Category Archives: Mathematics

be prepared - the casual teacher's motto

readilearn: Be prepared – a casual teacher’s motto

It’s not always easy being a casual teacher, taking over another teacher’s class for the day. You might be in a different class at a different school, working with a different age group and a different set of expectations, and probably playground duty, every day of the week.

But it does have its advantages too. You can arrive just before school begins and leave when it finishes. You don’t have to do assessment, write reports or be involved in parent meetings.

But it is important to be prepared.

Familiarise yourself with the class timetable and program

Many teachers leave a program for relief teachers to follow and, if one is available, it is important to follow it to maintain continuity for the children and to avoid interrupting the teaching and learning schedule. However, there may be days when a program is not available, and a casual teacher needs to be prepared for these.

Whether a day’s program is available or not, it is important to remember that it’s not your class. There will be established class expectations, procedures and timetables. The day will work best if these can be followed as closely as possible, particularly if teacher aides, support personnel and specialist teachers are involved.

Introduce yourself and your expectations

Continue reading: readilearn: Be prepared – a casual teacher’s motto

interactive whiteboard teaching resources for kindergarten

readilearn: Interactive whiteboard resources for kindergarten

“I’ve got an interactive whiteboard in my room but I don’t know how to use it.”

“What readilearn resources can I use with my kindergarten children?’

“Schools have said they want our children to come to school able to listen and follow instructions. What resources can we use?”

These are some of the statements and questions that teachers of children in their kindergarten year, the year before they start formal schooling, have put to me.

The main focus of my preparation of readilearn teaching resources is on the first three years of school. I hadn’t considered their application with children aged four to five. However, teachers have assured me that some of the readilearn interactive whiteboard lessons are very suitable for children in kindergarten as one part of a rich play-based learning-focused environment.

Using readilearn lessons on the interactive whiteboard in kindergarten

  • provides variety,
  • introduces children to the use of technology and some of the skills involved such as drag and drop, and click to select items,
  • provides opportunities for children to take turns, work cooperatively, listen actively to the teacher and other children,
  • encourages vocabulary development – the lessons are intended to be teacher-led and involve discussion with the children.

readilearn lessons support kindergarten teachers with

  • lessons ready to teach – login in the morning, keep one tab open – stay logged in for the day,
  • opportunities for children to make the connection between print and spoken language,
  • providing children who are ready to read opportunities of doing so.

readilearn interactive resources and lessons suitable for use in kindergarten:

Continue reading: readilearn: Interactive whiteboard resources for kindergarten

interactive teaching resources for use on the interactive whiteboard for the first three years of school

readilearn: What place do worksheets have in your early childhood classroom?

How do you feel about worksheets? Love them? Hate them? Use them sparingly?

I would say I’ve never been greatly in favour of worksheets. I’m not saying I never used them, but I used them sparingly. If I could do something as well or better without using a worksheet I would. There were a few reasons for this:

  • I valued children’s own work and didn’t feel the need to “pretty” up their books with the work of others.
  • I always looked for ways to progress children’s learning as opposed to keeping them busy.
  • I liked to reduce our paper usage.

Available on the internet and in bookstores are oodles of collections of worksheets; worksheets for anything you can imagine. You can spend hours trawling through websites looking for a sheet to support learning or practice a specific concept. Some of that time could be better spent considering other opportunities you could provide children for learning or practice, or even doing something pleasant for yourself for a change. Now there’s a thought.

When you think you may want a worksheet, or come across a worksheet that you may want to use, stop and evaluate its potential benefit:

Continue reading: readilearn: What place do worksheets have in your early childhood classroom?

teaching literacy skills with Bullfrog's Billabong, a week of literacy lessons and group activities

readilearn: A week’s reading instruction with Bullfrog’s Billabong

The readilearn Bullfrog’s Billabong suite of cross-curricular resources can be used as the foundation for planning a week’s reading instruction including lessons with the whole class and small groups and independent work. The activities cater for different ability levels in your early childhood classroom and can culminate in a performance to be presented to other members of the class, other classes in the school, or parents.

Bullfrog's Billabong, teaching effective reading strategies with covered cloze on the interactive whiteboard

Begin by introducing the story as a covered cloze activity (a lesson ready for you to teach) presented to the whole class on the interactive whiteboard. Although all children are engaged in reading the same story, the activity allows them to participate at their own level. The teacher-led discussion can be tailored to student needs, allowing each to contribute according to what they already know and extending their understanding by discussing cues for reading and irregular as well as regular spelling patterns. Children learn from each other as they actively participate in the cooperative reading activity. Refer to Covered cloze — teaching effective reading strategies and Bullfrog’s Billabong — Cloze — How to use this resource for suggestions.

As with introducing all new reading material, it is important to engage children’s interest by making connections with what they already know about the topic and explaining what may be unfamiliar; for example, a billabong, and encouraging them to make predictions about what might happen in the story. As the story unfolds, children may adjust their predictions and thoughts about the story.

Continue reading: readilearn: A week’s reading instruction with Bullfrog’s Billabong – Readilearn

readilearn: What parents can do to prepare their children for school

Parents often approach teachers wanting to know what they should teach their children or how to prepare their children for school—should they teach them the letter names or sounds or how far should they teach them to count?

However, for most teachers, these are not of highest priority.

What teachers value most is an ability to:

  • engage in conversation about experiences and ideas
  • get along with others and make friends
  • identify and organise personal belongings

and to have:

  • an interest in books
  • a curiosity about the world, and
  • a willingness to have a go and try new things.

The best way parents can prepare their children for school is by spending time with them, talking with them, playing games with them, reading stories to them and encouraging their curiosity by providing them with opportunities to question, learn and explore.

It is important for parents to see themselves as their children’s first and most important teachers. When their children start school, it is not time for them to relinquish their responsibility. Instead, it is important for them to work in partnership with teachers to ensure the best chance of success for their children.

Last week I shared an article, originally published in The Conversation, in which Kym Simoncini provided parents with suggestions for developing young children’s interest in STEM (science, technology, engineering and mathematics.)

This week, I share a letter to parents of children beginning school, congratulating them on their contribution and requesting their ongoing support.

Dear Parents,

Congratulations on teaching your child to speak!

Continue reading: What parents can do to prepare their children for school? – Readilearn

counting on fingers, mathematics, mathemagic,

Counting on fingers

This week at the Carrot Ranch, Charli Mills challenged writers to In 99 words (no more, no less) write a story about fingers that fly. Think about the different ways we use our fingers and what happens when we add speed. Go where the prompt leads.

I thought about the use young children make of their fingers when counting. It may increase their speed and ease of calculation in the beginning, but continued use tends to slow them down.

I also thought about magicians, and how the speed of their fingers amazes us with tricks and sleight of hand.

Combining both thoughts brought me to the mathemagician Arthur Benjamin who never ceases to astound with his calculations.

A performance of mathematic by Arthur Benjamin TED talk

Are you a math whiz, solving complicated problems and making calculations with large numbers effortlessly, or do you still need to count on your fingers at times?

I don’t think I was ever what would be considered a maths whiz, but I did have my confidence in maths taught out of me. Sadly, I think this happens to far too many.

Many children who have been provided experiences with number and engaged in discussions about number from a young age develop strong understandings and are able to calculate with little effort, arriving at answers almost intuitively. While it can be good to help them develop metacognition by asking them to explain how they knew, or how they worked it out, sometimes they don’t know how—they just know.

While some children need to be taught methods of working out answers, requiring maths intuitive thinkers to use the same working can cause them to second-guess themselves and to lose confidence by breaking what they know down into steps that only cause confusion.

I was interested to hear Arthur Benjamin’s plan for improving maths education when he is made “Czar of Mathematics”.

Arthur Benjamin Czar of Mathematics

His suggestions relate more to high school than primary, but probability and statistics still have their place in the early years, as I’ve shown with many readilearn resources.

For my response to Charli’s prompt, I’ve considered what may occur if a child’s intuition with maths is neither appreciated nor encouraged.

Counting on fingers
Everyone said she had a way with numbers. Even when still in nappies she was counting effortlessly to large numbers in multiples of twos, fives and tens as well as ones. The parents didn’t dare think they’d bred a genius, an outlier. They wished for an ordinary child who fitted in, unnoticed, like them.  They strove to inhibit her talent and discourage her enthusiasm. She tried to hide her ability by delaying responses with finger actions resembling calculation aids. But they slowed her none and flew too fast, earning her the nickname “Flying fingers” and ridicule instead of appreciation. 

Thank you blog post

Thank you for reading. I appreciate your feedback. Please share your thoughts.

#readilearn – Learning literacy and mathematics with Easter classroom activities – Readilearn

The celebration of special occasions such as Easter may bring interruptions to the usual class program with preparation for special events and performances such as Easter Hat Parades. It may also signal time to inject some fun into the program. But involving children in Easter activities doesn’t mean the learning has to stop.

In this post, I explain how using readilearn early childhood teaching resources keeps the children thinking and learning while having fun with Easter-themed resources across curriculum areas. (Note: All readilearn Easter-themed resources can be found here.)

Cultural studies 

An inclusive classroom acknowledges all traditions celebrated by its children.

Find out whether Easter is one of the traditions celebrated by the families of children in the class and discuss how it is celebrated.

If you have already investigated Family traditions and celebrations, you will know which children celebrate Easter and which do not.

For children who don’t celebrate Easter, be sensitive to the expectations their families may have for their participation.

My personal view is that it is beneficial for children to learn about the traditions of others but that they can opt out of activities and celebrations if families wish. In my experience, few families have Continue reading: #readilearn – Learning literacy and mathematics with Easter classroom activities