Ag cruthú nósanna na bliana // Creating year long routines

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Táim ar tí tosú ag múineadh Rang 6 don tríú bhliain i ndiaidh a chéile agus táim ag súil go mór leis. Rud amháin atá foghlamtha agam ná gur rud fíor-thábhachtach an gnáthamh laethúil in aon seomra ranga le páistí ag an aois sin. Freagraíonn siad i mbealach an-dearfach nuair a bhíonn siad ar an eolas go mbíonn rudaí áirithe á dhéanamh i mbealach áirithe thar tréimhse fad-téarmach. Ní bhaineann gach páiste barr feabhais amach ag tús, mar is eol daoibh uilig, agus fuair mé amach gurb é nuair a bhíonn modhanna agus gnáthaimh áirithe curtha i bhfeidhm ó thus deireadh na bliana, go mbíonn na páistí in ann suaimhneas a ghlacadh agus iad ar an eolas go bhfuil am acu – am barr feabhais a shroicint, am le lonrú agus am le cruthú go bhfuil an ábaltacht acu. Cinnte, bíonn tascanna agus trialacha nach maireann, bíonn agus beidh i gcónaí, ach déanann sin na gnáthaimh fad-téarmacha seo níos tábhachtaí arís. Cheap mé go míneoinn cuid de na córais agus gnáthaimh atá i ndiaidh oibriú GO MÓR domsa agus do mo chuid daltaí. Tá áiseanna déanta agam chun tacú leis an gcuid is mó dóibh agus cuirfidh mé na nascanna bainteacha thíos. Más rud é go raibh tú ag smaoineamh ar aon áiseanna a cheannach roimh dul ar ais ar scoil, bheadh na cinn seo iontach toisc go mairfeadh siad don bhliain iomlán. Tá súil agam go dtiocfaidh gach duine ar rud éigin úsáideach anseo. Cliceáil ar na háiseanna thíos chun iad a cheannach ar TpT.

I am now beginning my 3rd year in a row teaching sixth class and am really looking forward to it. One thing I have learned is that routine is an absolute must in the classroom with children of this age. They respond so well when they are aware that we do things in a certain way over a long period of time. Not all children excel straight away, as you all know, and I have found that when certain procedures and routines were carried right the way through the year, the children could relax in the knowledge that they had time – time to excel, time to shine, time to prove that they could do it. Some tasks and exercises will come and go, by their very nature, making these long-term routines all the more important. I thought I’d detail some of the routines and systems that have REALLY worked for me and for my students. I’ve made resources to support most of them and will include the relevant links. If you were going to purchase any resources in the run-up to this school year, these would be a good bet because you get the entire year from each of them. I hope everybody might find something useful here. Click on any of the resource title pages below to purchase them on TpT.

Word of the Day // Focal an Lae

Conas mar a oibríonn sé : Tugaim seo mar chuid don obair bhaile GACH oíche, ó thús go deireadh na bliana . Tá liosta 200 focal agam as Béarla agus 200 focal as Gaeilge, tugaim focal amháin Béarla agus focal amháin Gaeilge gach lá. Cuardaíonn na páistí san fhoclóir iad chuile maidin fad is atá an obair bhaile á bhreacadh síos acu, agus cuirim leis an míniú ansin mé féin. Bíonn orthu dhá abairt a scríobh sa bhaile, agus na focail in úsáid iontu – ceann as Gaeilge agus ceann as Béarla. Faigheann siad pointí dójó breise aon uair go mbíonn focal an lae inniu (nó sean cheann) in úsáid acu sa labhairt agus pointí breise má bhíonn níos mó ná focal an lae amháin in úsáid sna habairtí scríofa. Fad is a dhéanann siad tréan iarracht go leor focal nach bhfuil bainteach a úsáid in aon abairt amháin a dhéanann ciall, is ar luas lasrach a thagann feabhas ar a gcuid foclóra. Bíonn gníomhaíochtaí foclóra ar siúl agam i gcónaí, mar chuid de mo stáisiúin liteartha, a bhíonn bunaithe ar fhoclóir na míosa. Chomh maith le sin, gach Aoine léim amach ‘Abairt na Seachtaine’, fad is a leanann an bhliain, éiríonn siad níos fearr agus níos fearr agus bíonn na páistí an-chomórtasach faoi. Is dhá áis éagsúil atá ar fáil, ceann i mBéarla agus ceann i nGaeilge. I ngach ceann acu tá liosta 200 focal, luaschártaí de na focail agus bileog teimpléadach chun abairtí a scríobh, ach le bheith ionrach, i ndiaidh dul i dtaithí ar an gcóras, bíonn an chuid is mó de mo dhaltaí ag iarraidh an cóipleabhar obair bhaile a úsáid ionas go mbeadh níos mó spáis acu chun abairtí níos faide a scríobh.

How it works : I include this as part of my students’ homework EVERY evening, from the very beginning of the year, to the very end. I have a list of 200 words in English and 200 words as Gaeilge, of which I give them one of each per day. The children look them up in the dictionary each morning while taking down their homework, and I clarify the meaning. They are required to write two sentences that night containing the words, one in English and one as Gaeilge. They get extra dojo points any time they use the current word of the day, or an older one in speech and they gain extra homework stars if they use more than one word of the day in their sentence. As they strive to make multiple, seemingly unrelated words fit into one sensical sentence, their vocabulary improves at an astounding rate. I also include vocabulary activities in all of my literacy stations, both English and Gaeilge, which are based on the words that month. Also, every Friday morning, I read out the sentence of the week, and as the year progresses, these become more and more impressive, and it becomes a prestigious accolade – no further prize necessary. There are two resources available, one in English and one as Gaeilge. Each contains a list of 200 words, mini flashcards for each word and a template sheet for writing sentences, though in all honesty after initially getting used to the routine, most of my students preferred to use their homework copies because they needed extra space for longer sentences.

Focal an Lae               Word of the Day in English

Seanfhocal na Seachtaine // Quote of the Week

Tá alt scríofa ar an mblag cheanna féin agam ar an gcaoi go mbíonn siad seo in úsáid agam, agus na buntáistí a bhaineann leo, agus mar sin ní scríobhfaidh mé go leor an uair seo. D’fhéadfá an t-alt sin a léamh anseo. Chun míniú simplí a dhéanamh, gach maidin Luain, bíonn seanfhocal nua as Gaeilge agus athfhriotail inspioráidach nua as Béarla ar chrocadh agam. Déanann muid plé ar theanga agus stair an seanfhocal. Pléann muid chomh maith tionchar an athfhriotail agus na daoine cáiliúla a dúirt. Arís, bíonn pointí ar fáil má bhíonn siad in úsáid ag na páistí, ó bhéal nó sa scríobh, agus bunaíonn muid ár gcleachtadh peannaireachta orthu chomh maith. Faighim gur féidir liom go leor a fhoghlaim faoi na páistí sa phlé seo. Bíonn seans mhaith le cuid acu plé iontach a dhéanamh don teanga labhartha nó fiú amháin don OSPS. Tá dóthain don bhliain ar fad sna pacáistí thíos.

I previously wrote a detailed post about how I use these and their benefits so I won’t go into too much detail here. You can read that post here. Suffice to say, every Monday morning I frame one new Seanfhocal as Gaeilge and one new inspirational quote by a famous person. We discuss the history and the language of the seanfhocail and we discuss the impact of the quotes as well as the people who said them. Again, I promote their use, both in oral language and in writing, and we also base our weekly handwriting practice on them. I find them really insightful in terms of the students’ maturity and understanding. Some of them can provoke excellent discussion for discrete oral language or for SPHE. There are enough for the entire year in the packages below.

Seanfhocal na Seachtaine    Quote of the Week - English

Turgnaimh Eolaíochta // Science Experiments

Turgnamh Eolaíochta1

Mar mhúinteoirí, tá ábhar amháin againn uilig – an ábhar nach maith linn, an ábhar a bhíonn fágtha ar leathtaobh ró-mhinic. B’fhéidir gur corpoideachas nó drámaíocht nó ceol atá ann duit féin. Domsa, eolaíocht atá ann. Ar fáth éigin, nach féidir liom a mhíniú, éalaíonn sé uaim. Déanaim pleanáil dó, bím ag smaoineamh faoi agus bainim fiú taitneamh as nuair a thosaím air, ach ‘sé i gcónaí an chéad ceann a bheadh fágtha amach. Chun iarracht a dhéanamh stop a chur le seo, chun cintiú go mbíonn sé clúdaithe, agus clúdaithe go maith, agam, chruthaigh mé an áis seo dom féin ag tús na bliana nua. San áis seo, tá 20 turgnamh eolaíochta – dhá cheann do gach mí scoile. Tá siad deartha le cintiú go bhfuil gach snáth sa churaclam clúdaithe. Tá siad roghnaithe don simplíocht ó thaobh an fearas atá de dhíth de agus is féidir gach ceann acu a dhéanamh díreach amháin mar mhúinteoir nó ligint do na páistí iad a dhéanamh iad féin nó i ngrúpaí – do rogha féin. San áis seo chomh maith, tá bileog teimpléadach gur féidir a úsáid chun turgnaimh eolaíochta a scríobh amach ag baint úsáide as an foclóir eolaíochta a bheidh in úsáid acu sa mheánscoil. Bhain mé úsáid as seo sa tríú téarma anuraidh agus táim ag súil go mór é a úsáid ó thús na bliana i mbliana. Seiceáil amach é!

As teachers, we all have that one subject – the one that gets away, the one that just doesn’t float your boat. Yours might be PE or Drama or Music. Mine is science. For some reason that I am yet to understand, it has an ability to evade me. I plan for it, I think about it, I even enjoy teaching it once I get into it, but it is always the first to get left out. In a bid to stop this from happening, to make sure I covered it, and covered it well I created this resource for myself, as part of my New Year’s resolution. This resource contains 20 classroom science experiments – two for each month of the school year. They are specifically designed to cover all of the strands of the curriculum, each one looking at a specific scientific fact. As well as that, they are chosen for their simplicity in terms of the materials required, and they can all either be done as a teacher demonstration or as a group/individual activity – your call. Also included in the resource is a template sheet for the students to write up the experiment using the scientific layout and terminology which they will meet in secondary school. I used this in the final term of last year and am really looking forward to getting stuck in from the beginning this year. Check it out!

Turgnamh Eolaíochta4

Leabhrán na bhFocal Marbh // Dead Words Booklet

 

An gcuireann sé as go mór duit a leithéid ‘It was good’, ‘She was nice’, ‘It was big’ and ‘Then we went’ a fheiceáil sa scríbhneoireacht Béarla? An mbíonn tú ag iarraidh go mbeadh foclóir thuairisciúil níos láidre in úsáid ag do scoláirí, ag fáil réidh le cuid na focail a bhí maith go leor agus iad i Rang 1 nó 2? Seo conas mar atá sé déanta agam féin. Bíonn na ‘Dead Words’ croctha ar an mballa agus bíonn leabhrán A5 mar atá thíos ag gach páiste. Tógann muid na focail, ceann ar cheann, agus déanann muid liostaí de na focail eile gur féidir a úsáid. Déanann muid ar dtús mar rang iomlán seo agus nuair atá siad i dtaithí air, tugaim mar obair bhaile Béarla é uaireanta – duais ar fáil don focal is fearr (nó focal nach bhfuil aimsithe ag duine ar bith eile) an maidin dar gcionn. Coiníonn siad na liostaí sna leabhráin. Chomh fada is atá focal áirithe clúdaithe againn, agus liosta cruthaithe, ní bhíonn cead acu é a úsáid níos mó ná uair amháin in aon píosa scríbhneoireachta. Bíonn seo dúshlánach dóibh ag tús na bliana agus bíonn siad ag braith go mór ar an leabhrán. Ach, fad is a bhíonn an bhliain ag druidim ar aghaidh, bíonn siad ag braith níos lú agus níos lú ar na liostaí. Tagann feabhas thar cionn ar a gcuid scríbhneoireacht tuairisciúil agus bíonn siad fíor-bhródúil as a gcuid iarrachtaí féin.

Are you driven to distraction by the likes of ‘It was good’, ‘She was nice’, ‘It was big’ and ‘Then we went’? Do you wish your students would use stronger, more descriptive vocabulary, replacing some of the words that were perfectly acceptable when they were in first and second class? Here’s how I’ve done it. The ‘Dead Words’ are listed on the wall and each student has a copy of the small A5 booklet below. We take the words, one by one and list the various replacements for them. I start by doing this as a class activity, brainstorming together. Then, once they are used to it, I assign it as English homework sometimes – with a prize for the ‘best’ word  (or a word that nobody else got) the following morning. The words are always recorded in their booklets. Once a word has been covered, and we have listed the alternatives, it is no longer allowed to be used more than once in any piece of writing. This provides a challenge to most of the students at the beginning of the year, and they rely fairly heavily on their booklets. However, as the year progresses, they rely less and less on having the list in front of them. Their descriptive writing improves hugely and they become very proud of their efforts.

Dead Words

Leabhrán na Rialacha Mata // Maths Rules Booklet

Thosaigh an áis seo amach mar leabhrán lámhscríofa a rinne mé do pháiste amháin áirithe, dhá bhliain ó shin, a bhí ag streachailt go mór leis an mata agus raibh pointe tagartha de dhíth uirthi, ach go háirithe don obair bhaile. Thug seo áit di go raibh sí in ann rialacha a choinneáil agus samplaí a dhéanamh amach ionas go mbeadh sí in ann iad a leanúint. Ar dtús, mhothaigh mé nach raibh ann ach áis suaimhnis di ach níorbh fhada go raibh sí ag úsáid go mór é agus ag feabhsú. Chomh maith leis an bhfeabhas a bhí ag teacht go mall ar an mata, is ardú féin-mhuiníne a bhí rí-shoiléir. Bhí sí ag taispeáint go bródúil do pháistí eile an bealach go raibh an leabhrán in úsáid aici. Tháinig beirt eile chugam ag fiosrú an mbeadh siad féin in ann leabhrán a fháil. Thug mé dóibh iad cinnte agus chonaic mé go raibh dea-thioncar le feiceáil leo siúd chomh maith. Anuraidh, shocraigh mé leabhrán a thabhairt do gach páiste sa rang, ar gach leibhéal ábaltachta, agus d’obair sé amach iontach. Cé gurb iad na daltaí is laige a fuair an méid is mó as, bhain na daltaí níos láidre úsáid as chomh maith, cuid acu ag rá gur úsáid siad sa bhaile é le míniú do na tuismitheoirí conas mar a bhí an obair bhaile á dhéanamh acu. Tháinig cuid mhór tuismitheoirí chugam agus iad chomh sásta leis na leabhráin agus iad sásta go raibh siad in ann tacú leis an obair bhaile. Sílim chomh maith go mbeadh an áis seo an-úsáideach d’aon duine agaibh atá ag obair sa Tacaíocht Foghlama le páistí Rang 4 / 5 / 6.

This resource began as a handwritten booklet that I made for one specific student, two years ago, who was really struggling with maths and who needed a point of reference, particularly for homework. This provided a place where she could store the rules she needed to remember, or where we could do out examples that she could follow. At first, I felt it was more a comfort to her than anything else, but it didn’t take long before she was really using it and seeing results. Her maths was very slowly improving, but even more importantly, her confidence was sky-rocketing. She was proudly showing others how she had just ‘looked it up’ and got it right. Two other students came to me asking could they have a booklet like it. I, of course, obliged and saw it had positive effects for them too. Last year, I decided to make them for all of my students, regardless of ability and it was a great success. While it was still the weaker students who gained the most from it, the stronger students also used it and kept it up to date, some of them telling me how they used it to show their parents how they were doing their homework. I had numerous parents come to me and say they thought this was really useful and was helping them to support their children with homework. I also think that this resource would be really useful for anyone working in Learning Support with students at the senior end.

Rialacha Matamaitice - Leabhrán Réidh

Piar-Theagaisc sa Mhata // Peer-Tutoring in Maths

Seo ceann eile gur scríobh mé faoi cheanna féin. Is féidir léamh faoi anseo. Is múinteoir eile I mo scoil a thriáil seo dhá bhliain ó shin tar éis freastal ar chúrsa. Bhí an iarracht sin chomh rathúíl gur shocraigh muid an córas a chur i bhfeidhim sa scoil uilig – Rang 1 – Rang 6. Focal amháin – Dochreidte!  Bíonn fadhbréiteach sa mhata i gcónaí deacair ar na páistí agus is minic ansin é go mbíonn cuid mhór de na fadhbanna le feiceáil, ach go háirithe i gcás na scrúdaithe caghdánacha. Tar éis an córas seo a leanúint uair sa tseachtain, d’ardaigh an STEN sa mhata ar a laghad scór amháin ag gach páiste i mo rang, seachas beirt. Cé nach bhfuil marcanna na scoile uilig feicthe agam, cloisim ó na múinteoirí ar fad go raibh sé an-rathúil go deo.  Tá cuid mhaith múinteoireachta de dhíth ag an tús chun an córas seo a chur i bhfeidhm ach téann na páistí i dtaithí air an-thapaidh ar fad. Ní bheidh brón ort go ndearna tú seo.

This is another one that I’ve posted about before in great detail. You can read about it here. Another teacher in my school piloted this two years ago, having attended a course on it. The pilot was so successful that we rolled it out across the whole school last year, from 1st to 6th class. One word – Unbelievable. Problem solving is such a tricky area for students in maths and is often where they experience the majority of problems, especially when it comes to the standardised testing. Having followed this system once a week, all but two of my students went up by at least one STEN score in maths last year. While I haven’t seen the school-wide data yet, I know on an anecdotal level that massive success was experienced at all class levels. This method requires a bit of teaching at the beginning but it soon becomes second nature to the children. You will not regret implementing this.

Piar-Theagasc

 

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Rangaithe faoi Uncategorized

2 fhreagra ar “Ag cruthú nósanna na bliana // Creating year long routines

  1. Ping: Áiseanna as Gaeilge amháin – Cén fáth? // Resources only as Gaeilge – Why? | Réalta Ranga

  2. Ping: Conas go mbíonn Litriú á mhúineadh agam // How I teach Spelling | Réalta Ranga

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