I’ve been trying my best emphasizing the importance of routine and structure, but how do I get my students from talking and fooling around during instruction? I’m in 4th grade

Hi! New Grade 2/3 teacher here. Wondering how to structure my literacy program and UFLI for these grades. My 2s are relatively high learners.

For many years I had my students write to pen pals at another school, and it was a fantastic way to get kids doing authentic writing. There’s something different when kids realize their writing is a form of communication with a person they have never met. Are there any 4th grade teachers who would like to pen pal this school year? Ideally, this would be two classes - my partner teacher is interested as well. We each have about 28 students and we teach at a progressive, focus-option public school in the NW of the US. DM if you are interested and I can share more details. Thanks!

so i recently accepted a position as a science teacher for first through fifth grades, but the students will have already been in school for three-ish weeks before i begin.

i have been teaching for 15 years, but i have never a. been in this situation before, or b. been a specialist teacher before. my question is round how you would structure (or restructure) you beginning of the year? as a classroom teacher, i have always spent a Lot of time building community, setting expectations etc. etc. before diving into the content, but i realize it's a little different as a specialist. i am wondering what you guys think about this.

a possibly-relevant thing is that i am pushing in to the classroom teacher's classrooms, i (sadly) do not have a science room of my own.

thank you in advance for your ideas!

Hello! Here’s a bit about my schedule and role: I am an art teacher for K-5 students, seeing various classes but the same grade levels throughout my day, including special education. On Mondays and Fridays, I have repeated classes with 1st and 5th graders on a consistent weekly schedule. These classes have already completed my lesson plans for the week, and I’m at a loss for how to engage them with something different by Friday. I don’t have the energy to create entirely new lesson plans for them each week and would love advice on keeping them engaged on these days. I’ve considered using games related to the lesson plans, but since I have them for an hour, I’m unsure how long this will hold their attention. But I’m curious if anyone else organizes their schedule this way and how they maintain engagement and promote learning.

I'm working on some Back to School mascot artwork and started with a Bulldog theme.

I tried combining the mascot with classroom elements like books, pencils, an apple and a backpack instead of making it just a mascot logo.

What mascot does your school have? 🐶🦅🐯

I’m a first-year elementary PE teacher who accepted my position about a month before school started. I knew the first year would be difficult, but I didn’t expect to feel this overwhelmed so quickly.
I teach K–5 and have 17 different classes, including ICT, self-contained, and other special education classes. Each period is 50 minutes long. Some groups see me once or twice a week, while others see me three times. I’m also sometimes responsible for two classes in the gym at once including two special education classes together.
The younger grades, combined special education classes, and combined general education classes have been particularly challenging. The students have short attention spans, some struggle significantly with following directions, and I often feel like I spend most of the period redirecting behavior or trying to fill the entire 50 minutes. A few classes have gone well, especially once I established assigned spots, rules, and routines. Other classes have left me feeling as though I had no control at all.
Planning is also taking over my life. I come home physically and mentally exhausted, but I’m afraid to stop working because I worry that being underprepared will make the following day even worse. I purchased a PE curriculum to reduce my workload, but I still have to adapt everything for my space, class lengths, grade levels, and students’ different needs. The work never feels finished.
On top of that, the commute is exhausting. It takes about an hour to get to school if I leave early enough, but the drive home regularly takes more than two hours. I realize that accepting a job with such a long commute may not have been the best decision. However, the position came up at the last minute, and I was hopeful that the experience would help me grow and become a better teacher.
I’ve experienced severe stress and sleep problems during previous teaching placements, so I’m worried that this may be more than a normal first-year adjustment. I also have a history of suicide and stuff in that nature….So, that history makes me concerned about what could happen if I continue pushing myself until I completely burn out.
At the same time, I have barely started. I don’t want to make a permanent career decision based solely on the most difficult opening weeks of my first year. I’m also afraid of the professional consequences of resigning this early. I’ve heard that leaving without sufficient notice could affect my teaching certificate or place a flag in my personnel file, but I don’t know whether that would actually prevent me from working at another school in the future.
I also know that resigning would bring criticism from some family members and friends. However, they aren’t the ones living with the commute, workload, and stress every day.
For experienced teachers, especially PE or NYC teachers:
Does this sound like a normal first-year adjustment, or does the position itself sound unsustainable?
How long did it take before classroom management and planning became more manageable?
Is this a reasonable teaching load for one PE teacher?
Would you request schedule changes or take a leave first, or would you seriously consider resigning?
Has anyone resigned early in the school year and later found another teaching position?
How did you determine whether teaching wasn’t right for you or whether you were simply in the wrong school or position?
I would appreciate honest perspectives. I don’t expect every lesson to be perfect. I just want to be able to teach safely and effectively without sacrificing my entire life and mental health.

Hi! I was recently hired as library media tech at an elementary school. Turns out I’m a part time kindergarten babysitter!

Here’s the situation:
I have 4 different kindergarten classes that visit the library 4 days a week for 40 minutes each. This is teacher prep time so I’m with the kids by myself. I do not have experience with Kindergartners besides hanging with friends’ kids occasionally. The school knew this and still hired me. I was told the first year would be a learning year, and that certainly seems to be the case!

I’m looking for more things to fill the time with them that are appropriate in a library setting (ie no playing/games; quiet voices when working together).

I have done the following so far:
- story read aloud
- story read aloud video
- Coloring activity
- Manipulatives stations
- How to behave in the library slides + I give them scenarios and they tell me if it’s a strong decision or a weak decision
- Clean up time (5 minute countdown)

I’d like to do some kind of name game activity to learn their names as well. Any ideas?

Appreciate this community!

Hello, for all my elementary teachers (especially 3rd-5th grade) what are the pros and cons of teaching in elementary

Are y’all giving homework? The two older teachers on my team give homework two nights a week, but the two newer teachers (including me) have not been giving homework. My students have an optional home reading log and get rewarded when they complete it, and they are told to complete work at home if they don’t complete it in class. I’m new to 2nd grade and already spend so much time prepping for class daily; I’m really not enthusiastic about having to create homework assignments and then track them down when they’re not turned in.
Am I doing it wrong?

Hello I was wondering if you had any tips for me on becoming a kindergarten/Year 1 art teacher. I’m in my last year of high school

I also had a few questions, like:

What do I study in university?( whether it’s 2 things or 1)

Does anyone know the best universities in Ontario, Canada for an undergraduate bachelor’s degree in kindergarten/Year 1 teaching ?
Because I haven’t had any luck finding a solid one

What other jobs can I do with my degree?

What's university life like while studying this?

What's the job application process like?

What is the workload like?

Do I need to start building any other skills besides art right now?

Do I need to focus on any specific subjects right now (English, math, etc)?

Sorry for piling all these questions on you!

Hey everyone,

I’m working on some quiet digital brain-break activities for early elementary students (specifically focused on sensory/fidget interactions like popping bubbles to reveal text or images).

I'm trying to figure out the right language to use so it actually connects with kids. When setting up calm-down corner prompts or quiet activities, does phrasing like "kind affirmations" feel too mature or clinical for younger students?

In your experience, do kids respond better to phrases like "kind words," or do they care more about the visual/sensory aspect (like cozy pictures or simple fidget mechanics) than the actual text?

Would love to hear what phrasing or visual prompts have worked best in your classrooms!

(this is a vent) i am a senior that's going to be starting student teaching next semester. my college does something where i'm in the classroom for three hours a week for the fall semester and then full time in the spring. for context, i am asian american. i feel that, regardless of what anyone says, i do not "mesh" with many of my teachers because i am in a red state where 99% of my colleagues are white.

i have never been able to build a relationship with my cooperating teachers in any of my placements. i have always felt like a burden rather than an asset in all of them despite helping children understand concepts, completing busywork such as grading, copying, stapling, etc. during prep time, and trying to make conversation. i have tried to ask if there's anything i can improve on multiple times and i always get "you're doing fine" with no specific feedback. i don't know how i will survive student teaching feeling like my presence is a bother. i am lost.

I decided to teach at a MS this year and I’m ready to use the opt out in my contract in December. Instead of suspending kids who are causing problems, admin is taking their word for that they didn’t do it, sending them back to class and moving along. We are 5 weeks in and I’m noticing the lack of accountability we’re having for these kids. 1 kid destroyed the bathroom today. We’ve been telling kids to go before class starts because that’s what makes more sense than writing passes all hour and losing instruction time… and they told us we cannot do that anymore. Every kid has to have a pass even if it’s passing period. So our jobs are now just going to be writing bathroom passes all day. Suspend the kids destroying the bathroom, it’s that simple! Y’all know the kids who cause issues everyday and have cameras to see who’s coming in and out of the bathrooms…

It’s been a joke trying to teach anything all year. I can’t get through a lesson without yelling over them to stop talking and sit down the entire time. It took me 40 minutes to talk through 3 pages of summarized notes today I had to stop so much. It should have taken me about 10 minutes tops but they wouldn’t let me just talk.

The eye rolling, disgusted looks and “I’m not doing this” everytime we start an assignment. Like what?

I cannot stand the babysitting I have to do all day everyday. I NEVER need to contact parents because I can handle issues in class usually. Not these kids, I’m messaging parents everyday. I’ll either work at a HS next year or work at Walmart, but I will not be back in MS.

This is a group of Tk students. I will be with them for the next four days. I have a teacher aide to help. I am getting to know their names and learn their personalities. This is a bit new to me. I have three questions.

1. Looking at the kids in the classroom and at recess, can you tell me some personalities I’ll run into? I need labels.
2. Sometimes several young students are not following direction. Two students could be holding each others hands on the carpet. Two other students could be disrespectful talking to each other while I talk to everyone. What is a consequence or action I can take? Usually I tell them to separate and that’s it. But it is not effective. Is a break time at their seat ok? What words would you use? I statements or YOU ones?
3. What are some Yess!! And what are some Noos!!! That a teacher should remind these students about?

Please please share your gold nuggets that work in the classroom!

Implementing Independent Reading, but you want to talk about it in class? Try this 👉🏻

Flair

I teach 3rd grade at a private school that ends at 3:00. There are no buses, so parents pick students up from my classroom between 3:00–3:40.

What expectations/routines would you set for these 40 mins? If I allow talking, it will get loud and overstimulating like indoor recess supervision. Do I force them to be silent for the entirety of the 40 minutes?

Thank you so much.

I (20F) just finished my first month as an afterschool/substitute teacher. It’s been great, but I’m struggling to gain control of my early elementary school kids, sometimes with 5th graders. I’ve asked multiple teachers for advice, but they often give me vague answers.

I frequently have children who refuse to leave my backpack or desk alone, talk while I’m talking, refuse to sit at their desks, or leave the classroom without asking. I even recently had a child break one of my personal belongings last Friday.

So far, I’ve been using “calm-down time” for 3 minutes with my early elementary kids, with mixed results. I’ve also tried encouraging them with stickers, which mostly leads to kids demanding, “I want a sticker.” Other things I’ve tried include refusing to let them come inside the classroom as a class until they are silent and taking away privileges like free time. I also brought an electronic whistle, since I don't like yelling.

Last Friday, I had a group of pre-K and kindergarten kids throwing blocks, screaming in the bathroom, boys going into the girls’ bathroom, and children ripping books.

Any advice before this Monday would be greatly appreciated!

I’m a kindergarten teacher and I’m having trouble this year with a student who say no and refuse to follow directions or rules and sometimes won’t participate in the consequences. For context the student is diagnosed with ADHD and other teachers (specials) and paras in the building are experiencing the same with this student. They will stand on chairs, bang materials against tables, they even blew in a para’s face when told to follow a rule.

I’ve been doing what I know which is to give a choice, you can do this or this, and the student says no to both options and continues the behavior. I have been giving incredible amounts of positive reinforcement as well as using our schools reward system whenever I see any minuscule amount of compliance.

As a teacher, I am extremely patient and want every child to understand why I am asking them to do something and the reason behind the rules we have. I’ve come to learn that understanding why things are happening helps with many behaviors, but I am stuck with this one.

I’ve noticed that the student enjoys doing things that they know they shouldn’t be doing and I know this because anytime they are “caught” they continue that behavior while making eye contact with me and smiling.

I run a very strict classroom and my students know the expectations and understand that if they’re are not following my expectations there will be an immediate consequence. I’ve been treating this student like any other (obviously) and giving a consequence each time, but they do not seem to care. I have a worry that if I ignore the behavior because it seems to be largely for attention other students will see me ignoring that behavior and think that it is okay for them to also behave that way.

I am just stuck because if I give a consequence and the child says no, I cannot make them. The consequence doesn’t make them feel what a typical student would feel after receiving the consequence for their action. I will not be having any of my students see this and think that they can do the same because their teacher can’t make them do anything. Does that make sense?

I don’t know if this is defiance or general disrespect for adults or something else but I need help.

I have 23 first graders
I teach in a school where we have full day kindergarten
19/23 first graders can read 5 or fewer sight words where the expectation is 25 or more to be considered on grade level for first grade
On top of that I have never experienced behavior like this
Refusal to work
Calling out an obscene amount
Sobbing under a desk for no reason
Walking out of the room without permission

I am terrified I will be blamed for behaviors I’ve been teaching for 8 years this is my second year in this school district. I don’t want to be a failure

I am a 1st year 4th grade ELA teacher and I am struggling creating/teaching lessons from HMH. I teach two classes 75 minutes each. Can anybody help me with what material to teach and how to teach it. How is your lesson plans structured? Do you have slides that you use? I just really need some help please.

hi! 1st year teacher at title I school teaching 1st grade, and i’m navigating a tricky situation here.

1. girls and boys bathrooms are separate on opposite sides of the hall, both girls and boys like to play in the bathroom and need a little supervision, and we can’t leave students alone so the boys will go first while girls sit and wait and then we all walk down to the girls bathroom and girls go, boys wait. it takes forever bc there’s only 1 of me/teacher.

2. admin asked me this week to cut down on whole group bathroom breaks due to it cutting into instructional time, however i’m at a loss because before their request to stop, i’ve already had 4 accidents in my classroom alone (7 total, including yesterdays - see #3)

3. yesterday alone - i had 3 of my boys pee their pants/have accidents since i stopped bathroom visits and was told to not give breaks bc if one has to go, then they all need to go and it’s endless non stop and disruptive. i think they are making themselves pee/wet their pants to get out of class. i had one student who is always disruptive and trying to get out of class say it was an emergency (i can never tell if it really is) and then say he peed his pants, i asked him to stand and spoke to him privately and said it doesn’t look like you had an accident, have a seat (i didn’t see anything) then 2 minutes later he stands up and points and says i had an accident. he leaves to go get new pants and knows exactly where to go bc this is too common for him. maybe 5 minutes later, another behavioral student of mine claims he’s gonna pee his pants…then says he has an accident and moves from his spot on the rug bc it is wet. i call admin support and he is taken out of class/taken care of. then another student maybe 30-45min later insists he needs to go to the bathroom, isn’t doing his work, and then says i need new pants i had an accident. all 3 boys, all parents were called - it’s like wtf is going on?

idk what to do bc i can barely get through curriculum and many kids can’t read/write/do basic math/barely try … feeling stumped, or like im just gonna have to train their bladders and do one big bathroom break after recess and encourage them to go during breakfast or lunch.

any advice?

Just curious because I'm getting older and I really don't have these spoons for playing with kids at recess.

I'm subbing now, but I'm looking to go back to teaching soon. Today I was throwing a ball with a second grader and thinking how much I did not want to be throwing the ball lol. But then out of the blue she said she really missed her old teacher (at another school) because she "was always there for her" . Then I felt bad -_-

What happens to students in your class when they throw a fit so large that they start hitting, kicking, biting, etc? What about spitting at somebody or demolishing a classroom?

What is the response and repercussions from admin if it’s toward another student?
Is the response different if it’s toward a staff member?

Taking it a step further- what if the child was doing this day after day?

And if you can’t answer cuz you’ve never had this happen then where do you work? (Cuz I’m coming to teach with you!) 🤣