Reflection: Transitions Rounding - Unit Assessment - Section 3: After Test Transition


Transitions are a natural time to build in a much needed break.  Adults perform best when they take a break about every 45 minutes; children need breaks even more than we do!  I build physical activity and vocabulary, singing, or humor, yes, humor into the breaks.  They physical activity is self-explanatory. The vocabulary is built in because I insert it everywhere because the more literate they are, the more choices they will have.  The singing is a carryover from when I taught kindergarten.  Songs focus and calm children in a way that spoken words sometimes do not, and it gives those with musical intelligence or preference an extra boost.  Finally, sometimes we just do something silly, specific to the personality of our class, because we enjoy one another’s company.  I completely believe in taking 5 minutes to goof around (in a supervised way, of course).  I prefer to skip institutional breaks, such as Free Time Friday, Monthly Reward Movies, and so on.  I give those types of “rewards” rarely, and intermittently, as I believe in the behaviorists to a point – intermittent reinforcement works far better than expected rewards.  Also, I truly don’t think that rewarding students for doing what we should be trying to teach them to care about for themselves is beneficial.  In fact, if students are working only so that they can get a trinket from The Prize Box, I’ve come to believe that this is counterproductive.  I used to have a Prize Box, and a Classroom Store, and I’m not saying that they don’t work for some people, but after many years, I’m trying a different path.

Songs or specific physical tasks also give students a chance to expend energy in within defined parameters.  They are noisy during transitions.  So are we!  Activity provides a more structured vehicle for their need to be noisy.

  Taking Breaks
  Transitions: Taking Breaks
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Rounding - Unit Assessment

Unit 7: Rounding
Lesson 7 of 7

Objective: SWBAT demonstrate practical skills and critical thinking that reflects their growing understanding of how to round to the closest ten and hundred, and why.

Big Idea: Careful monitoring of student progress helps refine instruction.

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