Card Games

Card Games

Card games are one of the easiest ways to personalize your curriculum to meet the needs fo your students.

Card games have proven to...

-increase student engagement

-allow students applicable practice

-encourage a relaxed and fun setting that allows students to retain important practices and information

To level up each game, have students work in pairs where they have to justify their reasoning after creating each number.  

Here are my top card game recommendations - created and played with students.  

Game 1

Grab a greater than/less than and equal to symbol, or better yet, two popsicle sticks.  This game can be played with single or multi-digit numbers. 

Game 2

Students draw 2 or more cards.  Then they create the largest (or smallest) number possible.  Students then have to have to explain to their partner why their number is the largest on they could make.  This activity engages place value and trial and error and reasoning skills. 

Game 3

Teaching fractions?  Start by having students build a basic fraction.  Then, each student should build a second, equivalent fraction.  This can be done to compare fractions as well such as in Game 1.  

Behavioral Clip Charts

 Behavioral clip charts

Most of us have seen them...or even used them...but do we truly understand the psychology and research behind them?  As a new teacher, I must admit, I didn't understanding their impact but I used it anyway because it's what the rest of my team did, it is what my principal (a micro-manager) supported.   He even went as far and wrote me up as a new teacher who needed support, told me my classroom management skills were poor because I didn't use the chart enough.

I have seen all different type, tried them out, AND researched them all.  Why are they all harmful to a child?  Let's break it down here.

The "super star"
 chart has both positive and negative levels.  Showing that it will praise and "show-off" exemplary students while also publicly showing off the students that make bad decisions.  

Big question to consider:  

Why does it need to be public?  

To increase competition?  

To motivate students? 

Positive reinforcement, competition and motivation can be done so many other ways.  

For the students who are working on behavior, sure they could use a visual reminder....but does it need to be up for all to see?  And in direct comparison of their peers at all times?  The simple answer is no.  

If you don't post academic grades in the hallway (hello 1950's), then you shouldn't be doing it with behavior  either.  

But let's look at a different chart, one that only has "positive" levels.  On this one, students can only move up and if they do move down, they can't land in a negative area because they stop at "ready to learn".  But what happens when a great student doesn't move from the "ready to learn" position at all?  Or don't make it up to the clip chart even though they had phenomenal behavior...because after all, as a teacher it wouldn't be right to have the same students hit the top of the chart every day.  So what about those students?  

They turn into perfectionists.  They start to compare, and possibly even believe that they are not seen, that good behavior is always expected from them....that they must have done something wrong if they're not at the top.  This is when the chart really hit me.  I had a parent approach me with this exact scenario.  Her daughter would come home crying feeling as if she failed if her clip didn't move....when in reality, I was dealing with some of my "trickier" students and forgot to move the clip.  When I child is too focused on external motivation (especially if it is visual and referred to multiple times a day....really, anytime any clip is moved it comes to all of the student's attention) because that's the purpose.....to SHOW and REINFORCE desired behaviors.  

Let's put in context...this quote pretty much sums it up

"What if this happened to us as adults?  Imagine that during faculty meetings, your principal called you out for talking.  In addition, your principal made you walk up to the front of the room and in front of your peers had you move a marker next to your name down so that all can see where the principal thinks you stand.  Sounds crazy doesn't it?  Yet, why do we choose to do this to our students?  Because we're in a position of power?  Because we're older than them?" (full article linked here)

I know I would be mortified....and yes, my behavior might improve, but it would be out of fear, out of compliance...and I would be thrown back into self-doubt, feelings of anxiety and a perfectionist mentality.  We are humans, we make mistakes...but do not need to be shamed for them.

Classroom Chalk Boards

Classroom Chalk Boards instead of White Boards 

First off - the credit must be paid to Kim Sutton, a math coach and owner Creative Mathematics, who I have learned a tremendous amount from.  In her training she showed us how to make these.  This is also where I learned why students from Kindergarten - 2nd grade should NOT use whiteboards.  Students that need continued practice and strength building activities for fine motor should also not use white boards.

Here's why: When a child writes with a white board pen/board, they do not have to push down all the way, which means they are not activating the muscle memory portion of the exercise.  So, in short, if you are having a child use a white board to practice letter writing, it is truly a waste of time. They might write the letters, but without activating the muscle memory sensory piece, it is not registering in their brain.

Here's the solution: Response boards aka chalkboards.  With this tool a child DOES have to push hard enough when writing and it DOES activate muscle memory which in results helps with retention of how to write a letter or number.  

Second - this post is not going to be filled with beautiful pictures...it's going to simple, and to the point! 

Now, let's gather all of your supplies and get started.

Supplies:

poster boards (any color, I got mine at the dollar store)

paper cutter (recommended but not necessary)

black adhesive contact paper 

ruler and a pencil

Add on supplies:

dustless chalk (now there truly is NO such thing that I have found...but this one is the closest to it)

    -each piece can be broken (snapped) into 3 smaller pieces.  This is actually recommended to encourage and teacher children about the tripod finger grasp and helps with fine motor.

socks (the smaller the better...can also be found at Walmart/Target etc.)

    -these work as an eraser and also a place to store the chalk when it is not in use 

Process:

1. Make one first as your sample.  I always recommend this first because it will help you learn the process. 

1a. cut poster board into 1 piece sized 9 x 6.5 in (you can change your sizes to optimize your poster board usage and reduce waste, but you DO want it to be a clear rectangle)

1b. cut the adhesive laminate sized the same as the poster board 

1c. line up the laminate and poster board.  start with one side and slowly peel and stick at the same time.  

1d. smooth out any air bubbles that are formed 

1e. trim edges with paper cutter if need be

2. THEN cut all the poster board, recommended size

3. Cut all the contact paper

4. Label the back of each chalkboard with a student number or name.

Research/Articles that support this theory

All About OT

Help With Handwriting Article

The Kindergarten Smor.

*Disclaimer.  I am an Amazon Affiliate and earn commissions.  

How to Synchronize Instruction While Working with Multiple Kids

If you have multiple kids in your house, sometimes school time can feel daunting. 

You might have even asked yourself, 

“Can they both work on math?”

“Can they both work on reading?”  

“Can they do the same activity, or do they need to be different because they are different ages?”

"Can I synchronize instruction while working with multiple kids?"

The answer to all of these questions is YES!  In the picture shows of Paisley and Reese are both working on math. 
The content and expectations are different for each girl, but the concepts are related. 
In fact, Paisley’s understanding of the #13 is only achievable after she understand the concept of #3.

Although this dreamy scenario of synchronizing instruction for two different kids at different
academic levels sounds great, it is often only achievable after you first understand the following
two things:

1. Understanding the Common Core standards for your child’s grade level
2. Understanding your child’s academic ability in regards to the standard

The best way to understand these two things is to first understand the Common Core standards. 
I have heard a lot of parents gripe and complain about Common Core, but the real reason I believe
people don’t like the Common Core standards is because they are DIFFERENT than what people
are used to.  When things are DIFFERENT it takes time, effort and understanding before accepting
a new system.  

My best advice for you would be one or all of the following.
*Ask a professional.  Check in with your child’s classroom teacher, myself, or another teacher that
you know.  

*Check out this Myths vs. Facts page.  

*Read through your state standards, by googling your state’s abbreviation and common core
standards such as  “CA Common Core standards”.

After gaining a deeper understanding of the Common Core standards, you can help guide your child in
mastering each concept that’s related to each standard.   If you need help finding material or creating
a plan to keep your child on track, email me. 

This is what I do! This is my passion, my calling. 

For me, finding the right activity for a child and linking a Common Core standard to it is the same as
working on a jigsaw puzzle...another one of my hobbies.  Let me help you and together we can achieve that dreamy scenario of synchronizing instruction for all of your kids at home.  

by Laura Hatheway

Learning with Laura

LearningwithLaura123@gmail.com

Follow me @Learning_with_Laura123

Learning with Laura website

The Importance of Consistency

Consistency is important for kids.

#1 As parents we know that being consistent as parents goes so far.  We know that when we consistency follow through on the things that we are going to do like go for a walk and we follow through on that it helps our kids feel secure and helps with our daily plan because they know what's coming.

Your child's teacher knows this as well.  That's why if you were to walk into your child's classroom you would notice that often times your child sit in the same spot.  Teachers do this on purpose.  They know that this small yet predictable detail, will help the child start the day on a positive note.  The teacher does this so every child knows that when they come in, they hang their backpack, they have a consistent morning routine and the SAME spot to sit in.

Teachers also know that its important to keep the worksheets and activities that they use consistent.  They know that every now and then it's good to change it up, but that overall they keep the format the same.

How can you replicate this at home?

Set up a consistent time of day for "school time for you child".  This could be 30 mins after breakfast.  It could mean that you schedule "reading time" after lunch or during snack time every day.

Find a designated "school spot" for your child.  In our house, we use the kitchen table.  I have found this location works for us because it's furthest away from my girls' toys.  They are less likely to get distracted by their toys if we are further away from them.  It is also a great spot because often times I am multitasking, washing dishes/folding laundry, which I can do in the kitchen at the table or close by.

How do we promote this at Learning with Laura?

Whether it is an individualized packet focusing on your child's IEP goals/specific set of standards the or a weekly packet for Preschool, TK, Kindergarten build consistency through the format.

Every week in each packet there's always a play dough piece for fine motor development and for working on letters and numbers.  Each week the letter and the number changes and that's the piece that's different.  The format stays the same because we as teachers and as parents know that consistency is key.

By always doing a play dough sheet with your child they know what to expect, they know the expectations, they are starting to get the hang of it the fine motor piece, and the format of it, so they can really focus on the letter formation, the number formation.  That's where the true learning comes into play.

For more ideas follow us on instagram.com/Learning_With_Laura123

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