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Teacher Sherman's Classroom

  • Columbus Elementary School
  • Bridgeport, CT
  • More than three‑quarters of students from low‑income households Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education.

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This type of "rug" will help me implement integrating PBIS, and the "Mood Meter" district expectations; as students will be able to develop vocabulary about how others effect them when they are interfering with their "space." I am interested in integrating the activities the district has newly put in place in a more productive manner. "Rug Time Made Meaningful" provides the structure and parameters that are lacking currently. that will support student engagement and exchanges, peer communications, language development, proximity tolerance and spatial awareness. The age inappropriate carpet I have (a map of the United States), does not lend itself well to my 4/5 year olds for explicit directions for coming to the carpet to learn, share, and exchange. I have 15 students with diverse needs. My maximum amount of students is 24. As it is, the 15 students do not fit on the carpet, which creates a disjointed "coming together" time. Due to their age, lack of language/social interaction experience, and our diverse cultural norms; my students are struggling during our Morning Meeting time. The majority of them are rolling about, fidgeting, and interfering with each others personal space and learning process. They need to have clear boundaries so that they have equal access to the learning process. Furthermore, they have little vocabulary to articulate the issues that are interfering with effective Morning Meeting time, Read aloud, Think-Pair-Share, Turn and Talk, Circle Time, Total Learning activities, Mood Meter monitoring, and vocabulary development. Please help us.

About my class

This type of "rug" will help me implement integrating PBIS, and the "Mood Meter" district expectations; as students will be able to develop vocabulary about how others effect them when they are interfering with their "space." I am interested in integrating the activities the district has newly put in place in a more productive manner. "Rug Time Made Meaningful" provides the structure and parameters that are lacking currently. that will support student engagement and exchanges, peer communications, language development, proximity tolerance and spatial awareness. The age inappropriate carpet I have (a map of the United States), does not lend itself well to my 4/5 year olds for explicit directions for coming to the carpet to learn, share, and exchange. I have 15 students with diverse needs. My maximum amount of students is 24. As it is, the 15 students do not fit on the carpet, which creates a disjointed "coming together" time. Due to their age, lack of language/social interaction experience, and our diverse cultural norms; my students are struggling during our Morning Meeting time. The majority of them are rolling about, fidgeting, and interfering with each others personal space and learning process. They need to have clear boundaries so that they have equal access to the learning process. Furthermore, they have little vocabulary to articulate the issues that are interfering with effective Morning Meeting time, Read aloud, Think-Pair-Share, Turn and Talk, Circle Time, Total Learning activities, Mood Meter monitoring, and vocabulary development. Please help us.

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About my class

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