Mr Hammerlund

I am really excited to be starting our new unit. We just started our unit, Finding Out About the Past and we are going to be starting geometry to go along with it. Last unit I challenged my students to make a sphere using only 2D shapes. The spheres never worked out well because they kept collapsing in on themselves. For one group, I suggested using toothpicks instead. They got this far and I gave it to one student to take home and complete. That gave me an idea for geometry. I gave the students toothpicks and told them to make shapes. After they completed 2D shapes, I asked if they could turn it into a 3D shape. All the students started by making triangles. Then a few of them made square-based pyramids or triangular prisms. I asked them to make...

It happened before I even knew it. The lesson I had planned for was being delayed because it required the assistant who was tending to her sick child at home. These things happen in the dynamic environment that is a school. I am always amazed -- and sometimes disheartened -- by the power  a few have to influence the many in some classrooms. This year my student population is in the single digits, and I am teaching younger kids, so I am seeing it more. But when it is positive, it can be a great thing. Today I asked some of my students to read quietly while the others worked on a word family "slider". After a few minutes one of the more dominate girls in the class told me she didn't want to read and asked if she could create a book instead.   How could I say no to that? Right after I said yes, other students decided that sounded like a good idea and they started writing a book too. Hopefully this fire will continue to burn long enough so we can make something...

During my prep period today, I wandered into the kindergarten room on my way back from the office.They were working on the words before , between , and after . These are words my class needs review on as well, so I stayed for the lesson. The problems they had with these words were the same issues that my own students were having. The shapes were arranged on the white board and the students were asked where shapes were in relation with each other using the words before , between , and after . Time after time the students would use the opposite word the teacher was looking for.  I looked around for some clues as to why the students were getting the words mixed up. The first reason I thought of was a cultural one. Japanese writing is originally right to left, so I wondered if there was something else about Japan that was influencing them. I quickly dismissed this theory when an American boy made the same mistake as his Japanese counterparts. Then I wondered if the way they lin...

Today was the first day I tried doing centers in my class this year. I was not sure how they would take to it, but being the global risk taker I am, I went for it.  I thought the math centers went really well. I was able to have the students work on some skills I thought they needed some extra practice with. The students were all engaged throughout the lesson and best part was that they enjoyed it. My colleague down the hall reminded me to have the groups share what they learned with each other - something I will remember for next time. Dice Roll Fact Families Angry Birds Counting by 3's

It was interesting to watch my class tackle the puzzle below last week. I put them into pairs and read the directions to them. Then I let them go off and try it. At first they were all very noisy shouting for help and I heard a lot of, "I don't get it". That was all very uncomfortable for me. I want my students to be independent problem solvers, and I don't want to be a crutch. Then I gave the class a hint, or reminded them, that you can only use one number once. Suddenly, one student said aloud, "I got it!" and group after group started working on the puzzle. I really enjoyed seeing the tension that this puzzle caused my students. I also enjoyed talking to the most vocal  of the "Can't Doers" and asking about her thoughts.

It was a long and tiring day followed by a meeting. In the meeting I was being told how to fill out an expense report that I did not understand, and I was so tired that I felt like just doing it and then asking questions later. While I was walking out of the building I wondered how many times my students felt like I did. I wondered what are some things to look for in the students to see when they are zapped? I wondered what are some good educational activities for really tired kids. This afternoon I experienced some zapped kids in my own classroom. I have been trying this year to give my students a little more breathing room, so today I gave them the last 30 minutes to read. In hindsight, I think I should have had them play some games. How often do I try to push when they are not ready only because I am running on my own schedule?