Sex Education Resources

http://www.npr.org/templates/story/story.php?storyId=1622610

http://www.kff.org/youthhivstds/3048-index.cfm

http://svmomblog.typepad.com/deep_south_moms/2008/05/abstinence-only.html

http://www.guttmacher.org/pubs/tgr/04/1/gr040109.html

http://www.minotdailynews.com/page/blogs.detail/display/595/Abstinence-only-education-is-a-bad-idea.html

http://www.therepublic.com/view/story/2cf2bdea11164fa2bef9b890b1dd4968/ND-XGR--Sex-Education/#

http://www.hattiesburgamerican.com/article/20110322/OPINION/103220313/Sex-ed-program-worth-try?odyssey=mod%7Cnewswell%7Ctext%7CFRONTPAGE%7Cp

LLED- Blog on Field Experience

With the 10th week approaching, Kindergarten finally seems to be getting easier. I walk in, get things organized, and prepare to do morning meeting and calendar time. When I first began doing these things, it was nerve wracking and I felt that I had zero control of what was going on. Now I feel much more comfortable with classroom management and with the general routine of things. After the morning activities are over, we have math center time. For the last couple weeks I have been planning centers that apply to what they are covering that week, so I feel that I have a bit of authority over a part of the curriculum (which is exciting!). After math comes writing time, a time that I still feel I am struggling with. The kindergarteners have set things to write about, which I don't know if I necessarily like. I don't like to write about things that don't interest me and I am 22, so I can imagine that a 5 or 6 year old would feel the same. The more that I read and hear about the open-endedness of writing workshop, the more I like it. I think that writing about what piques your interest is an important part about learning your point of view and writer's voice. The next chunk of the day is very hands-off for me. There isn't a group for me to lead during reading time because another teacher comes in to do phonics, so I normally get my assessments and tutoring done for Amy's class during this time or I just sit around and observe the teacher's guided reading group. The final academic portion of the day is science/social studies, which is extremely teacher-led unless the kids are working on a project. 

So, all in all, I feel that I am learning a lot in the areas that I get to participate in, but not so much in the other areas. I am definitely someone who learns by doing, so observations only get me so far. However, I am very thankful that I do get the experience that I do each day because it is much, much better than grading papers at the back of the room or making bulletin boards (ahem... last semester).

LLED- Chapter 12

To be a successful planner, I think that a teacher must absolutely have some long-term goals in mind in regards to whatever subject he or she is teaching. In the case of writing workshop, I thought that Ray provided some excellent ideas for planning and selecting units, including my favorite, a unit on what the teacher is passionate about. I personally love Roald Dahl and would love to introduce my students to his style of writing. I just think that his stories are great examples of narrative writing and using playful language. Lewis Carroll and C.S. Lewis are also favorites! I think that poetry would be a fun one, too!

Other than that, the testing aspect that Ray mentioned at the end is something that I think is very important for this day and time. As much as I hate it, testing is a reality and we must prepare our students for it. I think that taking time out to have mini lessons on writing for testing and actually doing sample writing prompts every once in a while would be extremely helpful to students. I believe this especially holds true because students need to know what they are doing well on and how to improve on their shortcomings before test day comes.

EDEC- Days 16 and 17

Tuesday-
By the time my unit plan rolled around on this day, my patience had been worn very thin by a couple of students... and I kind of took it out on them when I was teaching. When one of those children stepped out of line, I gave them a warning and then threatened timeout on them or otherwise called them out. I know that that isn't good teaching and my mentor reminded me afterwards that postive reinforcement of good behavior is the way to go in kindergarten. I agree... it is just difficult somedays to look at the good behavior and ignore the bad, but I'm learning.

Wednesday-
I got advised today... nerve racking!!! It was rainy outside all day and the kids were wigglier than normal because they didn't get recess and because, let's face it, spring break is only 2 more days away. I was so afraid that I was not going to be able to get them calmed down enough to learn my lesson. When the time came and Dr. Tolley walked in, God performed a miracle. The kids were attentive (within reason) and eager to answer questions all thoughout the lesson. I only had to send one child to put his head down, and it was only because he was extremely out of line. I was ecstatic. After the lesson, I got a good report with a few minor things to work on from my mentor and the same from Dr. Tolley. So yay!

EDEC- Day 15

So I started teaching my unit plan today and it went ok. Not fantastic, by no means perfect... just ok. I taught the lesson and did the activity that I planned to do afterwards. The kids were very squirmy for part of the time and unresponsive for the rest. The only time that I think that I had most of them engaged with the lesson was when we were singing songs, one about the continents and another about the the fact that our continent is North America (which will be built upon each day of the unit). Also, during the activity, most kids were confused on what to do (mostly due to a listening problem) so they had to be walked through the directions again.

Overall, I think the lesson went well for my first time ever teaching it. I know what I need to change: be more explicit about directions and expectations, keep check of the time (a major problem), and try not to get so frustrated with myself.

EDEC- Day 14

Friday was really fun! We ended Dr. Seuss week with with a rotation through every classroom. Each teacher had a different craft or treat that went with a book. We made a turtle stack for Yertle the Turtle, truffella trees for The Lorax, ate some green eggs and ham for Green Eggs and Ham, and tried some butter side up and down toast for The Butter Battle Book. It was all very cute and engaging for the students.

Claire and I also finalized our unit plan. We start teaching it TOMORROW! We've spent a lot of time planning, so I hope that it goes over well.

Also, I am very sad that I cannot bring in my gecko, Napoleon due to "salmonella risk." I am unsure why this applies to reptiles that will remain in their cage during their trip to school, but I guess what the principal says goes. I don't feel that I should fight for this one. I possibly want a job at this school, so I don't think that I should stir up too much dust.

Well, t-minus 12 hours until I have to be up for school...

EDEC- Day 13

So, I had my first "NO!" incident today while holding morning meeting. I addressed the disruptive child several times, then asked her to simply put her head down on her desk to chill out, and then... the knock-down drag-out began. NOOOOOO! I'M NOT GOING! There was stomping and flailing and I looked to Ms. Ellett to help but she wanted me to handle it since I was in charge. I gave the student two choices: put her head down on her desk or get her frog moved down to timeout. She chose the second one... which I was surprised about. Most students would pick the lesser of the two. Anyway, after I told the students what to do next so that I could deal with her, she finally calmed down and finally headed off for her timeout. Later on today she had to be sent home for separate, more explosive instance. From what I've heard from the teacher, the child is not getting enough sleep due to a tv, vcr, and parent who will simply not tell her when to go to bed. Before she was picked up, my teacher talk to her about what time she needed turn off of the tv and go to sleep. I thought that it was a great idea that my teacher told her how to be self-sufficient about her bedtime.

Sadly, the chapter has a lot to do with what I've been hearing at lunch time from the other teachers. "My class is bad" or "that kid is just bad" is the usual topic of conversation. Although most of the teachers chock up the student's behaviors to what is going on at home, there is not much talk about how the teacher is giving the child accomodations so that he or she can succeed. There are some gems that exist though. My boss, for example, reminds me and my co-workers each day that "every child has a story" and that it is never a kid you dislike, but their behaviors.