What Works in 3rd Grade?
Classroom-Tested Answers to 20 Key Questions!

I teach in the Department of Elementary Education at Ball State University in Muncie, Indiana. One unique element of the innovative program currently offered to our 2,000 undergraduate majors in early childhood and elementary education is a requirement that students return to campus after successfully completing the student teaching semester and enroll in a series of courses, including EDEL450: Senior Seminar.

During the Spring semester of 2003, I taught two sections of this course, working with 55 students. They were bubbling with energy, enthusiasm, and confidence—ready to use their teaching expertise! At the same time, however, they had questions and concerns about matters like curriculum, instruction, and human relations. Employing a modification of the Delphi Process used in social science research, I refined the students' interests into a set of 20 questions addressing a range of very common and practical—yet sometimes perplexing—classroom issues.

The students wanted the answers to these 20 questions organized according to grade level so they would have a compilation of "classroom-tested best practices" for each grade level, 1st to 5th. Thus, each of the 55 students agreed to reflect on his or her student teaching placement and to use their experiences as the primary basis for responding to the questions.

Caveats

Every student submitted a disk containing his or her responses; this vast compilation of suggestions for classroom practice subsequently was revised in order to delete duplications and enhance readability. However, none of the submitted documents was "professionally edited" with an eye towards sentence structure, developmentally appropriate practice, responsiveness to students' needs, educational philosophy, etc. Instead, the reader is encouraged to view the remainder of this newsletter as a practical working document, written to provide succinct suggestions for busy teachers. As stated previously, I believe that each teacher is responsible for his or her own unique professional decision-making criteria and process!

1. How was time used on the first day of school? What did you do with/for the students?

• The first half was for introductions of the students to each other. Every textbook was introduced and looked at. We played the toilet paper roll game where every student tears off pieces from the roll and has to say that many things about themselves to the class. For example, if Lindsey tears off 10 pieces she has to say 10 things about herself.
• The first day was used to get the students acquainted with the classroom and each other. The students filled out "Friend Wanted" posters to describe their likes and dislikes that were later shared and posted in the room.
• We did a couple activities to acquaint the students with one another, as we had several new students to the school in our class. One activity included pairing students up and filling out a questionnaire about their partner and sharing the info with the class.
• Read aloud books, shared vacation stories, passed out and introduced textbooks, discussed rules, practiced procedures, created books about student interests.
• Discussed and created classroom rules (with students), and provided the students with classroom jobs to maintain responsibility
• Each student had a bookmark, signed by the teachers, and a pencil on their desk. We read to them The Rag Coat, and then we each made a piece for a caring quilt to be displayed.
• Students came in and were given time to talk and put their things away. My classroom supervisor explained the rules and policies. We had an assembly in the gym. We did "getting to know you" activities and games with the students. We told the students about ourselves and what we expected this year. They got to tell us about their summers and what they wanted to learn this year. We had craft activities set up for them so that they could create decorations for their desks.

2. How were the major pieces of classroom equipment arranged?

• The students were in rows facing the front of the room. The teacher's desk was also at the front along with the overhead projector. Computers were along the side of the classroom.
• The teacher's desk was in the front of the room and the student desks were arranged in a U shape in front of her desk. In the center of the U were a couch and a chair on a carpeted area.
• Computers were placed towards the back of the class so as not to distract students; student desks were in groups of 4 or 5; bookshelves were placed along the perimeter of the room; overhead projector always stayed up front (we used it daily); TV and VCR were mounted on the wall.
• Table in front of chalkboard for teacher's guides, etc., student desks arranged in groups of 4, teacher and extra desk to the side of student desks. Back of room had carpeted area with bookshelves, table with 3 computers, and 2 tables along wall used for group work.
• The students' desks were grouped together, supporting cooperative learning. The teacher's desk, learning centers, and storage areas were arranged in an order for easy mobility and clear organization. The rocker and overhead were at the front. The teachers' desks and guided reading table were at the back. The reading center was in the back corner. The listening center was in front of the filing cabinets.
• Student desks were in rows forming a "U" shape. Our desks were on the sides of the rows. Students faced the chalkboard and fish tank. Eleven computers lined the sides of the room. The TV and VCR were on the front right side of the room.

3. What were the "Classroom Rules" or "Behavior Expectations"? How were they determined? How were they taught to the students?

• There was no behavior system in that class; I was very fortunate to be placed in a very "good" classroom. The teacher had a waiting list to get into her classroom each year so discipline was never a problem. The students were shown a great deal of love and the same was expected in return. They knew the rules: no talking, raise hands, etc. and if they broke those rules they were verbally reprimanded.
• The main class rule was to respect yourself and others in the building. This class rule was explained to the students the first day.
• My supervising teacher gave the students rules on the first day—they were the basics: respect yourself and others, be polite, etc.
• Rules were predetermined by my classroom supervisor, consisted of basic rules such as respecting others, following directions, etc. Also used school behavior pledge (said every morning as a school), consisted of same ideas: showing respect for others, keep objects to self, using acceptable language, not prevent the teacher from teaching or other students from learning. Rules were taught to students through examples and consistent referral to poster in the room.
• The students helped create the classroom rules enabling them to respect and obey them more. The students were given the opportunity to maintain good behavior and not drop their apple from the apple tree (behavior plan of the classroom teacher). If an apple was dropped, then the student would receive a warning, followed by a time out. If a student's apple dropped three times, then they would have to call home to their parents. As a student teacher, I used the teacher's behavior plan, but I didn't always agree with it. I would maybe change the consequences.
• We used life skills and lifelong guidelines. The students are ingrained with this from kindergarten. We referred to them often: "Are you using your common sense?"
• We were the only class without a sign with the rules and consequences. My classroom teacher explained on the first day that they were 3rd-graders now and they were responsible for their own actions. We had one rule that was to treat others with respect, and this would take care of all other rules combined. Students who misbehaved stayed in at recess to talk about their behavior and how to change it. I kept a discipline log on each student.

4. What classroom management strategies were used for daily operations (e.g., taking attendance and lunch count, passing out/collecting student papers, use of the restroom, room helpers, etc.)? Include specific practices that you consider to be especially useful or efficient.

• Every morning I stood in front of the class and took attendance and lunch money. Paper passers were switched daily; the next person in the row would assume the position. There were no helpers, but we did have Star of the Week, which was a very good idea. Each week a different child brings in pictures, "treasures," and perhaps a pet to share with the class. If there are any errands that need to be run that week, the Star does this.
• I created a "Lunch Pond" as a way to take attendance and lunch count. Each child had his/her name written on a magnetic fish. Each morning they were to move their fish from the top of the filing cabinet to the pond corresponding to what they were having for lunch. When we would leave the room, I would call on those students who were quiet with the area around their desk cleaned to line up first.
• Attendance: one person would report any missing group members. Lunch: after announcements, we asked students to raise their hand if they wanted a school lunch. Passing out papers: students had a mailbox in which all of their papers to take home were located. Collecting papers: there was a tray for each subject—they turned papers in as they completed them. Restroom: we took two class RR/drink breaks per day; if a student needed to go outside those times, they asked permission when a lesson was not being taught (unless it was a HUGE emergency).
• My school did not take lunch count in the classroom; attendance was taken by teacher in the morning as students did morning work; two "paper passers" were chosen each week who passed out papers during morning work or before end of school; students turned in papers on table in classroom; teacher escorted class to restrooms and sent in all students—when students came out they took their place in line; room helpers were changed each week, based on who had not had a job the previous week. The student was called upon and was able to choose from jobs available.
• In my class, the students were given accountability. If they needed to go to the bathroom, then we let them go. We did not have a hall pass, but we expected them not to take too long. We had students perform jobs as paper passer, line-leader, board eraser, attendance taker, and other classroom helpers. The lunch account was easy to take because as one of the students' morning procedures they are to put a sack lunch or school lunch on the daily lunch chart.
• Lunch count and attendance were taken with clothes pins; the students clipped their pin (their name was on it) to "Hot" or "Home" lunch sign. Whatever clips were down, they were absent, just count pins. Our bathroom was in our room: if they needed to go they could as long as no one was in there. Collecting papers was in a stack of bins that were labeled.
• Attendance and lunch count were taken right after the morning announcements and then placed outside on our door. Students had bank debit accounts to add money to for their lunch account. We had a "Go or No" pass in the classroom that was passed around once every 45 minutes to an hour. Since we had a bathroom and drinking fountain in the room, students who had the pass could choose to get up to get a drink or go to the bathroom, or they could choose to pass it to the next person. This was effective because they didn't always ask to use the restroom, and we only had one student up at a time. There were color-coded folders for each subject. When students were done with an assignment, they turned it in to the folder and marked their name off of a list. All assignments were returned on Fridays in a folder to the parents. The folders had a list of what was included, and the parents had to sign the form and the students returned it the following Monday with their folder. We had one classroom helper each day that was in charge of being line leader and helping with anything that we needed. We picked the name out of a cup each morning after lunch count.

5. What general approaches were used to guide students' behavior choices? Was there a particular person or approach (e.g., Canter's Assertive Discipline) that was used in the classroom and/or school building?

• Like I mentioned before, behavior was not really an issue in my classroom. Instead of constantly scolding the child, I supported them by saying positive things.
• There wasn't a real approach used—the students had a behavior folder for citizenship; when they violated a category, they got a tally mark in their folder. At the end of the 6 weeks, their citizenship grade was based on this folder.
• No particular approach was used in classroom or school building. I used suggestions, waiting, and names on board—classroom teacher most often used waiting, then yelling.
• I believe in positive reinforcement, and I have found a kind gesture, a positive remark, or a suggestive idea works best in promoting good behavior.
• Life skills and lifelong guidelines are a major factor. We also had community circle to discuss how people feel about different situations and how we would react.
• We didn't follow a specific model. After looking back I believe the school does follow Canter's Assertive Discipline model. Students know what is expected of them at all times. I thought my teacher was really strict at first but then I realized she had to set the rules up from day one.Remember, awareness and responsive caregiving are critical in supporting sensory development.

6. What specific methods (strategies and/or things) were used to teach, promote, and/or reinforce desired student behaviors?

• When students were being exceptionally good, they received Tootsie Rolls, which they loved.
• On the first day of school, the principal explained the behaviors she expected to see throughout the building. They were be respectful, be resourceful, and be responsible.
• I used a lot of verbal positive reinforcement and pointing out students who were behaving appropriately as examples (with their permission, of course!).
• The school had a program where cards were given out for good behavior and used in a monthly drawing for prizes—I gave these out randomly for good behavior, such as lining up quietly, starting on morning work right away, and getting ready for the next subject quickly and quietly.
• My teacher taught me to use students as examples when they are doing really well. The student appreciates it as well as the student's classmates who want to try to do better.
• The 1, 2, 3 method worked really well. Say, "On one you will . . . Two . . . Three . . ." Then count, the students know exactly what to do when. Also, when you see a team, or group, doing it well you say, "Wow, team 3 really set the standard. Who can meet that standard?" Later, when they are used to it, all you have to say before everything starts is, "Who's going to set the standard?"
• Teachers and staff members handed out Bear Coupons to students who were well behaved at random times. Students turned them in for a raffle once the 9-week grading period was over. I created a program called "Ms. K's Star Students"—each student had a star. When the student received an A or tried exceptionally hard, he or she received a sticker for the star. Ten stickers earned a trip to my prize box. This was very effective, but you have to make sure that even students who cannot earn A's still have a chance to receive stickers.

7. What specific methods (strategies and/or things) were used as negative consequences and/or punishments for unacceptable/inappropriate student behavior?

• The only negative consequences we had was when students didn't finish their homework. They would have to come inside as many recesses as it took for them to finish.
• Time was taken away from recess as well as the opportunity to play on the computers.
• The students had behavior folders in which they received tally marks for inappropriate behaviors.
• Serious or repeated behavior problems were sent to the principal; others dealt with by sending student to desk in hall (time-out), or sitting out during recess.
• Writing "I'm sorry letters," time-outs, walking laps during recess were negative consequences in my classroom.
• We had a clipboard with a sheet on it; the students got 3 verbal/visual warnings then their name went on the sheet; depending on how many checks they got they would lose set amounts of recess time, note to parent, and visit to principal.
• We never had any severe behavior problems. Students who did misbehave stayed in at recess and had to write a letter to their parents explaining what they did wrong. The next time they misbehaved, we would send that letter home. This usually stopped the misbehavior. We never had to send a letter home from the students to a parent.

8. For your student teaching grade level, please identify 1 or 2 items in each of the following categories:

Internet sites: www.family.com, www.yahooligans.com, www.aaamath.com, www.eduplace.com, www.teachervision.com, www.bookadventure.com, www2.lhric.org/pocantico/tubman/tubman.html, www.geocities.com/EnchantedForest/5165/, http://info.jefferson.lib.co.us/kids/kids_math.html, and www.bookadventure.com.

Software programs: Kidspiration is good, WinSchool (for attendance and grade keeping), Kid Phonics 2, Software programs—Reader Rabbit.

Books to read to students: Jimmy's Boa, Wayside Stories (all the series), Wayside School, Shel Silverstein, Junie B. Jones and Henry and Mudge books, poems, Sylvester and the Magic Pebble, Mufarro's Beautiful Daughters, Chrysanthemum, Freckle Juice, and Arthur books, any books by Chris Van Allsburg, A Collection of Poems by J.W. Riley, Beverly Cleary's Ramona books, picture story books by Jan Brett or Eve Bunting, Harry Potter books, American Girls books.

Places to go for field trips: Ballet, maple sugar farm, health center, nursing home, to see The Nutcracker, the zoo, Conner Prairie or Indianapolis Children's Museum, Shipshewana, Bonnie Ville Mill, Johnston Farm in Piqua, Ohio, Connersville (train).

ESSENTIAL classroom supplies to order or purchase: Judy clocks, lots of pencils, good erasers, good activity books, folders with clasps inside, lined paper, individual clocks for telling time, educational software, supplemental activities/games, stapler, markers, magnets, extra crayons, chapter books, and math manipulatives, TIMER! (quiet with minutes and seconds), dry erase markers, listening center, markers, decorations, construction paper, stickers, BOOKS!

Community resources (people, organizations, etc.): The firefighters came in and did a presentation to students about fire safety, county health department, librarian, NEA and PTO, junior achievement, local historical society, police and firemen guest speakers, nurse or nutritionist to discuss proper eating, historical speakers.

Sources for free/inexpensive materials: Go to grocery/department stores after holidays to get their decorations (they are also a good place to go for boxes and other artsy supplies), www.schoolexpress.com, http://ideanet.doe.state.in.us/olr/projects/supplemental/matdirf97.html (found this link but never tried it), Oriental Trading Company, Inc., Scholastic, garage sales, Goodwill, "drives" (i.e., classroom book drive), ask community retailers and parents for donations.

9. What specific strategies did you use to maintain control and/or save time during transitions throughout the day?

• I think that it really helps to put the schedule up on the board so that students know what is coming next. I made sure that the page numbers for each of the texts were on the board so that I didn't have to continually repeat myself. They knew what came next and were prepared.
• I often counted down from 10 or clapped a rhythm when transitioning.
• Give students time to work on assignments/projects/etc., then go to next activity immediately . . . make it a routine and it goes smoother.
• Students usually had work time between subjects; at the end of work time I reminded them what they had next so they could get books/papers ready.
• Question asking, hand jives, word wall chants.
• The 1, 2, 3 works really well, transitions are smooth and quick.
• Anytime I wanted to get the students' attention I would say, "And a hush fell over the crowd," and they would all say, "HUSH!" and it got silent. I was surprised at how well it worked. Then I told them what transition we were making and what they needed to do. I always told students when they only had five minutes left on a task so they knew to get finished up.

10. What are some themes or topics that you recommend as the basis of units of study?

• I have found that students really like learning about different countries. I started off with them going home and finding out what nationality they were, when their relatives came over, and why they left. We had a wonderful discussion dealing with that and then moved on to the countries that they mentioned. We also did a unit on leaves, crayfish, and communities.
• Poetry, the moon, life cycles of butterflies and other insects, customs from around the world.
• The sun and/or the moon; disease prevention; healthy teeth/body.
• Friendship, other cultures (we did Mexico), and matter.
• Weather, space, current events, community service.
• Solar system, variations of fairy tales (there are a great deal of Cinderella stories).
• Continents/oceans, food guide pyramid, measurement, life cycle of plants and animals, communities, anything that fits the standards and can be taught in a hands-on manner across the curriculum.

11. How did you handle the "special" days/events that occurred during your student teaching semester (e.g., students' birthdays, national holidays, religious holidays, etc.)?

• Birthdays were definitely an occasion. The student would walk into the room with a banner over their desk. They would wear a birthday hat, have a birthday troll on their desk and a singing birthday candle. They were the special helper that day with all errands. We constantly mentioned it was that person's birthday all day long. When a child's parent was having a birthday we called and sang to them on the phone—they loved it!
• A small balloon was taped to the side of the child's desk for his/her birthday.
• Birthdays: we did not do parties; kids just brought in treat bags (if they wanted to) to be passed out at the end of the day.
• On a student's birthday the class sang to them and they chose a gift from a box of things my teacher had. We talked about Halloween, studied Thanksgiving, and celebrated Christmas with no protest from any parents.
• Parents organized classroom parties.
• Birthdays were celebrated with a song, treat, pencil, and award; Halloween was a harvest party with snacks and pumpkin decorating; Christmas was a winter party.
• We celebrated birthdays when they came up and each student received a birthday pencil. Students had parties in the room. Each holiday also had a party. Parents had to sign permission slips for all of the parties. Alternative non-holiday affiliated parties were offered to students with religious opposition to the parties.

12. Let's say that the whole class is working productively on an art project in small groups around the room. Identify one technique you could use to: A. Gain everybody's attention so you can teach the next step in the art project.

• I clap three times in rhythm and students do the same.
• Clap a particular rhythm or ring a small bell.
• Ring wind chimes.
• "I need everyone's eyes and ears up here."
• A rhythmic clap.
• 1,2,3 always worked, other teachers used chimes.
• Say, "If you can hear me, clap once." Then pause for them to clap. Then say, "If you can hear me, clap twice." Usually by the second time everyone is quiet, alert, and looking at you.

B. Gain everybody's attention because the building fire alarm just sounded.

• I don't think you could have missed the fire alarm in that school!! We did the same hand clapping thing.
• Turn off the lights.
• "OK everyone please get in a single file line at the door quickly and quietly."
• The students would look up. Again 1, 2, 3.
• Turn off the lights and say, "And a HUSH fell over the crowd." Quickly but quietly tell the students what is going on. Remain calm and composed as you line them up.

13. If you had to hold recess inside the classroom—what one or two activities would you recommend?

• Heads Up Seven Up—Students put their heads down on the desk and there are two who walk around and tap the thumbs. When they have tapped seven people everyone puts their heads up and tries to guess who tapped them. It is definitely a hit—even in New Zealand.
• Board games, puzzles, marker boards, activity books.
• Board games, computer games, kids liked to be able to draw with their markers so provide coloring sheets.
• Math Baseball or SPARKLE (spelling game)
• Have a game cabinet—any type of board games or puzzles.
• Open up centers: math, listening, etc.
• Move the desks around and allow the students to use the room for games, coloring, reading, and drawing on the board. Have these materials readily available for them. Or, move the desks and allow them to do some small type of physical activity (i.e., games, follow the leader) . . . anything to get them up and moving. I do NOT recommend watching a movie because recess needs to be a time when they can talk, move around, and have some freedom.

14. What are some teaching practices and/or curriculum materials you used to teach a lesson to students with wide-ranging learning needs and abilities?

• Definitely integrate the computer with higher learning activities. If students finish fast, have websites dealing with that issue that they can access. With slower learners, it helps to pair them (if possible) with a higher achiever.
• I varied the number and difficulty of problems for students. I also let students use manipulatives to help with particular math topics.
• The websites that corresponded with our textbooks always had very good ideas—I either used the ideas as they were or used them as a springboard to create my own ideas.
• Items that ranged in difficulty (i.e., when illustrating homophone pairs, those students who struggled were given word pairs they would be successful with, while the advanced students were given word pairs that were more difficult to illustrate).
• Small groups, visual lessons, hands-on activities.
• Always include multiple intelligences in your lessons. We also gave qualifiers before learning a new area to see what the students did and did not know. We were also able to group them based on need.
• Prepare all lessons with a "gear up" and a "gear down" strategy. Have books for multiple reading levels. Have hands-on materials and other materials ready that will appeal to students of different intelligences (Gardner's multiple intelligences theory).

15. What are your top two recommendations for preparing for "report card" conferences with parents/guardians?

• I was not there during report card time; however, my teacher had a strategy. If a student was struggling in an area she had samples of that child's work to show parents, explaining the grade. She also had times and dates listed when she or I had tried to help the student. Also, she had extra practice sheets to give to parents dealing with that particular area.
• I familiarized myself with the writing samples and tests that would be given to the parents. I also grouped all of one child's papers together with his/her report card to save time.
• Have an index card for each student—on it write 3-4 strengths of the student, and 2-3 areas for improvement (do this prior to the conferences).
• Have a variety of student work available for parents to see—in the event that they challenge an unsatisfactory grade.
• Be prepared with student work samples and be organized.
• Have student work samples marked with miscues or corrections to explain child's difficulties.
• Have the students fill out a "self evaluation," and parents fill out an "expectations evaluation" before the conference; there is a good one in Mailbox magazine.
• Have all documentation of missing/late homework and any behavior issues.
• First recommendation: ALWAYS have evidence to back up what you are stating (i.e., have student papers and assignments ready as proof). Second recommendation: Focus on the positive things the student is doing, even if it is the most difficult student. Parents need encouragement too, and this eases tension and defensiveness.

16. Can you state one short "rule of thumb" that a teacher should remember when he/she is dealing with a parent/guardian whose interpersonal style is difficult, demanding, and/or bullying?

• Remember that no matter how hard the parent is to work with, don't take it out on their child. Make sure that parents are kept abreast of ALL situations (we used a newsletter) so that they know what is going on in the classroom.
• Be sure to have evidence (notes, copies of child's work, test summaries) documenting the trouble you are having with a particular child to help the parent understand the situation. Be polite!
• Try to see the parent's point of view; remain consistent with policies even if being challenged; document or copy anything that you anticipate being a problem.
• Never react out of fear or anger, and always keep your professionalism.
• "We must put our differences aside, compromise, and work as a team for the benefit of our children."
• You, not they, are the professional in the field.
• Do not take anything personally when dealing with difficult parents. Be the "bigger person" and realize that you are there solely for the benefit of the student. Do not let it bring you down. Have your guard up and do what is in the best interest of the student.

17. How did you deal with students who: A. Did not compose papers correctly (e.g., name, date, etc. at the top)?

• In that school, 3rd-grade teachers didn't do anything; 4th-grade teachers took off a point for each thing missing.
• Notes were written on original incorrect papers; later, points were deducted if still incorrect on final copy.
• I deducted points for "no name" papers once I discovered to whom they belonged.
• Corrected most information; no credit for those with no name and considered unfinished until claimed.
• Had a parent volunteer work with the student individually.
• We had a stamp that said "name?"—they would get a check minus if they claimed the paper.
• Each student gets one "freebie." After that, all papers without names go in the "no name pile." Students must claim these papers and redo them all over again with their name, turn them in, and then receive credit.

B. Did not turn in assignments on time?

• They had to stay in for recess.
• We sent home biweekly updates to the parents if their child was missing assignments. We gave them a week to complete the assignments if they wanted to do so.
• Allowed for late work, but deducted a point for each day late—they usually came in at recess to complete unfinished work.
• Name on board, missed recess until work was finished.
• Ask the student to do homework in the morning once he or she was done with the morning work, and/or depending on the situation, had the student stay in "Quiet Room" during recess.
• Note sent home, did not receive a check plus.
• Have the student write a letter (or fill out a form) indicating the date and the assignment that was not turned in. Send this letter home to the parents to read and sign. Student stays in from recess until the form and the homework are returned.

C. Did not turn in homework—ever?

• They had to stay in for recess. If the problem continued to occur, then the parents were involved.
• The teacher made telephone calls home if this became a problem.
• Thankfully, this never happened, but I would have had a conference with them to see what was going on.
• No recess, notes to parents; if necessary, called parents and/or sent to principal's office until work was completed.
• Accepted the students with special circumstances.
• Ask the student why he or she does not do homework. Provide opportunities to do it during the school day (recess). Contact the parent/guardian to make sure there is not a deeper root to the problem besides lack of interest. Give the students choices (i.e., tell the student you can't MAKE him or her do the homework, but tell the student he has the choice to do it or miss recess). Have the student keep his or her own log of incomplete assignments and send it to the parents each week (or each day, depending on the child).

D. Could not/would not attend class with the necessary student supplies?

• Students would borrow pencils from us, but had to sign them out.
• We started giving students the necessary supplies. Later, the students had to buy these supplies with their token economy money.
• This never happened, but I would have had a conference with them to see what was going on.
• Notes sent home weekly until brought in.
• Came prepared with extra supplies knowing that all students are not supported by their parents.
• Keep a "checkout log" for the student to check out materials when needed. Send a copy of the log with a detailed note to the parent explaining what materials are needed and how it is a distraction to always have to provide for the student.
• Let them borrow from a peer or from us . . . our students were still young.

18. What single event, activity, lesson, conversation, and/or interaction did you experience as your personal or professional "shining moment" as a student teacher?

• The community unit that I designed was a success. I was uncertain at first because I had come up with it entirely on my own, but it went over extremely well.
• I helped a young girl understand how to count and make change with money; she made me a card the next day, thanking me for helping her.
• When the mother of a particularly challenging student thanked me for seeing past her son's behavior problems and for seeing his full potential to excel in academics.
• I realized that a particular student wasn't working to her potential before my classroom teacher did, so I talked with this student, and afterwards her performance improved greatly—seeing the results of something I observed and took action on made me realize how influential teachers really are.
• Creating a classroom newsletter that allowed me to connect with the parents. I provided them with weekly reviews, classroom news, and the events and lessons to come. I also gave the parents my e-mail address so that they could get in touch with me. I often got replies with comments, questions, and sometimes suggestions.
• Taking the students outside to see the planets' distance; when they came in they all said it was the best lesson ever; we were then able to talk about and refer to what we did outside when talking about planets.
• I taught a lesson on "place value" that totally failed. I thought I was so prepared for it and none of the students understood it. I was so sad because I felt like I failed as a teacher. That night I went home and thought about it and redesigned the entire lesson. I got materials from the library and made the lesson hands-on. I created a game to teach it. All of the students understood it after I had created a different approach. This was very moving for me because I realized that I now know what it takes to reach the students. I was able to re-create the lesson on my own so that everyone could understand it. I felt very successful. My classroom teacher knew I was so upset the day before and she told me something I'll always remember: Great teachers have bad lessons. So do bad teachers. But the bad teachers do nothing about it. The great teachers change the lesson and teach it as many times as it takes.

19. While teaching certainly has moments of exquisite joy and deep satisfaction, this work also has moments of extreme stress and/or pain. For those times when being an elementary school classroom teacher is REALLY hard: What words of advice—or what sources of strength and inspiration—do you recommend?

• Find someone who will really listen to you and offer advice; it helps if this person is not in your school building. Don't ever act or talk negatively in regards to a student because it might affect your attitude towards him or her.
• I looked through pictures and notes past students have given me. These memories drowned the stress I felt.
• No matter what a harsh, critical mother says to you as "the first year teacher" . . . you are good enough to be teaching her child—you would not have gotten this far if you weren't up to par! Don't let the little things discourage you!
• Then: I just about went out of my mind, but I simply tried to keep calm and remember that I'm in charge. From now on: I'll think of how the students acted—and their faces—the first time I unexpectedly came back to visit them.
• "The art of teaching is the art of assisting discovery." "You can teach a lesson for a day, but if you teach curiosity, you teach for a lifetime." "It's too bad that the people who really know how to run the country are too busy teaching school." "When truth stands in your way, you are headed in the wrong direction." "When teaching the love of truth, never lose the truth of love." "Teacher's task: take a lot of live wires and see that they are well-grounded." "Nothing improves a child's hearing more than praise." "The mediocre teacher tells, the good one explains, the superior one shows, the great one inspires." —authors unknown
• My favorite quote, "I expect to pass through this world but once. Any good I can do, or any kindness that I can show, let me do now; for I shall not pass this way again."
• Do not let the hard times bring you down . . . there are too many good times with teaching to let the stresses defeat us. Remember why you chose this profession. You are here to be a role model, teach, and make a difference. We aren't perfect. We make mistakes. Those mistakes make us stronger and they make us better teachers. And remember: "Teaching is a calling, not a profession." "If a child can't learn the way you teach, teach the way that child learns."

20. Is there anything else you wish to share with the other teachers in your EDEL450 group?

• Positive reinforcement. Positive reinforcement. Positive reinforcement.
• Good Luck!!
• Created and used a Mail Center during a unit on Friendship—was effective in getting students to communicate in positive fashion with each other and practice writing skills.
• Good luck and have fun teaching the great minds of young people!
• Good luck on your job search. No matter how rough the road ahead gets, do not get so frustrated that you forget why you chose this profession!