Frequently Asked Questions
1. Do you need any volunteers?
YES!!!!! A million times yes. Having other adults in the classroom is a great way for the students to interact with someone other than me, it gives parents, grandparents, and community members a chance to see how the classroom is run, and it allows the students to get more of that precious one-on-one time. If you are interested in volunteering then I want you in my classroom.
If your child is embarrassed to have a parent in the room, other teachers would probably be more than happy to have you. Last year I had two parents from different grades coming into my classroom and it was wonderful.
2. How should I schedule when to come in?
Honestly, you can come in whenever you like, with the exception of 12:40-1:30 which is lunch and recess time. If you want to give me advanced notice, or ask about a particular day, you can send a note in your child's planner. I will have a "to-do" list in my room, and believe me: there is always something to do! Whether you want to work with students or want to assist with copying/cutting/laminating, there will always be a job available.
The best time to come in and work with students will be during the second half of our reading time, from 8:30-9:30.
3. Do I need to fill out any paperwork to volunteer?
As long as you check in with the front office, you may come into my classroom. There is a background check that needs to be run if I am to be able to let you work alone with a student ("alone" means out of my sight--such as reading or playing a game with a student in the hallway instead of in the classroom). These forms can be filled out in the front office.
If for any reason you do not wish to fill out a background check form, that is your business--it just means that I cannot let you out of my sight with a child.
4. What grade is my child getting in ___________?
If at any time you want to know your child's current grade in a particular subject, feel free to ask. Please be aware that it may take me a day or two to do the calculations. Please also be aware that unless I have serious concerns about a student's performance, I will probably not send home a note if a child's grade changes by only one letter (ie if they go from an A to a B, or from a B to a C). If a child is ever in danger of failing, if they drop more than one letter grade, or if the child's work takes a nosedive in quality, I will let you know immediately.
I may roll out, later in the year, a system that will allow you to access your child's raw data online. This data would be for a ballpark figure ONLY, because my online grade entry often does not include participation until the end of the term.
5. I don't understand my child's spelling list. Why are there two lists?
You child's spelling list has two columns: the "regular" list and the challenge list. Each week I pre-test the students using the regular list. Any word that the child can already spell is then replaced by a challenge word. If your child already knows how to spell "unless" and "harmless," I will ask them to attempt to learn slightly more challenging words that have the same spelling patterns.
Most students will have a personal list of many of the regular words and a handful of challenge words. If a student aces the pre-test, his/her list for the week is the challenge list. This system cuts down on the number of times that a student studies and is then tested on a word that s/he can already spell.
6. My child didn't write anything in his/her planner? Does s/he have homework?
Yes. There are two permanent assignments in my classroom: read for 15-20 minutes and a spelling activity. Even if your child brings home a blank planner, they are still to read and work on spelling for that night. A list of choices for the spelling activities may be found on the Homework page.
7. Does my child have to sit on an exercise ball?
No. I provide the exercise balls as an alternative to sitting in a chair. For many students, being able to fidget and move while sitting gives them a slightly longer attention span and lets them get some energy out in a way that still allows them to pay attention.
Once the students get used to the equipment, many choose a mix of a ball and a chair. By the end of last year, most students were sitting on a ball 80-90% of the time, and sitting on a chair the rest of the time.
Despite some concern from adults when they see the equipment, in my experience the students tend to fall off of the balls far less than they fall off of chairs. There are also very few times that students become over-stimulated and use the equipment in an inappropriate fashion. If you are worried about your child using a ball, please feel free to contact me.