How I Can Become a New Successful Teacher

This year I started teaching fourth grade at a new school. The school is incredibly high performing with a wide variety of curricular options. Students come to school ready to learn and are well prepared for the rigorous curriculum.

Below is a summary of the first weeks of school systems I have created for student success. Additionally, I am learning how to effectively introduce new textbook and online resources available to me to support differentiated learning opportunities for individual students.

Building Ready to Learn Systems Within My Classroom

Planning a student flow of activities that include creating bins for students to turn in their work and also the weekly envelope with correspondence to parents. Added bins are organized for student lunches, water bottles, and personal school supplies, and books.
Classroom rewards include point system tracking for the whole class, by table assignments, or through individual accomplishments. Whole class rewards include additional free time and planned fun activities. Individual students are rewarded with stickers, grab bag classroom supplies, or a special treat.
Behavior consequences are developed that includes completing a behavior communication form for parents when a student is not able to conform to classroom and school behavior guidelines.
Student completion of homework is tracked online and must be reviewed and managed by the classroom teacher.

Creating Curricular Systems of Teacher Support

Writing prompts are created for students to write reflections in their journals each morning.
Daily writing lessons are taught using the Heinemann textbook assignments.
Daily math lessons are taught using the Houghton Mifflin Harcourt Go Math textbook assignments.
Three times each week, students are taught basic science concepts through hands on experiments.
Two times each week, students are taught social studies using TCI curricular units.

In my next few blog posts, I will share how my new students respond to my teaching strategies for each academic subject. These reflections can help teachers consider modifications when implementing new curricular subjects throughout the school year.

Math + Reading = Summer Growth!

Math + Reading = Summer Growth!

Summer learning is not a new concept. Schools have always pushed summer literacy through reading challenges, summer reading lists, and regular visits to the library. But as we push for kids to not backslide during the time away from school, we often neglect a higher area of need for many students: math!

As an educator, I talk with more parents who are tentative about their ability to help their kids with math at home than those who are hesitant to push reading. In most families, parents feel comfortable having an expectation that kids read at home or that kids participate in family reading time. This is largely because parents feel more comfortable with reading than math. Reading is a skill that many students can practice independently, especially as they get older. I would never discourage any parent from having a summer reading expectation for their child. Rather, I encourage parents to make time for both reading and math practice during the summer. Here are some ways you can practice math with you kids during the summer months.

Practice Multiplication Tables and Flash Cards

I do realize that this is will not be the first thing your kids want to do. Furthermore, I do realize that new math standards are asking kids to develop a stronger number sense and deeper levels of mathematical understanding. I also know that one of the key skills that holds kids back as they get into higher levels of math is their inability to do math quickly in their heads. Sadly, I regularly see kids in middle school using their fingers to add, subtract and multiply. While rote memorization of math facts is not a standard in most states, it is something that will help kids succeed as grow. Kids who can do simple math (multiplication, addition, subtraction, division) in their heads, are far more successful and can learn complex math more quickly than peers who still struggle with these basic facts. At home, parents can print out multiplication tables or use flash cards with their kids to practice. This will make a world of difference when they return to school.

Practice Verbal Math Problems

Give kids verbal math problems while you drive or when they are bored at home. For example, on the way to the store you can say, “If I went to the store and I bought 10 apples, then Daddy eats three when we get home, how many apples will we have left?” Just giving them opportunities to practice the skill of understanding these problems and doing the math will help hone their ability to think mathematically in all areas of their lives. Of course, you would need to change the difficulty or complexity for older students.

Solve Home Maintenance and Cooking Math Problems

Have your kids help with home projects and cooking. I have recommended this in previous blogs because it brings math into real world experiences. If you’re planning your 4th or July or end of summer cookout, you can say, “One person would eat 2 hot dogs. We’re going to have 23 people. How many hot dogs will we need. (46). Good! Now, hot dogs come in packs of 8. How many packs should we buy?” There are many examples like this, just try to include your kids when you’re doing home math!

Math Learning Can Be Fun

During the summer, let’s push both math and literacy to keep our kids sharp for the next school year! Comment below if you have any summer math ideas!

Elementary School Homework to Support All Learners

As a special education teacher, I often have conversations with parents about homework. Parents want to know: Is homework truly beneficial? Should their child be spending time on assignments after school, or would they be better off focusing on other activities? The answer depends. The appropriateness of homework depends on the individual student, their learning needs, and the way the assignments are structured.

The Case for Homework

Homework, when assigned thoughtfully, should review previously taught classroom material and build important life skills. Here are some of the benefits:

Enhances Academic Achievement – Research suggests that students who complete homework tend to perform better on standardized tests and classroom assessments. While too much homework may not be beneficial, small amounts of meaningful assignments can help solidify learning.
Promotes Time Management and Responsibility – Homework teaches students how to manage their time, complete tasks independently, and develop study habits that will serve them well in later grades.
Facilitates Parental Involvement – Assignments give parents insight into what their child is learning and provide opportunities to engage in their education in a supportive way.
Reinforces Classroom Learning – Repetition and practice can help young learners build independence of new concepts, like math and reading, where skills build upon one another.

The Challenges of Homework

Despite its benefits, homework is not always appropriate for every student. Here are some common concerns:

Increases Stress and Burnout – For many young children, particularly those with learning disabilities, homework can be frustrating and overwhelming. Studies have shown that too much homework can lead to stress, anxiety, and a negative attitude toward learning.
Takes Time Away from Family and Extracurricular Activities – After a full day of learning, children need time to relax, play, and spend quality time with their families.
Does Not Always Improve Academic Success – Research indicates that for elementary-aged students, the impact of homework on academic achievement is minimal. The key is ensuring that assignments are meaningful rather than just busy work.
Creates Inequities – Not all students have access to the same resources at home. Some may lack a quiet space to work, parental support, or access to technology, making homework completion more challenging.

Supporting Your Child with Homework

If your child is struggling with homework, there are several ways you can support them and make the process more manageable:

Create a Homework Routine – Set a regular time and place for homework that minimizes distractions. Being consistent reduces stress.
Break It Into Chunks – If assignments feel too long, break them into smaller, manageable parts with short breaks in between.
Encourage Effort, Not Perfection – Praise your child for their hard work and persistence rather than focusing on getting every answer right.
Communicate with Teachers – If your child is struggling, talk to their teacher. Many teachers are willing to adjust assignments, provide extra support, or suggest alternative ways to reinforce learning at home.

Advocating for Children with Disabilities

For parents of children with learning disabilities or other challenges, homework can be particularly difficult. Here’s how you can advocate for your child:

Request Accommodations – If your child has an IEP or 504 Plan, discuss whether homework accommodations are needed. This might include extended time, modified assignments, or alternative ways to demonstrate learning.
Use Assistive Technology – Tools like speech-to-text software, audiobooks, or graphic organizers can make homework more accessible.
Help Develop Organizational Strategies – Work with your child on using planners, checklists, or timers to help them stay on track.
Encourage Self-Advocacy – Teach your child to communicate their needs and ask for help when needed.

Policies

My elementary school has a written policy for homework. It serves as a guide for parents but also teachers. Ask your child’s teacher about the school or district homework policy.

As a learning community, my school believes homework is important because it provides students with independent practice and supplemental learning opportunities. It also provides opportunities for parent-school partnerships.

As a split campus (primary and secondary), teachers either assess work weekly or daily. The important thing is that homework can look like different things from unfinished work. In addition to specific assignments, pieces of a project, or something that extends learning from a unit, homework must provide clear and specific directions as to what students need to do.

Everyone has nightly reading homework. Assignments include a good chunk of reading that students must complete nightly. We encourage parents to keep an eye on how much time their child is spending on homework. If their child is struggling too much, parents should reach out to their child’s classroom teacher.

Finding a Balance

Ultimately, homework should support learning without causing too much stress or frustration. Teachers and parents should work together to ensure that assignments are meaningful, accessible, and tailored to individual student needs. If homework becomes a nightly battle, it may be time to rethink the approach. Homework should always mirror what is being taught in the classroom and not waste students’ time.

Homework in elementary school is most effective when it strikes the right balance—reinforcing classroom learning while respecting a child’s need for rest, play, and family time. When assigned, it can build independence, responsibility, and academic skills. Too much or inappropriate homework can lead to frustration and disengagement. The goal should be to create a homework experience that is purposeful, manageable, and supportive of all learners, particularly those with diverse needs.

Writing Standards with Fun Activities (Part 4)

Each year I am challenged in how I can adequately increase the writing competencies of my students in project-based learning activities. When I partnered with another teacher, we created a checklist of what we had to complete by the end of the school year to meet all writing competencies. These activities included:

Writing teachers must understand the rules for grade level writing standards.
The teachers must consider various activities that will fully engage and inspire diverse learners.
Writing activities must be fun while meeting a wide range of reading and writing abilities within a class. This ensures differentiated instruction that is equitable and successful for all students.
Writing teachers must research and collect resources that will support an engaging writing activity in the classroom.

What I Must Teach

I also reviewed and summarized the California writing standards for my second-grade class that included:

Write opinion pieces with an introduction and reasons for supporting an opinion.
Write an informational/expository text with an introduction, supporting facts, and a concluding statement.
Write narratives about a sequence of events with details, thoughts, and feelings in an organized order of explanations.
Produce writing that is organized according to task and purpose.
Learn to revise and edit with support from the teacher and peers.
Learn to use digital tools to publish writing products in collaboration with peers.

What Students Have Learned

When reviewing this list, my class has already created an informational text on learning more about rattlesnakes and how antivenom can neutralize a venomous rattlesnake bite. Next, my class completed a reflective narrative about how they researched and created the snake story with our writing teacher, Mrs. Burke. Most students were impressed with how Mrs. Burke shared her story about being a rattlesnake survivor after being bitten and medicated with antivenom from a horse. Many expressed relief that they would not die from a rattlesnake bite and that there are medications that will save them from a bite. Finally, students wrote an opinion story about how they plan to protect themselves from rattlesnake bites when working in their garden or hiking with their family. Most do not want to ever encounter a rattlesnake. Many also feel confident they now know how to protect themselves from a bite.

What We Must Still Learn

As I initiate second semester writing assignments, students will now focus on more collaborative writing and editing assignments while working on their Chromebooks. Their activities will include writing a fantasy story in the winter months and completing a career path research writing project in the spring time.

Much success as you engage your students with differentiated collaborative writing projects.

How to Make Writing Fun

How to Make Writing Fun (Part 2)

Most students feel challenged to complete their writing assignments. As an intervention elementary school teacher, I love to empower students with imaginative and engaging writing assignments. For example, my second-grade students wanted to learn more about rattlesnakes after hearing my personal story about being bitten by a rattlesnake. Here is an outline of questions they asked for our writing activity:

How did I get bitten by the rattlesnake?
Why do snakes bite people?
Where was I when it happened?
What did the bite feel like?
Did I catch the snake or did it get away?
What did I do after the bite?
Did I phone 911?
Did an ambulance transport me to the hospital?
What did I do while waiting for the ambulance?
What happened when I arrived at the hospital?
What type of medication did the doctors use to fight a venomous snake bite?
What does venomous, antivenom, and antidotes mean?
How is antivenom created?
What types of animals help create antivenom antidotes?
How long did it take to get better?
Do I still have problems with the bite?
What can a person do so they do not get a snake bite?

How To Help Kids Research Information

I was overwhelmed with the wide range of questions the students asked about my snake bite adventure. I also could not answer all of their questions. So, I talked with our school librarian and together we identified 14 library books that I could use with the students. I also researched scientific articles about how to make antivenom and a human body’s response to venomous snake bites. Then I printed copies of the online articles for the students. Once I compiled my source documents, I reviewed each book and article and bookmarked specific pages that might answer the students’ questions.

The next day I handed each student a book or scientific article as I summarized the content of each item. Some students chose to challenge themselves and read the college-level scientific articles. Others preferred picture books with lots of photos. Some wanted to read basic snake books. I wrote all of the students’ questions on a large sheet of paper and posted it to guide them in their research. Then I gave the students lots of time to research, write, and illustrate their stories. The energy in the classroom was incredibly exciting for all.

What Students Learned

Most students wrote a well written report about the various characteristics of rattlesnakes and their ability to bite. Many graphically illustrated how a snake would bite its victim. Several highlighted the main ideas of how to create antivenom in their research articles and asked me the definitions of numerous medical terms as they summarized the content of these articles in their reports. Thankfully, I have researched the topic extensively due to periodic foot pain resulting from the snake bite. I also live in a large city that only reports two rattlesnake bite victims each year so local doctors are interested in helping me with any health challenges.

After the class finished the project, each student stood up in front of their classmates and reported one new fact that they learned from writing their report. None of these students had ever presented research to their peers before. All participated and were proud of their work. Some of the students needed to read one or two sentences to explain their idea but they were pleased with the results of their project.

What I Learned

As an educator, I learned that students truly can direct their style of learning to achieve academic successes as described in Student-Engaged Assessment: Strategies to Empower All Learners by Laura Greenstein and Mary Ann Burke. I also recognized that this activity would build on other required writing competencies for second graders that that will be described in my March 28^th blog.