I think our first order of business should be to celebrate the fact our teacher is back with us, and the classroom has returned back to its lovely state of Kindergarten Craziness, which is different than frightening chaos. It was a very reassuring to have our commander in chief back, and the kindergartners were on their best behavior. We could finally return to math!
We realized that some of the students may feel left out because they never get to work on the computer, so we switched our groups around, and the students defiantly enjoyed the changed. I started by working with Ashley, and noticed some very interesting problems. We were still working on the concept of one more, on the computer. I was trying to teach Ashley to use the number line or her fingers to figure out what one more was, and neither concept went well. When we used the number line, she didn’t understand what number to start with or how many to count over, even though it was only one over. So I had her try to use her fingers, but to my dismay, she was unable to hold up the correct amount of fingers. She doesn’t correlate her numbers to her fingers. I asked her to show me 5, and she held up one finger. So that did not work well. I tried to get her to understand that you can count up to five on each hand, but she didn’t understand, and whenever I asked her to show me a number on her fingers, she would just hold up a full hand, no matter what number. This was disappointing and I’m beginning to feel that the concept of more may be my downfall.
My next group was two very different little girls, Jessica and Kate. Kate likes to be in charge and prove that she knows everything, while Jessica is more likely to sit back and let Kate take control. Kate is quite difficult to work with, as she interrupts and corrects the other group member constantly. She enjoys speaking out of turn, but if you gently remind her that it’s not her turn, she will calm down. She just needs constant reminders. We worked on different ways to make ten, and they had forgotten everything we had discussed so I just treated it as if it was the first lesson. They didn’t seem to be engaged by the computer so I tried a different game, which had the same results. I had pulled them from arts and crafts so they may have wanted to get back to that. They were able to remember some of the combinations; however, as Kate wanted to prove she knew it. After I realized they wanted to be back at their seats, I sent them back.
It amazes me how quickly information seems to fall out of their heads! I think having the routine disrupted and missing math for a couple days, may have really hurt how well they remembered everything. Mess with their routine and you mess with their learning. I will always remember that when I have to leave plans for a sub.
Posted on April 30th, 2010 by laura-valentine
Filed under: Laura Valentine