A Day in the Life: Making the Most of Your Time

Teachers are the some of the busiest people ever! Those who have never taught before do not understand the struggle.  When you tell them what time you go to bed they look at you like something wrong.  So, I decided to share what a day in my life consists of...how I maximize my time as a teacher and graduate student among the other responsibilities I have outside of school.  Keep in mind that I am a single lady with no children.  So I have a lot more wiggle room with my schedule because I don't have wife or mommy duties...yet! 

This is a typical day for me.

4:15am:  This is my Monday-Thursday wake up time.  Yes, I'm serious.  No, I'm not crazy.  Now, before you shoot me down and click the red (x), let me explain.  I am the kind of person that does not like to feel rushed and I need ample time to get everything done that I want to get done.  Is it hard? Sometimes! Is it worth it? Absolutely.  Bear with me.

 

 4:15-4:45am:  Remember that post where I talked about preparing your mind for the day so that you can set the right tone before your students get there? (Here:  http://house9happenings.blogspot.com/2015/07/new-school-year-behavior-5-classroom.html) This is the time when I do just that.  It's my prayer time and quiet time with my Savior.  Nobody else is awake, not even the birds! This is the time that sets the tone for my entire day.

If you'd like an editable copy of this, leave your email address in the comments section or email me at cequoiah@gmail.com.

4:45-5:00am:  This is the time I have set aside to clean my house.  Now let's be real.  There are some times when I get up at 4:15 and it's hard to keep my eyes open.  At this point, I just get out of bed and I just have my quiet time after cleaning.  I have created a cleaning schedule where I clean a little everyday.  My house is always clean and I don't have to clean on the weekends! I also meal plan, so I have a menu in my house.  It's a cute little chalkboard. I go out to eat on the weekends.

5:00-5:20am:  Workout.  This usually comes in the form of a workout video.  I have a gym membership, but I have not figured out how to work that into my schedule with school in the mix.  This is easily the hardest part of my schedule.  Some weeks I workout, some weeks I don't.  Any suggestions!?
5:30-6:00am:  Getting ready for work! 

6:00-6:15am:  Packing lunch (if I don't  do it the night before), and leaving the house.  I usually arrive at work around 6:30 or so.  Sometimes later if I take a little more time doing other things.  I get ready for the day.  Students arrive at 7:30 sharp! The fun begins...

3:00-4:30pm:  My kids are out the door, praise the Lord! I clean up my room (sometimes), do a few things to prepare for the following day, chat with coworkers, go to staff meetings, call parents, etc.  I do lesson plans on Wednesday afternoons so that I don't have to plan over the weekends since I have to do homework on the weekends.

5:00pm-7:50pm:  I have class on Mondays and Wednesdays, so this is what it looks like on those days.  On Tuesdays I have staff meetings, and on Thursdays I have church, so Fridays are my only free afternoon week days!

I get home around 8:20ish and eat dinner, shower, etc.  I try to be in bed by 9:00pm.  No later than 9:30pm! It works most of the time.  On the days that I have a little extra time in the afternoons, I am doing homework.  And then I wake up and start all over again!

This is just what works for me and I hope you can take some ideas away from it.  If you don't plan out your day, at least in your head then you run the risk of wasting time.  Don't get me wrong, I know how to waste some time, even with this schedule that I have.  But for the most part I stick to it and I get done what needs to be done so that I can enjoy a little free time on the weekends (well, minus doing homework if I don't do it during the week).  I do not panic or have a breakdown if my schedule gets thrown off, it's simply a guide that helps me manage my time.

What do you do to maximize your time as a teacher?
Suggestions!?

Leave a comment, subscribe.


Resources:  
Email me for a copy of the weekly schedule, meal planning menu, and/or grocery list. (cequoiah@gmail.com)

 

The Golden Exchange: Building Healthy Student/Teacher Relationships

We've heard time and time again that "good" classroom management rests on the relationships that we build with students.  It's so true! As I was reflecting on all of the "hard-to-reach" students I've taught, it's clear that the bond that we shared is what helped me manage his/her behavior.  

I will never forget my first year of teaching.  It wasn't a nightmare, but it was definitely a learning experience in which I contemplated quitting after every meeting (HA! exaggerating a little).  But, I had a darling student who came to my classroom in kindergarten.  She was the cutest, but the minute I told her no!? She burst into a high pitched scream and would not turn that thing off! At that point I had to make it really clear to her that this was not the time or place to throw a tantrum like that.  Now we had tantrums on occasion for a little while after that, but they started to become less frequent.  I found this strategy that worked with her--I corrected her behavior, explained to her that there was a proper and improper way to express emotions, and then I encouraged her.  The encouragement would come in the form of a hug, smile, or just a pat on the back.  Over time we built a bond...my coworkers would joke and say that she was my mini-me because she began to take on some of my mannerisms (hilarious)! When I would be out and she had a substitute, it didn't sit well with her.  I would always warn her ahead of time when something in her routine changed and she would give me the side eye.  She spent her 1st grade year with me as well and it was golden for the most part and I miss her dearly.  Every single time she sees me in the hallway or walks past my classroom she smiles really big, waves, and sneaks in a huge every now and then.  She is in 2nd grade now and doing well.  My point in sharing this story was to show the significance of building a relationship.  This relationship comes in different forms because every student is different.  Just as they all require different things academically, they require for their emotional/social needs to be met.  With that being said, my intentions for this post is to share with you what I do.  What I do is not fool proof, it works for me.  

First Impressions

When I first meet a student, I immediately begin feeling them out...what is there personality like? Are they quiet/talkative? How do they interact with others (their parents, especially)? I have found that you can tell a lot about a student by how they interact with their parent(s).  I also ask parents if there is anything they would like for me to know about their child.  Some responses I have gotten before:  "Well, he/she sometimes will take a tantrum if he can't get his way."  I simply smile, nod, and make a mental note.  

The Inquiry Stage  

Next, I begin to interact and communicate with the child to acquire more information.  This is not formal or weird, it might go like this, "Hey! Were you excited to come to school? What school did you go to before?" Or if they are really shy I may say, "Ooooooooo, I love those shoes, girl! Can you get me some of those!?" How I approach students depends on the student.  You can discern what type of interaction they need based on what you know about their personalities.  There is no overkill or full blown conversations because I have 20 other kids in the room that I'm trying to observe as well.  It all happens naturally.  Depending on the child, they may want to keep talking, stand beside you silently, or go interact with the other children--I welcome all of those.  The main objective is to begin building trust! 

 Observation/Child Led Interactions

 I finally know a little bit about the child and have interacted with them a little...or a lot.  Now this part of the process can vary from child to child.  It's when they begin to approach me to communicate.  Sometimes it comes in the form of an impromptu hug.  It could be a picture drawn just for me.  They may even ask to hold my hand while they are walking in line getting ready to go home.  This year I have a ton of kids who LOVE having notes written to their parents about their behavior.  A lot of them also like verbal/nonverbal affirmation--a wink, thumbs up, "good job", or a song with their name in it pointing out that their doing the right thing (Kindergarten teachers are the best at making up songs, and the kids love it!).  This concept goes for discipline as well...all children to not respond to the same strategies! That is why I can not stand those color charts where you have to move up or down based on your behavior--it's not effective for all children (another post for another day).

 Now you're saying---

Okay, Cequoia...you've given me all of this but how do I actually do this if it does not come naturally? It's just like any other relationship--it takes time, trial and error, and practice to make things work.  Here's a few practical ways:

• Eat lunch with them and allow them time to talk about what they want to talk about.
• Be silly with them.
• Give them choices (within reason, of course)--would you like to do this today or that?
• Use a soft, calming tone of voice when appropriate.
• Affirm them.
• Watch your body language--smile!!

Let me digress for a moment...I hear you.  "Huh uh.  You can not do any of this.  Those kids will run all over you." No, they won't! If you make your boundaries clear and you allow them to get to know you as you are getting to know them, it won't be an issue.  If you ask my any of my former students what they would tell incoming House 9 friends, they would say:  "Ms. Hector don't play!" Meaning, I am quick to lay down the law when necessary.  It's a give and take.  You do the right thing and make good choices and all is well.  That's why it's a golden exchange.  You get what you want and they get what they want.  Is there room for mistakes? Absolutely.  We all have bad days, plus their children! Do I call their parents for every little misbehavior? NOPE.  They don't want to hear that.  So when I do call if the need arises, then they know that I am serious.  *steps off of soapbox*  

• Set boundaries.  Set boundaries.  Set boundaries.
• Again, it's not just about them, it's about you too.  Let them get to know you--what you like and what you don't like.  They catch on quickly!

I left this note in the work plan folder of one of my students to give her instructions on how to do her work and encourage her great performance in class.

 

 

•   Spend time with them outside of school--sports events, birthday parties, dance recitals, etc.  When they can connect with you outside of school it builds trust and makes them feel special.
• This may not always be possible, but form some type of relationship with families.  Make it so that they feel comfortable communicating with you--I mean, you do have their child for the majority of the day.           

Two of my former students at an event!

 

 

Lastly and most importantly...BE INTENTIONAL! Although some of it happens naturally, you still have to take initiative to get to know students.  With 20+ students in a room, it is easy to allow relationships with students to fall by the wayside.  When they trust you, they listen to you! And when they trust you, they test you too.  Don't we know it!? Love them! When you correct them, let them know that you love them, but do not like the behavior.  Make it clear.  Have fun...it is likely that they will never forget you and how you made them feel...make it count!

Fancy Pencils, Ugly Pencils, and The Task Managing Tool

As teachers in any grade, we often buy supplies with our own money.  I enjoy shopping of any kind--am I the only teacher who gets excited about brand new school supplies!? However, I LOVE it when I can save a little money by taking care of the supplies that I have already purchased.  Part of the Montessori curriculum is taking care of materials and treating everything with care.  Also a part of the Montessori philosophy is work cycles.  During work cycles, each student is engaged in their own individual, personalized activities.  These activities are tailored to the students' needs based on formal and informal assessment.  As with any assignments or activities, students are likely to get things done at different times.  I have created a system that allows me to see who is doing what at any given moment...the task managing tool!!

The ugly pencil/fancy pencil idea came from my frustration with students being really hard on pencils.  I mean--I would put out fresh pencils one morning and by the end of the day they wouldn't have an eraser...like, come on now.  My babies are kindergarteners and 1st graders, so I knew that I had to come up with something to help them understand that I would not be buying pencils every month.  Now we have community everything  in my classroom--pencils, colored pencils, crayons, paper, tissue...everything! Sharing is caring.  As for me and my house, we share everything.  We just do.  So I set out two jars and labeled them.  I explained to them that if I see that they do not know how to use a pencil correctly, I would ask them to get an ugly pencil.  I modeled for them how to erase, write, and even how to carry a fancy pencil.  What makes a pencil fancy? It's freshly sharpened and has an eraser on the end.  Ugly pencils are dull, old, and they don't have an eraser.  Do the fancy pencils get worn out? Of course they do, but it takes a while.  My colleagues come and ask me for pencils because I do not go through pencils as quickly.  They hate using ugly pencils, so I rarely have to make them get one.  This will save your life, honey! And side note, just in case you're wondering:  that one with the cap eraser is for my baby who just turned 5 and has trouble holding a pencil.  He has a fancy gripper on his fancy pencil and the eraser is for him to hold in his ring and index finger while he is holding the pencil...works wonders and teaches correct pencil grip! So all you need to get started is two containers, some ugly pencils, and some fresh pencils.  I also have ugly/fancy colored pencils, markers, and crayons.

  

 As I mentioned previously, work cycles are important in a Montessori classroom.  We do lots of small group lessons, some whole groups lessons, and a lot of independent work.  This task managing tool has a poster for "I am not here today", "I am in work cycle", and "I am ready to get my work checked".  Let me preface this by saying that this takes a ton of modeling, practice, practice, and practice.  This is my first year using this system.  For the last two years I have had students raising their hands when they have completed their assignments for work cycle, but that is inefficient and it wastes time.  So I will give an update of how this works at some point.  Whenever students have completed their assignments, they will move their clip from "I am in work cycle", to the first available number on "I am ready to get my work checked".  This way, both I and the co-teacher know who is ready to have their work checked.  Once they have had their work checked, we will ask them to move their names to the free choice bin (to the right of the fancy pencils' jar).  Free choice consists of other educational activities that they get to choose.  Sometimes they choose another math or language work.  Sometimes they work with practical life or sensorial.  They even have the opportunity to give other friends lessons or help them.   

Please excuse the highlighters, pen, and papers on the floor.  I work from the floor all day, so it's for easy access! ; )

Right now you're wondering--Cequoia, what do you do while your kids are in work cycle? Well, sometimes I am giving one-on-one instruction, sometimes small group, and other times whole group.  I may be observing a friend while they are doing a certain work or they may ask me to sit and watch them do something.  With 20+ little ones there is no down time, even in Montessori.  I do have most of my students for two years, so the seasoned House 9 friends are already acclimated.  Once their work is completed, they beg me to assign them a friend that needs help with something...or beg to help me with something.  I will share more specifics about the work cycle and what it looks like in my room.        

Tattle Tale Remedy: The Peace Table

 Today was our first day of school and I survived! More importantly, all of my kids arrived home safely...because that's really the MOST important accomplishment on the first day, especially for the little ones (am I right, K-2 teachers)! We spent the whole day a lot of time going over rules and such, but we jump right into some academics as well.  My old friends (in Montessori, we call everyone friends) settled right back into the swing of things and my newbies are getting there.  I literally teach and model everything--how to interrupt politely, how to get a pencil, how to walk in the room, how to sit in a chair, how to push in a chair, how to whisper, how to put a book bag on a hook...everything.  It will save you time and save your nerves.  In this post I'll share a little about my peace table.

 

This is my beloved peace table.  This is the place where students solve their little problems (I take care of the big problems).  The Montessori philosophy values everyone's feelings and encourages verbal expression.  This is how it works:

1.  A student has a disagreement/tizzy/problem with another student.

2.  They say, "Will you come with me to the peace table?"

3.  Both students go to the peace table.

4.  The person who initiated the peace table meeting picks up that rose that you see on the table and says, "I didn't like it when you made a mean face at me." They hand the other person the rose so that they have a chance to speak. (only the person holding the rose may speak, but each person must hold the rose at least once)

5.   The other person apologizes and then they decide if they will just say sorry, give a hug, or shake hands.

6.  They both walk away and all is well.

This entire process usually take anywhere from less than a minute to 2 minutes, I would say.  There are absolutely times I have to intervene, but it's rare.  There are times when a little friend declines an invitation to the peace table (hilarious), but rare.  This eliminates pretty much all of the tattle tale issue because they are fixing the small issues on their own! WINNING!!  I LOVE watching and listening as they solve their little problems, especially when they first learn how to use it.  This not only promotes independence and problem solving, but it teaches them how to verbalize their thoughts and feelings.  This must be modeled though...a ton! I will probably be reviewing for the rest of this week and all of next week.  It's so worth it.  So let this little idea bless you in your classroom this year! Here's to fewer tattle tales this year!