One of the most challenging thing I am finding with 1st grade students in intervention right now is they do not know how to write the alphabet (in order) in a quick and automatic way. On a daily basis I give them a blank piece of paper and ask them to write the alphabet (and there are no references in my room to look at) and fill in 1 or 2 of these sheets.
I created a variety of quick fill in the boxes alphabet sheets to share with you.
https://www.ginapepin.com/_files/ugd/5fe563_73b93a3f14ad495b8778654b102b2104.pdf
or
https://www.ginapepin.com/blank-20
How do you build automaticity of the alphabet with your students?
Civil Rights is an issue that must be addressed in schools today. To engage students in learning about the Civil Rights Movement and its lasting impact, I would begin by exploring the current civil rights issues in the U.S. today, such as racial justice, voting rights, police reform, and systemic inequalities in housing and education. By starting with these contemporary issues, students can immediately see the relevance of civil rights struggles in their own lives and communities. We would then examine what has changed since the 1960s—such as the progress made through legislative victories like the Civil Rights Act and Voting Rights Act—and where challenges remain, such as ongoing racial disparities and the rollback of some protections.
From here, I would guide students in drawing parallels between the Civil Rights Movement of the past and today’s social justice movements, such as Black Lives Matter. Using primary sources from both eras—speeches, protests, and media coverage—students can critically analyze how strategies for achieving equality have evolved and where the fight for civil rights continues.
By facilitating thoughtful discussions, I would encourage students to explore how activism, both past and present, has shaped U.S. society. This approach not only connects historical movements to ongoing struggles but also empowers students to reflect on their own roles as active participants in shaping a more equitable future. Hands-on projects, guest speakers, and community connections would further deepen their understanding, helping students see how the Civil Rights Movement’s legacy remains alive today.
In my approach to culturally responsive teaching, I prioritize engaging with our school families as a first step. At the beginning of the year, I send out a survey to gather information about each family's cultural background. With this valuable insight, I ensure that our classroom incorporates holidays, celebrations, and cultural practices that reflect the diverse heritages of our students. I also highlight countries of origin to foster a sense of belonging and visibility for all. Additionally, this survey serves as an opportunity to identify parents who may be interested in offering guest lessons and enriching our learning environment with authentic cultural experiences.
Today, I have been reflecting on my early years of teaching and a particular encounter that has stayed with me. During that time, I had a child who sat with me during recess due to behavior issues. He looked up at me and with a mischievous smile he said, “You’re scared of me, Ms. Erean.” I wasn’t scared of him at all; in fact, I found his comment intriguing. So, I asked him, “Why do you think I’m scared of you?”
With a smile he proclaimed: “I’m bad. I’m always bad. I got kicked out of my last school, and I’m going to be bad at this school too.” In that moment, my heart ached for him. It was clear he had been labeled and had internalized those negative messages about himself.
I realized that this child didn’t just need discipline; he needed understanding and support. I responded gently, “You know, everyone makes mistakes, and that doesn’t mean you’re bad. It just means you’re still learning.”
From that day on, I made it my mission to help him see his potential. We worked together to set small goals, focusing on positive behaviors rather than the negatives. I encouraged him to express his feelings and celebrated his successes, no matter how small. Slowly, he began to change, and so did my perspective.
His journey taught me a valuable lesson: the power of belief and support can transform a child’s self-image. As educators, we have the unique opportunity to redefine what a child believes about themselves. Instead of seeing a “bad” kid, I learned to see a child filled with potential, just waiting for someone to believe in him.
As the saying goes, “A child will burn down the village to feel the warmth among the ash.” This speaks to the lengths children may go to seek attention or affirmation.
What are some ways you’ve helped students reframe their self-perception and discover their strengths?
Introducing essays to 3rd graders can be a rewarding experience when broken down into manageable steps. I’ve found that starting with personal narratives works best since kids are more comfortable writing about their own lives. Using tools like graphic organizers to help them structure their ideas, and modeling the writing process as a class, are key ways to ease them into it.
For example, teaching them the basic structure of an essay (introduction, body, conclusion) is crucial, but I focus on just a few sentences at first so they don’t feel overwhelmed. Sentence starters like “One time I…” or “In my opinion…” also help students get over the hurdle of that first blank page.
Peer review sessions are another great way to make writing feel like a shared experience instead of a solo task. This also gives students a chance to see how others express their ideas and can encourage growth in their own writing.
What strategies have you found most effective for getting students excited about writing?
#ClassroomManagement
I need help with classroom management for my 1st graders. I am a first year teacher and I am struggling with this. Do you have any techniques that I can try?
AI may be scary at first. Actually, it is a very useful tool in the classroom. I have used AI to write poems about topics so students will have information to read across genres. A HUGE win this year has been communication. I have a student who does not speak English. I have used AI to translate worksheets, compose emails, and create activities for the student. It has been a tremendous resource in helping this student in the classroom. It cuts down on time with using a pocket translator. I can explain the directions with the translator as the student is reading in their language. It also has helped with a "side by side" analysis of words and word structures.
There are times when people have asked, "What keeps your going year after year?" I am a very fortunate individual who has a profession that is also a hobby. I love the aspect of understanding how the mind works. It is like a human puzzle. Each year I am blessed with a new bunch of students. Each year is different. I love planning the year with new activities to keep my mind fresh and the focus on the standards. There are some activities that I will keep, but I love the challenge of finding creative ways to explain the content. Working with a new class of students is always a challenge. I love the newness of learning opportunities and would not change my profession for the world!
One of the biggest challenges in data analysis is understanding the outcomes from different tests given to our students throughout the school year. How do you, or how does your school, help to establish assessment literacy among staff?
I loved teaching science and one of my favorite sections of science with severe weather. Before moving to South Carolina, I didn't experience much severe weather in Pennsylvania other than a few blizzards growing up. Once I moved here, I realized how valuable this lesson in science truly was. I have attached a planning guide and rubric from when I taught severe storms. I have done this a number of ways, but this refers to a board -- we had Discovery Education so students could create 'boards' to share this information. This also easily done in PPT, Canva, or any other computer tool (if you have great ideas on how to present this, please add below!). You can also have students use paper to create this! Some students have created pamphlets before and they've been just as creative!
In my role as a math interventionist (although looking back I did it as a homeroom teacher, but I don't think as intentionally as I do it now), I have found that many of my students can do the math, they just don't believe they can. As educators, we wear so many hats and one of them is helping students see their potential. I now ask students when they answer a question for me: "Are you asking me or are you telling me?" This questions prompts students to be more convicted in their answer to me. Or if they aren't sure about their answer, it prompts them to go back and recheck it. I have the conversation with students that if they aren't sure of their answer then they need to take a second look at it. They should always answer confidently if they did the work. If it's wrong, we will figure out what happened. It has been so rewarding to hear teachers say that their students are more confident in their answers when sharing in class.
As a math interventionist (but honestly I wish I would have thought of this as a general education teacher too!), I added a basketball hoop to my wishlist--the link is below. This has been a GAME changer (pun intended) to math fact fluency and review questions, especially with my male students! I can think of so many ways I would have used it as a general homeroom teacher too especially with trashketball (pdf attached as well). What are some other ways you get your students up and moving while also learning?
Once a year our district partners with the local Great Start Family Coalition and we put on a Parent Academy - an evening where families can come to learn more about supporting their child/children at home to develop language and literacy skills. Local businesses provide supplies i.e. puppets, playdough, books etc. and parents rotate through interactive centers. In these centers they learn how to create reading spaces in their homes and so much more!
What are some effective ways to engage families in supporting their child’s literacy development at home?
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One of the ways that I encourage other teachers to incorporate quick whole-body movements into their daily routine is to weave in easy songs, chants, and movements throughout the day, every day. Turning your lunch menu into a song, weaving in easy aspects from occupational therapists (i.e. 3 crab walks), and simple call and response approaches help students stay engaged and motivated.
How do you keep students engaged when transitioning between activities in the classroom?
I am setting up an Amazon wishlist for families to purchase items (optionally!) for our classroom. What are items I should include on that wishlist?
What are your best practices for designing lessons that meet diverse student needs?
I try to connect content to the real world. Today, we were talking about earthquakes, and I related to Hurricane Helene. In math, provide support for students who have not memorized their multiplication facts. Show how they can build a list of multiples to solve the problem. Stop when you are reading a text and have students talk to a partner to check for comprehension. When you are creating your lesson plans, make sure that the activities are varied.
What other ideas can you share to meet these student needs?
What are your strategies for building trust with students who seem withdrawn or reluctant to engage?
Each student is different. Here are some ideas that I have used.
1. Go back to your beginning of the year student surveys. Find an interest of this student and build it into a lesson. Mention their name as you talk about this interest.
2. Warn this student quietly that you are going to ask them to answer the next question so they are prepared.
3. Give the student a note with a positive message or email the parent with a positive message.
4. Ask the student to help you do something to prepare for a lesson. Draw the picture. Set up the equipment. Engage the student in a conversation while you do this.
What other strategies have you tried?
Absenteeism: At what point do you involve administration if a child has been frequently absent?
There are a couple of parts to this. I have worked in schools where I have been asked by admin to let them know when students have missed more than 2 days in a row. Usually after the first day, I will reach out, just saying that I missed the student and hope everything is okay. I will offer assistance if they need it. Usually parents will get back to me quickly if it's just a minor illness or a family emergency. I would say anything past 3 days in a row should go to admin, especially if you haven't heard from the family once you've reached out. I would also say that if it gets to a point that it is impacting their grades or their performance in your class, that it's time to sit down with admin and discuss next steps. They may need to be put on an attendance plan.
