Chapter 7 ~ Putting it altogether and trouble shooting
What aspect(s) of The Daily 5 require(s)
troubleshooting in your classroom?
As I am quite
new to this programme I thought it would be quite a challenge to set up,
however the previous teacher did a lot of ground work and I just had to
reinforce the behaviour that I expect of the children.
‘I have been
using the Daily 5 for weeks now, and some kids are still not independent.’
During the last month I have had 1 student join my class from another school.
The child that joint the class is still very teacher dependent and I find this
quite frustrating when I have explained and shown him how the programme runs
and had him buddy up with another class member for the first 2-3 weeks to help
him get the hang of it. But he still doesn’t get it! After reading this chapter
I do think he will benefit from staying in at morning tea to practice the Daily
5 behaviour to help retrain his muscle memory.
The check in of
what students will be doing each day – I found the way in the book could be
very time consuming but am going to think of ways to adapt this as the one my
students currently have isn’t used as consistently as I would like.
As I have been
working my way through the term I have found a few trouble shooting problems,
however they have been very minor surface problems that haven’t affected how
the program runs.
How has
reading/re-reading The Daily 5 impacted your instruction?
Even though I
read the Daily 5 book only 9-10 weeks ago I found it was amazing how much I had
either forgot or missed when I first read it. I found re-reading gave me lots
of wee tips and ideas to implement that I should have originally done as it has
helped my programme run smoother. I have found that after re-reading and
discussing with the other teachers that the programme should be completely free
choice and this has worked really well in my class and children are much more
content when given the choice.
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