Because my dad was in the air force for 30 years, I changed schools many times. Being the new kid was always a challenge, but I was fortunate to have friendly, understanding teachers to make me feel welcome and help me find my way. And, because my family usually lived on or near a base, there were a lot of other students who understood how I felt.

Coincidentally, my first teaching job was near the base in Bellevue, Nebraska. We had a lot of new students who came to our building. We also had students who registered in our classes for only a short time while their families looked for permanent residence. Sometimes a child would be in my class for three or four weeks and then move on. Other times I could get three new students in a week.

During my first few months, I had trouble with this. I was never prepared when the secretary brought a new student to my door. As I began to get myself together, I developed methods to deal with new students and to help them adjust to their new class. I started keeping at least two extra desks on hand. Each desk was stocked with a supply of textbooks, a couple of pencils, and paper. When the child came in, the class introduced itself and then I assigned a peer buddy, someone who could show the child around and answer any questions.

On the other hand, not all school experiences were like mine. My husband grew up in a community where he went to school with the same group of kids from kindergarten through high school. I wouldn’t trade my experience, but I am curious about this. I wonder what the pros and cons are for teachers in each situation. I loved meeting so many new students who had lived in so many places. But I can also see the advantages of being with the same group of friends all your life (and knowing the student body very well). It’s an interesting topic for an air force brat like me.

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Just the other night, my area of the country got its first heavy frost of the season. The following morning, I picked up my godson to take him to preschool as a favor to his parents. I always enjoy my time with my godson, but this particular morning was extra special. As I drove him to school, he suddenly asked me, “Where did all the frosting come from?” I had no idea what he was talking about. At first I thought he had found a treat packed in his lunchbox. Then I realized he was looking out the window and pointing to the cars parked alongside the road. As I came to that realization, he asked, “Who put the frosting on all the cars?” After chuckling for a few moments, I did my best to explain frost to a four-year-old. I’m not sure I succeeded, but at least he now knows it isn’t frosting on the cars.

I’m sure you’ve had moments with your students that caused you to chuckle too. Please share; I’d love to hear them! After all, the best medicine for anything is laughter. And when you interact with children, laughter is definitely the icing on the cake!

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Recently, my husband, Brent, and I went to Minneapolis to visit my brother and his family. My four-year-old nephew, Charlie, was happy to act as our tour guide. For the price of a frosted doughnut, he showed us around the local grocery store. He pushed a child-size cart and led us to the snack and soda aisles—before he conveniently showed us the baker’s doughnut display! He helped us check into our hotel and was eager to lead us to the elevator and the pool. He also pointed out the nearby mall as we drove him back to his house.

Charlie wanted to show us other things too. He taught Brent and me how to race cars on his racetrack. He helped Brent get the rhythm of scooter-riding. Then he tried to teach me how to play his new video game, but some things take longer than a weekend visit.

It was hard for me to remember that this delightful little boy is only four. He had so much to offer and was so excited to share it. It reminded me that, as a teacher, I know I had a lot to teach my kids. But the kids had a lot to teach me too! Just like Charlie, your students have fun skills and talents as well as important knowledge they want to share with you. But unlike Charlie, you probably won’t have to pay them in frosted doughnuts! Though if you should happen to have any, why not share? Enjoy your students today!

Hope

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Have you ever read Where the Wild Things Are by Maurice Sendak? Why, of course you have! It’s a classic! I always try to tuck classics into The Mailbox® magazine because you undoubtedly have them in your classroom. You know them well, and you have probably built units around these deservedly popular books.

Of course, I also enjoy tucking more recent books into the magazine—ones that may, with time, become classics as well. My current favorite in this category is Thelonius Monster’s Sky-High Fly Pie by Judy Sierra. The text is well-chosen, the rhyme flows easily, and the story is hilarious! (Plus the slightly icky fly-pie theme appeals to my dark side.) Below you’ll find an adorable idea that goes with the book. This and other fun pie-related activities appear in the October/November 2009 issue of the preschool edition of The Mailbox magazine.

What books have you been reading to your little ones lately? Are any of them old classics? What about new books you believe may become classics? Drop me a line and let me know!

Your book–obsessed blog cohost,
Kim

Flies in Pie

In advance, mix food coloring into corn syrup to create a brownish-yellow color. Read aloud the hilarious story Thelonius Monster’s Sky-High Fly Pie by Judy Sierra. Then prompt youngsters to make their own fly pie! Encourage each child to brush the tinted syrup over a brown tagboard pie cutout so it resembles the goo and crust from the story. Then have her sprinkle black hole-punched dots (flies) over the goo. If desired, encourage her to top the pie with strips of brown rickrack. Allow the project to dry for several days.

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When I was teaching, our district set aside one week in the fall and in early spring for parent-teacher conferences. During those weeks, we taught in the mornings and met with parents in the afternoons. Before each conference session, I set two chairs and a small table or desk outside my door. Despite careful scheduling, I invariably talked with parents just a little too long and wanted to make sure there was something to keep each new set of parents occupied for the extra minute or two I needed to wrap up the previous conference. (I always put a sign on my door asking parents to knock at their scheduled times so the parents with whom I was working and I both knew our time was up.) On the table, I set out a small bowl of hard candy, books we’d made in class or a hands-on activity from a recent math lesson, and coloring sheets for younger brothers and sisters who often tagged along. As I welcomed each set of parents, the materials on the table gave us an instant connection. We had something to talk about, which set a positive tone for the conference. It took a few minutes to set up the display each day, but it made every conference much more productive.

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Boo! I’m back with great seasonal ideas from the current grades 2-3 and intermediate editions of The Mailbox® magazine! Enjoy!

Ready to Order

To prepare this seasonal center, write each sentence of a step-by-step description on a different sentence strip. Repeat three more times, creating a different description each time. Store each set of strips in a resealable plastic bag and put the bags in a plastic jack-o’-lantern. A student selects a bag, removes the strips, and orders them on his workspace. Then he copies the sentences on his paper. (The Mailbox, grades 2-3, Oct./Nov. 2009)

Ghoulish Perimeter

For this interactive display, have each pair of students create a haunted house using construction paper squares, rectangles, and triangles. The pair determines the perimeter of each part of the house, records the measurements inside a ghost-shaped card, and posts its work on a board. As time allows, a student visits the board and chooses a house. Then she measures each part’s perimeter and peeks inside the card to check her work. (The Mailbox, intermediate, Oct./Nov. 2009)

Looking for ideas for the lower grades? Click here to check out this recent blog post!

Hope

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In high school, I was one of seven Jennifers in my physics class. That’s right—seven. Some of us went by Jen, others by Jenny, and a few, like me, were known by our first and last names. To this day, when I talk to a friend from high school or college, I’m addressed as “JenBragg,” as if it’s one word. I guess I don’t really mind, though. There’s never a question which Jen or Jennifer a person means; I always know it’s me!

During my teaching years, I met my share of Emilys, Zachs, Matts, and Brookes. I also had a few occasions when my class list had duplicate first names. One year I had two boys named Lucas; as it turned out, they had a lot in common. Both had blond hair. Both were sweet, quiet boys—ones who would blush when you complimented them. Each one had a twin sister and the last initial S. Lucky for me, one preferred to be called Luke instead of Lucas, so name issues with them were rarely a problem. (You know, “Which one?” and “I didn’t know you were talking to me.”)

Thinking about your class list, what first names do you see year after year? If you’ve ever had students in one class who shared the same first name, what techniques did you use to address them while still making each child feel unique and special? (When sharing your experiences, please use students’ first names only—no last names!)

Looking forward to your responses,
JenBragg

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This past summer I gathered a few teaching supplies for my friend, Beth, who was returning to teaching in the fall. Beth expected (and received) assorted publications from The Mailbox® Books. What she didn’t expect was a jumbo pack of fine-tipped markers. The pack included a marker for every color of the rainbow, plus plenty of other pretty colors. I was extremely excited about the markers. Beth, on the other hand, was puzzled by why I had chosen fine tips. When I explained that the markers were for grading papers, all she said was something like, “Oh.” After a bit of random chatter, I realized that Beth was planning to use red ink to grade her students’ work. I know it’s a weird thing, but I never used red ink when grading student papers. To me, red ink shouts, “You are wrong!” Other colors seem less judgmental and harsh. Anyway, before I left that afternoon, I teased Beth by chanting, “Out with red; use pink instead!” She laughed, called me her kooky friend, and told me to go home.

This past weekend I heard from Beth for the first time since school started. As you can imagine, she’s feeling quite overwhelmed. At the same time, she is happy to be teaching again. And, by the way, she  wanted to let me know that during October she’s using orange and purple markers to grade her students’ papers!

So now I’m curious. Do you prefer to use red ink for grading papers, or do you enjoy using a variety of colors? Do you think one approach has advantages over the other? Please share!

Happy October!

Diane

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I always look forward to fall; don’t you? It’s the relaxing time right before the busy holiday season kicks in. The weather is cooler but not too cool. The excitement of a new school year is still in the air. And, of course, Halloween is on its way! When I was a child, I spent the whole month of October planning my costume for the big day. I would change my mind three times a week until it was finally time to get dressed. What fun!

I know your students are excited about this time of year too. That’s why I’ve pulled some fun seasonal activities from the current editions of The Mailbox® magazine to share with you.

Soothing Search

To prepare for this sorting activity, fill your sensory table with a mixture of nonmentholated shaving cream and shredded cotton batting. Hide orange and black plastic spiders in the mixture. Attach a spider of each color to one of two separate containers. A youngster visits the center and searches for the spiders. Then he sorts the spiders into the appropriate containers. (The Mailbox, preschool, Oct./Nov. 2009)

Perfect Match

Students match numbers to sets on this interactive display. Write different numbers on pumpkin stem cutouts. For each number, put the same number of sticker dots on a pumpkin cutout. Post the pumpkins on an easy-to-reach display embellished with green streamers (vines) so the display resembles a pumpkin patch. Mount the hook side of a Velcro fastener above each pumpkin and the loop side of a Velcro fastener on the back of each stem. A student counts the number of dots on each pumpkin and attaches the stem with the matching number. (The Mailbox, kindergarten, Oct./Nov. 2009)

Pretty Kitty

Materials for one cat: 6″ black circle; black paper rectangles (one 6″ x 8″, two 2″ x 3″, and one 2″ x 9″); 3.5″ x 5″ white paper rectangle; 1.5″ x 12″ black paper strip; black, green, and pink paper scraps; orange curling-ribbon bow; 2 blue sticky dots; scissors; glue; white crayon; brad

Steps:

1. Cut two black triangles (ears), two green triangles (eyes), and one pink triangle (nose) from scrap paper. Glue them to a circle. Attach a sticky dot to each eye. Draw a mouth and whiskers.

2. Round the corners on a short side of the 6″ x 8″ black rectangle (body) and a short side of the white paper (belly). Glue the belly and head to the body as shown. Glue the bow to the body.

3. Trim the 2″ x 3″ rectangles and the ends of the 2″ x 9″ rectangle to make front and back paws, respectively. Add crayon details. Then glue the paws to the cat.

4. Round one end of the paper strip to make a tail. Use the brad to attach the tail to the cat. Write -ack words on the tail. (The Mailbox, grade 1, Oct./Nov. 2009)

Don’t see something for your grade level? Keep watching the blog! I’ll be back in a while with ideas from the grades 2-3 and intermediate editions of The Mailbox magazine. I hope you and your students enjoy this season and all the spooky good fun it has to offer!

Hope

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Happy October! This is officially my favorite month of the year. I love the fall colors! I love the cooler weather! I love Halloween! Here at The Education Center, we have quite the Halloween celebration, including a costume contest, cubicle trick-or-treating, and a pumpkin decorating contest. (Take a gander at the photo of one of my pumpkin entries!)

My students could always tell that I was a complete geek for October. I’m sure I had an extra sparkle in my eye when I sang songs about pumpkins or had students make collages with colorful fall leaves. Everyone has a favorite month. What is yours? What do you enjoy teaching during that month? And, while you’re at it, do you have a least favorite month? Mine is March. March in Michigan, where I grew up and taught, is a dreary, sloppy month.

I hope to hear from you!
Kim

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