Independent Children

Oh the joy of teaching 3rd grade! The gap between 2nd and 3rd grade is as large as the Grand Canyon. Students walk in as babies and leave as mini-adults. The process is quite a metamorphosis (which is appropriate since we study life cycles in Science). Parents always question me when I begin assigning third grade homework or requiring leadership in the classroom. But every year, parents always comment that they did not think their child was ready or capable, but that they were proved wrong. It is a proud moment for the parent, child, and myself as a teacher. Children are capable of a lot, but only if you require it of them.

I am currently enjoying the fruits of my labor as the beginning of the school year is underway and students are settling into the Third Grade Way of Life 🙂 It is a battle that can last a few weeks (or months even), but is worth it in the end. Just today, I said to my student teacher: “Man, these kids are just getting it. I feel like we are a well-oiled machine in here. I’m not tired because THEY are doing all of the work!” She could not agree more. My role in the classroom is quickly switching from teacher leader to facilitator.

Below are a few of the activities I require my students to perform:

Morning Work- Assignments are written on the board. For example:

1. Unpack, Nametag

We are still working on this. Students are doing a great job of unpacking silently. Sometimes the name tag makes it on their body and other days it  doesn’t.

2. Attendance- Student pictures are on the Smart Board under a T chart labeled “Present” and “Absent.” All pictures begin on the “Absent” side, until a student enters the room and moves their picture to “Present.” This eliminates me calling roll and I can quickly take attendance.

 Most students do their attendance as it is quite large on the Smart Board and  hard to miss…with that said, some still miss it. There is quite the joy of manipulating  their own mini person on the board!

2. Writing Marble- I write a question found on Wonderopolis. Students predict  the answer. When all students are present, we go over student predictions and  then check the website to find out the answer. Most times we watch the video  clip (the students LOVE this!) that accompanies the information.

We are hitting this one hard this week. Many students stare into space as if the  pencil will pick itself up and begin writing the correct answer down. With Wonderopolis, you are only making a prediction so there is no right or wrong answer. I don’t think students are hip to that yet. Some students trickle in late and never make it to this step- hmm, or is that on purpose? Why is it that kids hate writing so much?!

3. Study Multiplication Facts- Students have a sheet that outlines their   multiplication facts from 0-12. They begin on the 2’s (as 0 and 1 is pretty obvious) and work their way through the numbers sequentially only after passing  the online test. (Owego) This website times the students for one minute, mixes  up the facts, and produces a certificate of completion if they pass. I then place a  sticker on a my multiplication roster poster. This is a great visual for the students and is an excellent data tracker!

 Students like to play on OSWEGO versus sit and study first. I repeatedly explain  that in order to pass on the site you must study because the answers do not  just pop in your head out of nowhere. After many failed attempts at passing,  students now sit and study. Sometimes the kiddos have to learn on their own, Mama Bird!

4. Read a book- Students read books on a certain reading level as determined by their running record. They then can read anywhere in the room and write a 1 page reflection (characters, setting, genre, predictions, connections,  recommendation, and 5 sentence summary).

We are reading for 45 minutes a day now. The kids are so addicted to  their books because they are choosing longer texts (mostly chapter books). I realize how picture books hook a reader for only a short time. Chapter book authors should be applauded for engaging students the “old fashioned way” for so long! (Diary of a Wimpy Kid is not really the ideal chapter book, but hey,the kids are reading!)

Obtaining Materials- I have a table in the back of my room that houses extra materials, such as pencils, paper, glue sticks, markers, crayons, Kleenex, hand sanitizer, scissors,and a manipulative kit with cubes and base 10 blocks.

 Students will wave their hand furiously to say they are out of something. No matter how many times I tell them to just get up and get what they need, they still look at me like I must deliver the items myself. No thank you. We are  currently working on realizing if we do not have materials at home, we can  utilize these SAME materials by placing them in our back packs and taking  them home. (There’s no sign saying “School Only” materials. Or maybe they  are just there for decoration?) Books can also go back and forth to school as long as they do not get lost. Students do this effortlessly!

Problem Solving- I am not referring to Math with this skill. Many rising third graders are used to their older siblings or parents answering for them, fixing things for them, or in general telling them how to solve a problem in their life. As mentioned in the section above, running out of materials requires students to problem solve. For some reason their minds go blank and they look at me for the answer. No matter how small the problem          (really a speed bump) is, they still want assistance. Students have decided all adults are smart and all kids are not. This is definitely not true, ever. I have realized that if I stare long enough at a child without saying a word a solution suddenly pops in their head.Phew, another problem I do not have to solve!

**Parents, please please please no matter how much you love your child, do not do everything for them. I need them to tie their own shoes, communicate messages to you from me and from me to you, ensure they always have the materials they need    each day, and remember their lunch number! I l know you LOVE them dearly. But, you are not helping the process of them growing up and becoming little independent third graders. I wish I could memorize all lunch numbers, endlessly tie shoe laces, and even    pack up their backpacks each day…but, I just can’t. I need them to put their brain in Drive and be their own keeper. (Okay, okay, I’ll let you spoil them a little bit 🙂 )

Homework Completion– Dun.Dun.Dunnnn. My current battle! I assign, you complete. Easy!

Third grade homework is lengthier. Students are used to doing one worksheet and   reading each night. They rarely had to write anything down or get anything signed.  Now all of a sudden they must record what they read, have a parent sign, write a one   page reflection, study their math facts, complete a page of review math skills, and have their parents sign off on their agenda that they completed ALL of their homework. Of course, this does not happen in the first week or month of school. But, over time an assignment is added on as students pick up rhythm. In the end, it is no longer than 1 hour of home work (totally reasonable). But for some reason,   students complete some but not all of their homework. They still have time to play though, don’t you worry! Like I mentioned in an earlier post, I don’t even listen to excuses anymore. Just do your homework. It’s the same each night so the “I forgot” is really irrelevant, especially when you wrote it down in your agenda. Responsibility people!!

Peer Collaboration- It is really important for students to talk with one another. They learn so quickly from each other, it’s almost as if I speak another language when I teach. I create  cooperative groups based on a mixed ability approach so that my high fliers can model for my low learners, and sometimes the roles are reversed (so much fun to watch!)

But, students like to play alone. The culture of video games has made a lot of students remain introverted and not want to collaborate because it could give up the answer  for free. I have to ensure I tell my kids it’s a group grade and if everyone is not     involved, their grade will be lowered. Then, all of a sudden my independent workers are ready to collaborate.  Don’t kids love to talk? Why is it they do this constantly when they aren’t supposed to. Then you  assign them to work together and you hear crickets?! I do not really enjoy running around to each group facilitating conversation.Therefore, the more opportunities I create for students to collaborate, the better students will get and the less I will have to guide them.

As you can see, we are still working on a few of these! Once we hit the ground running in these areas, I will add more (it never ends!). I told you…these kids will walk out of this classroom like mini adults. They will be well-prepared for 4th/5th grade expectations! Teachers can always tell which of their students came from my class- I can’t help but smile at that one 🙂

What are some of the expectations your students struggle with?

How do you help them rise to the occasion?