Nebraska Extension is a nationally respected educational leader. Extension delivers research-based knowledge to people through direct teaching, experiential learning opportunities and publications. One of the program areas offered by Nebraska Extension is Food, Nutrition, and Health. My job as an Extension Educator of Food, Nutrition, and Health is to take research and evidence based curriculum and increase the nutritional and physical literacy of the children and families in Nebraska. Nebraska Extension’s Food, Nutrition, and Health Department identified a need to select a comprehensive and researched based curriculum to use as our direct education tool. Following the selection of our research and evidence based curriculum, we discovered a need for supplemental physical activity supplies. Continue reading →
With the start of the school year underway, I thought I would share some key things to keep in mind when teaching procedures to students. As an experienced teacher who interacts with new teachers on a regular basis, one of the most common complaints I get is problematic student behavior. This is one of the reasons many teachers choose to leave the profession. It can be frustrating when you feel like no matter what your best efforts are, you just cannot get that class or those certain students to behave. There are many mitigating factors that can affect student behavior, and as teachers we cannot control all of them. Thus, it is important to control what we can: what we teach and how we teach it.
Before I get to the key components, it is important to note that procedures include teaching students how you want them to behave in any given situation. Walk into a school that uses PBIS, or Positive Behavior Intervention and Supports, and you will see expectations for procedures in every area of that school. For example, when you walk into the cafeteria, you will see a chart on expected behavior. The same goes for the hallway, classroom, and other spaces in the school. Thus, teaching proper behavior should be an integral part when going over your procedures. And the good thing is that procedures can be taught at any time during the year!
In this wonderful story about words and reading, a little yellow bird teaches a dog named Rocket the alphabet. Soon he discovers the joy of using letters to make words and reading stories all by himself!
Recommended Ages: Grades 1 – 2
Gather the class on the rug to introduce How Rocket Learned to Read. As a whole class do a picture walk of the story. The teacher can model how to do a picture walk or students can volunteer to say what they notice about the pictures.
During the picture walk, introduce new vocabulary such as marvel and captivated. Write the new words on chart paper.
After the picture walk, read the story to the class.
Locomotor City is a culminating activity I play with my K-2 students to reinforce and allow autonomy in their learning. The activity combines skill practices of locomotor movements, pathways, levels, fitness skills, directions, rule following, social skills and a host of other physical education elements, all combined into one collective activity.
Students are responsible for their own time management as they complete the activity. The idea is to travel in and out of the city, completing as many of the different activities as they can during the allotted time period. I play lots of upbeat music to encourage high intensity play and add excitement to the already charged atmosphere in the room. At the end of the class period, we all cool down by walking with a friend around the outside of the city, and sharing what activities we did, what was our favorite and what new skill we learned. Continue reading →