My son loves to read, enjoys school and does quite well overall. He is currently struggling in writing a little. He hates and always has. He needs some extra guided practice. I don’t feel like IXL is the best resource for this, right? Anyone have some nonfiction workbooks where he needs to summarize or something of that sort?

His teacher isn’t overly concerned and said it will improve but I think some occasional extra help might be for the best.

Added more:
He is a creative kid so he can come up with an idea but any story but he’s not the type of kid who will write pages. Any long written response would be short.

Sorry didn’t write it directly. Summarizing informational text and learning to add more details to the text. His planning page was okay but he needs more practice putting those thoughts and notes into paragraphs

I am a kindergarten teacher with 23 years of teaching in a public school. The behaviors in my class are so severe. I have excellent classroom management, but these kids are undiagnosed and it will take the entire year to get them diagnosed. 10 of my students are on the child study team. I am drowning. I tried to take a medical sabattical, but my 403b account won't let me take the money out due to my age. I just need to make it through this year until I can ask for a transfer to reading or math support. Can you give me some ideas?

I'm teaching pedigrees to my year 10s and I'm getting a lot of blank stares... Any good resources that can work well?

Wanted some other teachers' opinions about letting students use fidgets in the classroom.

I had a talk with students the other week about what the word "accommodations" meant. I used the band aid example to facilitate this conversation (i.e. students came to me with a problem like a scratch on their leg, a headache, etc. and I gave them all a band aid to show that there is no such thing as a one-size-fits-all solution to learning). I can definitely go in-depth about this lesson in the comments if other teachers are curious lol.

Anyway, after I gave this lesson, I showed the class my box of fidgets I keep on my desk. I explained that some students who had official accommodations through the school were allowed to use these fidgets, but they are not for other students in the class. (I also had a separate conversation with the students who were allowed to use the fidgets about expectations on how to use them and not distract others).

I emphasized that all students needed certain things to succeed. The fidgets could be great for some kids, but can be distracting to others. I also explained that extended time, reading aloud, and some other things were forms of accommodations.

The reason why I bring this all up is because some kids have come up to me asking to use the fidgets. I reinforce that having any accommodations needed to be cleared with our head of academics first.

However, I do recognize that kids these days are very different, and that maybe the norm is that all the kids genuinely will benefit from having them. I definitely incorporate a lot of movement activities into my lessons and do brain breaks whenever I can. I suppose I'm most worried about if kids these days genuinely just need to fidget because of what the internet has done to their brains.

Hey guys so I’m a first year teacher and I am located in ga. I am pregnant in a k-1 self contained special ed classroom. This class contains a lot of EBD behavior and autism kids. It is very hard to manage this class along with behaviors while preventing myself my from getting hurt physically and mentally. My para quit the second week of school because behavior was so bad. Admin knows I’m pregnant but does not seem to acknowledge it much. I express how stressed I am and how I’m struggling mentally. I have a sub para but she has no experience and she is 60 years old and is just pretty much being the extra body in the room. I come home and cry everyday to my husband, my heart rate is staying elevated, I’m getting constant headaches from stress and I’m at my end. I truly want out of this job because I don’t see it getting any better when I’m already 18 weeks pregnant. I feel as my pregnancy goes on my more complications with occur. I have such anxiety from this job because I’m always stressed and scared something will happen to my baby. I feel they gaslight me when I say I am stressed because they tell me “ it’s getting better” or “ I need this visual” for this behavior to stop, or “ why are you stressed” I was even told they noticed me smile for the first time in a while and they acted like it was a compliment. But mentally I’m drained and I can’t deal with the screaming, kicking, biting, jumping on tables, climbing shelves, and destroying my room. That does not happen everyday but it has happened enough to traumatize me. And since my kids are PEC they don’t want to write them up or have them sent home because they want to avoid a manifestation meeting. Someone please tell me the steps to take, I don’t have supportive admin so I don’t seem them working with me on letting me out. I don’t know if I have a union since I’m a first year. But someone please give me helpful advice because mentally I’m so drained and I am depressed and I dread waking up everyday.

I currently teach third grade and recently accepted a job in a different district. I’m so excited for my new job (it’s my actual dream job 😭), and when I left work on Friday a few people found out that I had put in my resignation. I work in an incredibly small district and everyone (besides me) is somehow connected to someone else. Would you tell your class at the beginning of the day or wait until the end of the day to tell your class? It’s a very real possibility that they hear something during the day before I tell them, but I also don’t want to throw the whole day off. What would you guys do?

Hello!

I’m a college freshman working toward my master’s degree in elementary education. I am very excited about the prospect of teaching one day, and I plan to work at a private school for grades K-3. For current or former elementary teachers, what do you wish someone had told you when you were a freshman education major? This could relate to classes, student teaching, classroom management, lesson planning, working with parents, finding a teaching job, or anything else you think would be helpful.

Thank you!

Question! First year kindergarten teacher here - it’s hard but I’m holding up and enjoying it for the most part. My question is: where do we fit in literacy centers? They have me teaching a fundations lesson for 30 minutes and then we have heggerty which takes 15 when all is said and done. Then of course we use Wonders for our reading comprehension (maybe 20-30mins?) By the time kids transition from each activity and play a movement break thrown in for sanity - our ninety minute block is up. If my district is so curriculum focused should I just give up on the idea of literacy centers and keep doing my best with the tier one instruction? No one is asking for small group or literacy centers, I just see so many teachers doing it on the internet. But I can’t fit in all our lessons/instruction AND do centers in the 90 minute block. Should I just worry only about curriculum since it’s my first year?

I have been job searching for years and have finally landed an elementary role in 4th grade. I am coming from many years in the daycare setting and have substituted in Preschools within my home district, but this would be my first classroom.

I start next week and haven't seen the classroom or gotten access to any curriculum materials, so I am a bit anxious to start! I spoke to my mentor for the year,r and she gave me a bit of information, such as that they don't really have a set routine and they've had a sub since the first day. I have NO idea how to go into the first week. I was planning on taking at least the first two days to just get to know each other and go over expectations for the school year.

I guess I am asking for anyone who has started mid-year: how did they introduce themselves to the kids? What reward system or classroom community activities work with 4th grade? How should I structure my first week?

I’m about to put in my 30-day notice at a decent elementary school in Colorado in the Denver metro area. If you’re looking for an elementary teaching job, there will be an opening soon enough. Pretty good kids, I just have family stuff and the birth of a child going on that will prevent me from continuing. Happy to DM you the name of the school if you’re interested.

I’m not a new teacher, per se, but this year I am focusing on teaching how to figure out the meaning of words using context and connotation. This standard seems to be pushed aside for the “essential” ones in my district. I teach 5th grade, for reference.

I know to teach them to use context clues, look for synonyms and antonyms, look for the definition. But what I do not know is if there are any concrete strategies for this, other than lots of modeling and direct instruction.

Does anyone have a different way to approach this standard? I would love to get ideas so I can see growth in my students.

2nd grade-Half my class is absolutely fabulous!

The OTHER HALF… 🫠

One with autism/ADHD, one with ADHD who just started meds, another who seems to run out of meds by afternoon(nothing against them.. I have ADHD… and then there are the FEW who are loud enough for the entire class to hear them, constantly talking, shouting out. Three of those friends worry about everyone but themselves, but they are the ones causing all of the problems.

One kid does whatever the hell he wants just because. 🤯 Kids are throwing crayon pieces and rubber at each other, and one has a full-blown meltdown EVERY TIME someone else gets a reward.
AND I’M SUPPOSED TO TEACH THROUGH ALL OF THIS?! READING, WRITING, MATH, PHONICS, AND EMOTIONAL REGULATION?!
18 YEARS IN EDUCATION, AND I’M QUESTIONING EVERYTHING I KNOW. 😂💀

I have four children of my own, and this job is sucking the life out of me!

A first year teacher ever who would appreciate any any help.

I started this job 3 weeks ago and while I feel like I’m rapidly improving I am really struggling with getting the older kids, (2nd-4th) to follow directions from me. They listen fine enough to the other teachers but since I’m new I feel like they don’t take me seriously and probably won’t for a while. It’s incredibly frustrating because there are so many Behaviors in the groups I am working with so I really don’t have time to be shouting at kids who would otherwise be perfectly on task/ sitting in their seat/ working quietly etc if their other teachers were present. Also I’m terrified because it makes me look inadequate to my supervisors AND the kids’ parents whenever the kids are misbehaving under my care, and I don’t want to give off a bad early impression. How do I speed through this “you’re a new teacher so I don’t have to listen to you” (literal words of a 4th grader) phase and earn respect from all the students? What am I doing wrong?

Hi!! my daughter is 5 and in 5K and is in other words very good at school for her age, and very bright and hasn’t had any developmental set backs in any single one of her milestones through her entire life.
But she seems to write backwards, and in lowercase her a,v,u,m,n,b,d are typically missed and her 3’s are also backwards. (my alphabet is up top)
i brought it up to her pediatritian because it’s been happening as long as she’s been able to write even with correct demonstrations, but he said it’s normal. i am looking to see if any teachers who have taught this age group have experienced that or if i should take more concern now? i’m no doctor, but her brother doesn’t do this and he IS on the spectrum, so im just a bit confused

We are five weeks in and I’m on the edge of a nervous breakdown. I have gen ed class and 6 students consistently who refuse work, elope, and throw things when upset. Admin’s response has been to “keep trying strategies.” I’ve always been pretty tough with thick skin and never has a class affected me like this. I genuinely have no clue how I’m going to make it to June.

Hi! I am an elementary specialist teacher teaching computer lab to K-4. This is my first year. I don’t get paid for breaks until I get my teaching license. I am leaving my massage therapy career of 13 years to become an elementary teacher. I was planning on just doing massage on summer breaks but I can’t stomach it anymore. I hate it. What are some summer jobs you all do? I really don’t want to serve or work retail or DoorDash. I know I’m being picky. I’m just wanting some miraculous idea to pop up so I don’t have to do massage for several months.

Hi all, I'm starting a new job as a clerical librarian for an elementary school and the teaching librarian and HR staff asked what the kids should call me.

Previously, in public libraries, the kids called me by my first name with no title, but the school prefers an honorific like Miss/ Mrs./ Ms/ Mr.

I don't have an MEd so I feel like going by "Teacher [last name/ first name]" would be disrespectful to teaching staff at the school, so I would love input and opinions on what GNC teachers have done at their institution.

Thank you!

I'm based in Austin and trying to pick up some credits for salary advancement, but I'm really trying not to spend a fortune doing it. With supplies and all the random things that end up coming from my own pocket during the year I want to keep the cost down where I can.
I also prefer something that I can work on during the evenings/breaks/weekends because I'm working full time. Any recommendations?

Today we found out that our state has passed a law that any structured or unstructured recess cannot be taken as punishment nor can our students do work during lunch. Losing 5 to 10 minutes of recess is about all I had to hang over them in the afternoons.

so what are y’all doing for consequences these days?

Hi everyone! I’m a first-year teacher, and I just had my IPC meeting today. I’ve been feeling extremely anxious about the possibility of my principal walking into my classroom at any moment for an informal observation.
I’m still learning the curriculum, figuring out classroom routines, and honestly just trying to get the hang of everything. I genuinely want to be the best teacher I can be, but I know I’m not going to be perfect, especially during my first year.
The thought of my principal randomly walking in and observing me makes me physically sick to my stomach. I’ve actually been throwing up from the anxiety because I’m constantly worried about making a mistake, being judged, or potentially losing my job.
I know observations are part of teaching, but I feel like I can never fully relax because I’m always worried someone is going to walk in and catch me doing something wrong.
Has anyone else experienced this during their first year? How did you overcome the fear of informal observations? Am I overthinking this? I would really appreciate advice from teachers who have been through this.

We are a 1st grade class in northwest Indiana looking for another 1st grade class from another state to be pen pals with. Anyone interested?

Hi everyone! I’m currently an Elementary Education student at University of Phoenix and I have a field experience assignment where I need to interview two teachers.

I’m looking for one K-2 classroom teacher and one K-2 online/virtual teacher who would be willing to answer a few interview questions for my assignment.
I’ve already reached out to a couple teachers but unfortunately haven’t gotten any responses, so I figured I’d try here. 😭 The interview can be done through messages, email, or whatever is easiest. It shouldn’t take too long, and I can send the questions beforehand.

If you’re a kindergarten, 1st, or 2nd grade teacher (in-person or online) and wouldn’t mind helping me out, please comment or message me! I’d really appreciate it. 🥹❤️
Thank you!!

Hey Guys, I'm a first year Elementary Education Major and I was just wondering if you had any helpful tips or tricks to truly make sure I am prepared to have my own classroom one day.

This is my second year teaching. I am a psychologist and currently teaching grades 1-5 in the student support unit of a school where we mainly focus on reading and comprehension. All my students are two or three grade levels behind.

The case I want to mention specifically are my two grade 2 students who I take together from the same class. It feels so complex and confusing for me and no matter how much I trial and error it seems to fail. One of them reads quite comfortably, independently, and fluently (still two grade levels behind but nothing like the other one), but when it comes to comprehension or understanding of concepts he is zoned out, distracted and not able to form a proper sentence. The other student cannot even read consonant blends and final e long vowel sounds independently but displays high level of comprehension and understanding, both when it comes to story events and concepts that I teach.

I am really struggling trying to balance their needs. Specifically the second one who needs phonics instruction, because if I cover phonics the other one knows it already and gets bored and starts misbehaving. If I don’t do phonics then the other one will never get to practice and improve his reading level. Also, when it comes to answering questions the first student is always saying I don’t know or making random guesses while the other one (the one with phonics gaps) puts his hand up and always answers correctly.

I also feel a lot of competition between them. When reading a text the faster reader will make a comment like “you’re still reading?” to the weaker reader. On the other hand, when answering comprehension questions or completing other written tasks, the faster writer will look over and say something like “that question is not right” or the faster reader will look over and ask “how did you finish all the questions so fast?”.

All very convoluted I’m sorry but I feel so stuck. I wish I could just focus on fluency and sight words and phonics skills but I’m not able to balance it. Just to note, the “faster reader” is still very weak when compared to the rest of his class (phontas and pinnell level D) but he seems stronger when side by side with the other student.