on my own prep class.

Book based provocations: 

❤️'The colour monster' + paintchips = our class feelings rainbow. They LOVED this and it was an excellent start to our look at emotion. All they had to do was choose one colour that represented an emotion for them. Our class TA and I wrote what they said on their paint chip, then I added the colours to pages as a rainbow. I added one yellow piece to finish the rainbow. I colour photocopied this for the students' portfolios. I wrote their name on the paint chip/s they chose so their parents can see which one they chose.

 

❤️ 'Mr. Huff' and 'The bad mood & the stick.' My class asked to have these read again, and 5 weeks on I still had children in the class looking at Mr. Huff. It really resonated with them. The watercolour feelings clouds were a beautiful representation of the feelings each child felt. 

 

❤️ 'In my heart,' the feelings books, and 'My silent world,' were other books we read. We had a class set of books I borrowed from the local library, which had an entire section dedicated to books about feelings!

Other activities:

❤️ Feelings eggs & paint chip colour matching. There was disagreement between some students as to which colours matched which faces. It was interesting listening to their discussions. Purple in particular was not agreed upon. All saw pink and yellow as happy, 'comfortable,' and 'cosy' colours. Most (except one child) saw blue as a sad colour. Black was a scary colour for them.

❤️ Emotion cards & play dough 🙌 Soooo much discussion at this table. Picklebums have free downloadable resources including these face outlines perfect for play dough feelings faces. I found the monster faces free as a download after I joined the mailing list of 'Counselor Kerri.'

 

❤️ Calm rice, and uplifting rice. This is just rice coloured with food colouring, and essential oils added. This is an activity for children well past the eating-sensory-materials stage. Note that I have not added buckets of rice here. A cup or two in each of these Kmart trays is plenty to keep two children happy. I used Young Living lavender and lemon oils. If you are interested in purchasing oils from someone who is a no pressure leader (I frankly don't have the time or desire to hound people, but am here for advice and help) contact me via my instagram Where Heart Meets Home account. 

❤️ Emotion puppets from paint chip skin tone circles with pop sticks. An absolute winner. A circle craft punch was used to cut the circles. Sharpies worked best on the paint chips to create faces, and PVA glue was used to stick them on.

❤️ Painting as a class - a whole table painting: free expression of our emotions. 

❤️ Emotional response to music: We listened to Flight of the bumblebee, drawing what we felt while listening, then listened to Cannon in D and did the same. I ended up recording their words onto their picture for the last one as their responses were so intense and beautiful, and a child even cried. Every class should do this! It really helped them make a connection to how things around us can affect the way we feel. The class then had a go at painting in response to back ground music the following week.

❤️ Feelings puzzles. There are plenty of face puzzles available. I liked this simple puzzle found on the same site as the monster feelings cards.

❤️ Taking individual photos of the whole class showing different ‘feelings faces’ then compiling onto one page for reference.

❤️ “I feel happy when....” picture.

❤️Dramatic play with wooden peg dolls. Adding a feelings prompt on the wall close by would be great, but even having this set up at the same time as some of the other activities will lead to dramatic play with a feelings focus. Peg dolls like these nins are perfect because there are no faces. The child decides how the doll is feeling.

❤️Calm dough. Play dough infused with essential oils, such as lavender, with loose parts, rollers and cutters are a great feelings acitivty.

 

❤️Water play. Simple water play, with discussions on how water makes us feel.

❤️Loose parts feelings faces. Round cork boards or placemats turned upside down are the perfect base for children to create faces. Prompt cards and mirrors can be helpful for this activity.

Additional resources:

The creative toy shop recent monthly subscription box contained an array of items perfectly geared to starting discussions about emotion. Their “Grow” emotion cards would be great as a starting point, along with the puzzle (Libby loved this). Calming play dough and the very loved magnetic face board were excellent additions. All of these items would be suitable for home or classroom use.