https://padlet.com/knightes_lauren/q6ftdc0kba1o Yardsticks 3rd Edition by Chip Wood en-us 2017-04-24 15:12:56 UTC 2017-05-25 15:33:28 UTC hello@padlet.com knightes_lauren https://padlet.com/knightes_lauren/q6ftdc0kba1o/wish/167940331 Something that resonated with me was how schools needs to pay attention to the pacing of the students day based on their developmental needs. One example they gave that my school has started implementing this year is having recess before lunch. Students are able to run around and get their energy out and then sit down and wind down to eat. Teachers have seen a noticeable difference in the students attention after lunch since the switch. Also, students able to have active socialization followed by inactive socialization, where they are often able to resolve issues and reflect on active play.]]> 2017-04-24 18:48:28 UTC https://padlet.com/knightes_lauren/q6ftdc0kba1o/wish/167940331 knightes_lauren https://padlet.com/knightes_lauren/q6ftdc0kba1o/wish/167941745 One thing I read that I want to start implementing is changing from rushing students to reminding and presetting students. It is too easy to fall into the pattern of saying "Hurry up and do X so we can get to Y" It is so much more purposeful and developmentally appropriate to instead say "Remember in 5 minutes we need to do Y"]]> 2017-04-24 18:52:27 UTC https://padlet.com/knightes_lauren/q6ftdc0kba1o/wish/167941745 knightes_lauren https://padlet.com/knightes_lauren/q6ftdc0kba1o/wish/167942854 As the end of the school year quickly approaches the topic of retention has been floating around. It is extremely important to remember that retention is not purely for academic reasons. If a student held back but is emotionally and physically more mature than their peer group then they can end up becoming more and more disengaged; which long term can damage them more than help them.]]> 2017-04-24 18:55:49 UTC https://padlet.com/knightes_lauren/q6ftdc0kba1o/wish/167942854 knightes_lauren https://padlet.com/knightes_lauren/q6ftdc0kba1o/wish/173845399 A transition I noticed between seven and eight-year-olds is that seven-year-olds tend to focus best on small close areas, while eight-year-olds can focus visually on both near and far areas. This means that perhaps adding more visual cues (such as poster and anchor charts) around the third grade classroom could help make best use of the space.]]> 2017-05-25 15:24:36 UTC https://padlet.com/knightes_lauren/q6ftdc0kba1o/wish/173845399 knightes_lauren https://padlet.com/knightes_lauren/q6ftdc0kba1o/wish/173846537 Something that makes me grateful that I teach third graders instead of fourth graders is the fact that eight year olds tend to be more creative and enthusiastic than nine year olds are. While they are most impatient, I'd rather have that than sullen and moody nine year olds.]]> 2017-05-25 15:28:04 UTC https://padlet.com/knightes_lauren/q6ftdc0kba1o/wish/173846537 knightes_lauren https://padlet.com/knightes_lauren/q6ftdc0kba1o/wish/173847102 A transition between eight and nine that has lead me to question the CCS standards is the fact that at nine students are cognitively prepared to switch from learning to read to reading to learn. However in the common core standard this transition is made during the second to third grade transition before most students are prepared cognitively to do it.]]> 2017-05-25 15:30:05 UTC https://padlet.com/knightes_lauren/q6ftdc0kba1o/wish/173847102