My brother-in-law, Derek, is a scientist who travels the world. Although he resides in Baltimore, his current stop is Uganda. My students were curious about this country in Africa, and had the following questions for Derek. We are hopeful he will answer us, and will have time to Skype us this week from South Africa. We look forward to hearing from you, Derek!
Monday, May 30, 2011
Thursday, May 26, 2011
A bird? A plane? No- it's Mrs. Armstrong!
Here is a photo of my student and I with our instructor. Notice the harnass, special shoes, and rock climbing lines.
My student (he's only 6!) has been learning and practicing his skills for quite some time and was seriously impressive. He is mastering knot tying, positioning his feet and hands, and letting go of his fears. I am so proud of his hard work!
Here he is making it look so easy... and for the record- he made it all the way to the top!
When it came to be my turn to climb, I followed my student's lead by letting go of my fears and insecurities, and ended up having a terrific time! Thank to you my student and his mom for making this opportunity possible.
Track and Field Day 2011
Yesterday we celebrated Track and Field day at Calvert School! The 6th Agers wore orange t-shirts on the field. The day kicked off with a faculty/staff challenge.
Afterwards, the Pilot and 6th Agers met on the Brown field and competed in a variety of events, including: musical dots, relay races, the parachute, and potato sack races. The students were in great spirits and put forth their best efforts!
Thank you to Mrs. Sewell, Mr. Vorsteg, Miss Clark, and other additional teachers for your planning of this wonderful morning!
Fun was had by all!
Tuesday, May 24, 2011
Oink, Oink!
The 6th Age mathematicians finished their piggybanks this week. They are so cute!
In addition, each student was given: 1 quarter, 1 dime, 1 nickel, and 1 penny- these were all coins discussed in class during our money unit. Can you find the total value (in cents) of these coins?
The students were then asked to brainstorm an item they could put their savings towards. Watch the below video to find out!
In addition, each student was given: 1 quarter, 1 dime, 1 nickel, and 1 penny- these were all coins discussed in class during our money unit. Can you find the total value (in cents) of these coins?
The students were then asked to brainstorm an item they could put their savings towards. Watch the below video to find out!
Wednesday, May 18, 2011
6th Age Geography Play
Throughout the year, the 6th Age has been studying the continents of the world. This knowledge was depicted in a Geography Play this week, where all of the 6th Agers performed in front of the lower school student body and parents. For this play, each 6th Age class represented a continent:
6A- Europe
6B- Australia
6C- Africa
6E- Asia
and 6D- South America
North America and Antarctica were covered in our homerooms throughout the year.
Each 6D student chose a country from South America (there are 13 total) and spoke a rhyming fact (about this country) on stage. Then, they sang a song about the rainforest and used their binoculars as props.
I am so proud of your efforts and hard work, 6D! You did an absolutely phenomenal job!
xoxo
Mrs. Armstrong
Monday, May 16, 2011
Pop Teaches Us About South America!
A 6D student's grandmother, affectionately called Pop, visited 6D on Thursday afternoon to share her South American travels with us. She gave each student a country's flag and they used them to make a human map. After standing in their country's spot on the map, they greeted their immediate neighbors. Brazil took up a large space and Chile had to stretch out to be long and skinny!
The students had time to try on capes, hats, and shoes from South America. Pop even showed 6D a book filled with photographs of different areas in South America.
Thank you for visiting us, Pop- we learned a lot!
Sunday, May 15, 2011
Play
After visiting Switzerland in the early spring to observe outdoor schooling and additional private schools, I was surprised to see how much free play or opened-ended exploration was utilized in pre-kindergarten and kindergarten classrooms. I decided to incorporate play within my own classroom on a more frequent basis. Here is what I found:
Some may think that play time for students equals less work for teachers. If so, I found this to be quite false. My students have required more attention during this time than any other "academic" time of the day. Social behaviors are more pronounced and teacher support was required. Because I am not choosing where my students play or with whom they play with, problems or situations arose where my attention was needed.
I found that students initially needed my help during many aspects of their play. Some challenges included: helping students find play partners (some said they had "no one to play with"), or games to play (as in, "There is nothing to do/ I am bored."). When play partners or items were found, sharing became a focus (for example, how to share items/how to compromise with certain, more "coveted", toys), and how to solve problems with other classmates when friends were not sharing. Students needed reminders on how to clean up after their play and also how to properly care for the play items in the room (stacking games and making sure all proper game pieces were inside of their box/ wiping the chalkboards down after using the chalk, reporting broken or missing items to a teacher if noticed, for example).
I had to decide what the penalties would be of the class if proper care of toys was not being met or if conflicts arose. For example, one week there seemed to be quite a battle over the blocks. Although amazing towers were being built and the peace table was being utilized frequently, not all blocks were being shared and the same conflicts were arising (It sounded like this: "Insert student's name here- is using all of the blocks and will not share/ "They knocked down my tower without asking."). In the end, I had to take privelige of the blocks away for a morning play session. I thought this may be too tough, but later realized it was one of the best choices ever, as these same students were branching out to use other toys and began spending time with different students in the room. I am happy to say that all "block arguments" were seemingly resolved in one day!
After these initial points had been addressed, the goal of play changed, as I wanted the students to not only become more independent in the play choices they were making- partners they were playing with, games they were choosing to play- but also more independent in their own problem-solving strategies. If a student came to me with an initial frustration, I would guide them through their frustrations by- offering them choices (such as, if a student was upset I might help them address their frustrations to a friend verbally and would be by their side for additional support, help them find another toy or friend with which to play, etc). Later I would remind students of the choices they could make without being such a driving force.
After a few weeks of play, I am now proud to say that my class has matured in their understanding of play and their friends. Just last week I was taking it all in from my seat and decided to snap a few photos of some beaming students.
I am so proud of you, 6D! Keep up the great work!
Some may think that play time for students equals less work for teachers. If so, I found this to be quite false. My students have required more attention during this time than any other "academic" time of the day. Social behaviors are more pronounced and teacher support was required. Because I am not choosing where my students play or with whom they play with, problems or situations arose where my attention was needed.
I found that students initially needed my help during many aspects of their play. Some challenges included: helping students find play partners (some said they had "no one to play with"), or games to play (as in, "There is nothing to do/ I am bored."). When play partners or items were found, sharing became a focus (for example, how to share items/how to compromise with certain, more "coveted", toys), and how to solve problems with other classmates when friends were not sharing. Students needed reminders on how to clean up after their play and also how to properly care for the play items in the room (stacking games and making sure all proper game pieces were inside of their box/ wiping the chalkboards down after using the chalk, reporting broken or missing items to a teacher if noticed, for example).
I had to decide what the penalties would be of the class if proper care of toys was not being met or if conflicts arose. For example, one week there seemed to be quite a battle over the blocks. Although amazing towers were being built and the peace table was being utilized frequently, not all blocks were being shared and the same conflicts were arising (It sounded like this: "Insert student's name here- is using all of the blocks and will not share/ "They knocked down my tower without asking."). In the end, I had to take privelige of the blocks away for a morning play session. I thought this may be too tough, but later realized it was one of the best choices ever, as these same students were branching out to use other toys and began spending time with different students in the room. I am happy to say that all "block arguments" were seemingly resolved in one day!
After these initial points had been addressed, the goal of play changed, as I wanted the students to not only become more independent in the play choices they were making- partners they were playing with, games they were choosing to play- but also more independent in their own problem-solving strategies. If a student came to me with an initial frustration, I would guide them through their frustrations by- offering them choices (such as, if a student was upset I might help them address their frustrations to a friend verbally and would be by their side for additional support, help them find another toy or friend with which to play, etc). Later I would remind students of the choices they could make without being such a driving force.
After a few weeks of play, I am now proud to say that my class has matured in their understanding of play and their friends. Just last week I was taking it all in from my seat and decided to snap a few photos of some beaming students.
I am so proud of you, 6D! Keep up the great work!
Money, Money, Money!
The 6th Age mathematicians have been learning about money over the past few weeks. Enthusiastic about this unit, students brought in currency from other countries to share with their classmates. Coins and bills from Switzerland, Costa Rica, Singapore, Australia, England, and the Euro made their way into our hands for further examination.
In addition to studying currency from other places, the 6th Age students spent time learning about American money. They listened to stories about American coins and made subsequent coin rubbings during each day of focus.
To wrap up this unit, the students learned about the importance of saving and are creating piggybanks. To begin their banks, they are decoupaging empty gatorade bottles with pink tissue paper squares, before adding a tail, eyes, and ears. The bottlecap will be the mouth and opening, where coins and bills for saving can be inserted.
Stay tuned for a posting of the final piggybanks, and kudos to the mathematicians for their initial efforts!
In addition to studying currency from other places, the 6th Age students spent time learning about American money. They listened to stories about American coins and made subsequent coin rubbings during each day of focus.
To wrap up this unit, the students learned about the importance of saving and are creating piggybanks. To begin their banks, they are decoupaging empty gatorade bottles with pink tissue paper squares, before adding a tail, eyes, and ears. The bottlecap will be the mouth and opening, where coins and bills for saving can be inserted.
Stay tuned for a posting of the final piggybanks, and kudos to the mathematicians for their initial efforts!
6th Age Geography Play
The 6th Agers are taking us on a "Continental Cruise" this coming Tuesday and Wednesday morning in the auditorium. Here is a sneak peak of a 6D student in partial costume...
Tuesday, May 10, 2011
Fine Motor
Here is a fun fine motor activity brought to you by Calvert's very own, Mrs. DeLorbe! Check it out.
Monday, May 2, 2011
Digraph Review
The readers created a word sort today. We discussed how they could organize these words- by beginning letter, middle vowel sound, and by digraph. Can you solve how these students sorted? Take a peak at the below results- nice job, readers!
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