End of Year Cleaning

The school year is wrapping up, and it’s time to start thinking about that end of year cleaning checklist. Those of you who work in schools, how do you handle this? Do you have a routine? Do you involve students? It can be a bit overwhelming some years.

I don’t know of many jobs where you have to pack up your entire office and work area on a  yearly basis other than teaching. I am glad for it though, because it provides an annual opportunity to reevaluate materials and setup. It’s a scheduled time to reflect on what worked and what didn’t, what was useful and what is just taking up space.

For me, it’s also a time to plan for next year. We have to have our classroom furniture setup taped to our board before we leave for the summer, so our generous custodial staff can arrange it for us when they return things to the room after clearing it out to clean. I cannot say how grateful I am to them for doing this. This is the only school I’ve heard of where they don’t just dump everything in the room and leave it to the teacher to arrange upon our return. It is a huge blessing! It does mean I have to have my layout planned several months in advance of the new year though, and once I get started with planning one aspect I just keep going…

I like to involve my students in cleaning on the very last day. I’m not going to get any productive, academic work out of them, but it’s still important they have structured tasks to do. I think it also helps students develop a sense of pride in their classroom and responsibility towards the classroom community, especially since two-thirds of my students will return to my room next year. They get to see their handiwork and feel pride in preparing the room for the incoming sixth grades.

This year I stumbled upon a cool idea for end of the year cleaning task cards for students over here at Chalk and Apples TpT store, and I decided to develop a similar idea. My students already have classroom jobs through the year, and we use a classroom economy. However, there are always a couple students who end the year in debt, and I’ve never really known what to do about this. I don’t want to roll the debt ever into the next year, because I like everyone to start on a fresh, positive note. There’s no practical consequence though, so this year I thought I would have students work off the debt by helping with end of year packing and cleaning. They were going to earn so much debt cancellation for different chores that needed doing. That didn’t work out very well, because all my students wanted to help clean, even though I gave the debt free students the option of free computer or phone time. So, while this activity failed to be a consequence for ending the year with debt, it was a very successful and helpful method for structuring the end of year clean up and organizing all the tasks students could help with.

Anyway this is what I came up with:

eoy job mat

What do you think? You can download your own copy here at my TpT store. I laminated it and had students check off each task as they finished. Student favorites were the bulletin board and the supply closet. I actually had 2  students working together on the closet with my assistance. They really liked organizing everything and deciding where our supplies for next year would go. I also let them take home anything I didn’t want anymore.

I decided to go crayon free for next year. My middle school students have decided crayons are too young, and they haven’t been touched in my room for two years. I let my pencil sharpener take home as many as he wanted and then had him create bags of crayons for students to take home and give to younger siblings.

So, what do you do on the last day of school? Do you involve your students in cleaning and packing? If so what tasks do you have them do? Is there anything you would add or remove from my menu board?

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Extended School Year Lessons

Well we are half way through summer now and deep into ESY. As a special education teacher with a high-need skill, my contract has me on call for the extended school year (summer school for special ed), and every year, I’ve been called in.

I love it though, especially now as a classroom teacher during the regular nine month school year. ESY gives me a break in routine and lets me return to my itinerant roots, traveling to my students to work with them one on one on high need, functional skills: language and auditory training without worry for content knowledge like social studies and science. It’s a much more relaxing environment for me since there’s no curriculum pacing guide we have to rush to keep up with.

I try to make sure that is also a break for the students, too. It is summer after all, and none of them are happy to be one of the few who gets pulled from camp by their school teacher or, worse, has their teacher visit them at their house!

Here are some ways I try to make ESY lessons fun:

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  • Go on a vocabulary scavenger hunt. This one requires you plan in advance and are familiar with hte environment. I will sometimes have students meet me at the public library or my school classroom, and this is one of my go to lessons for those settings. It’s pretty straightforward and real simple to prep. Give students a list of the vocabulary they are learning. They then have to find examples of those words in the room (or building or yard). Just make sure there is at least one item that would fit each word. This works best for nouns and some adjectives. Verbs and adverbs are tricky as there’s no guarantee someone will be doing something to fit the word. I have let students act out these words before, though, so if you really want to include them you can with a that minor modification.

http://www.schooltechnology.org Photos of elementary students using iPads at school to do amazing projects.

  • Bring in the iPad! I have a personal iPad, and my summer students consider this the most sacred of rewards. Originally, I thought I would use the iPad in my classroom, but after our school iPad was broken by an overly excited student who forgot to put the iPad down before she started signing about her game score, I removed my personal iPad from the classroom. It’s too expensive a device to risk. However, I do bring it out during ESY. It’s a more supervised, one-on-one environment, so the risk is reduced, and the motivation and feeling of exclusivity for the students makes the risk worth it. For every 1 paper activity my students complete without complaint, they get to complete 1 round of 1 educational game on the iPad. They will do just about anything willingly to get that iPad access. We also usually write our own kid’s book using different iPad apps as a summer-long project. I publish the books and include them in our class library during the school year, so student has something to show off to the other students who didn’t have ESY.

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  • Read outside. A change of scenery can make a world of difference. If a student is getting fidgety, I’ll let them pick a book, and we’ll go outside to read. This is my tricky way of testing auditory reception. We sit side by side, and I read aloud. (Sometimes I will let a sibling read aloud if they are available and willing.) At random moments, I stop and ask the student to point to the last word read. We tally how many times they get it correct, and if they beat their record from the earlier times, they’re rewarded. This activity requires them to pay constant attention, but it also lets me check how well they can follow auditory input in an uncontrolled environment with a variety of background noises, not to mention that we get to be outdoors and get some sun on a pretty day. 😉
  • Sound classification outside Speaking of all the outdoor noise, another great activity I use with my newly hearing or younger ESY students was dubbed Summer Sound Sorting (by a student who had just learned the word “alliteration”). This can be a relaxing activity for a student who is feeling frustrated with other work, but be aware it may be very difficult with student with severe hearing loss or who have been recently aided/implanted. We go outside and be as quiet as possible. The student has to try to name each sound they hear. Is it a bird? A lawn mower? A car? Was that the wind or a person? Sometimes, we’ll take the iPad out to record all the sounds to review later. One student made a sound book with audio clips for his summer book project.

music

  • Popular Songs During the school year, I have students bring in songs they want me to cue and/or explain for them. I’ve started requiring this of my ESY students. Each session they have to bring in a song them like (parent responsibility to check for appropriateness), and we go over the vocabulary, idioms, and figurative language that comes up. My students love it! I love it too, because it gets them listening to music more and gives them something to talk about with their chronological age peers. Often, my students get left out of many social conversation about bands and top songs, but this helps keep them in the loop. We even work on singing along!

conversation beech ball

  • Keep it active! For most ESY activities, I try to make sure the student is moving. Even just a little movement can go a long way. Instead of a matching worksheet, we’ll use flashcards and really spread them out. We will act out books instead of write summaries (although they may have to write the script for us to act it!). Thanks to this inspiring blog post, I also have a beach ball that I wrote conversation topics on. We toss it back and forth; whichever topic our left thumb lands on, we talk about for a minimum of 3 minutes and no less than 3 student sentences. Anything to get them moving will help keep your students engaged when they’d rather be playing.

So how about you guys? Do you have any great summer therapy or ESY lessons? How do you make summer learning more fun for your students?

Teacher Summer Bucket List

Summer has arrived! I’m excited for the change in routine and the chance to work with my students one-on-one specifically on their language and hearing needs without concern for curriculum content. Yes, that’s right; it’s summer, and I will still be working with my students.

Contrary to popular belief, teachers are still working even when the schools are out of session. Even if you don’t have a formal extended school year program, like I do, I’m sure your classroom is somehow on your mind. There’s lesson plans to be improved, curriculum to be updated, professional development to attend… If our summer break includes a vacation it is probably no longer than what would be given in any other profession.

Every summer I always have a ton of projects and intentions for all of the “extra time” I will have on my hands. Some years, I am better at checking off all to do’s than others. One of my transliterators suggested I make a summer bucket list to help keep myself on track this year, and I’m excited to share that with you here.

Teacher-y Bucket List

  • 40 hours itinerant Extended School Year
  • Summer Academy PD workshops (We’re moving to the Stetson inclusion model; has anyone tried that?)
  • teach parent and student ASL classes
  • plan daily math centers with independent, hands-on activities (any suggestions would be most appreciated)
  • select class novel and write reading guide and lesson plans
  • get TESOL certification (45% of my students this year were ELLs.)
  • improve Cued Speech fluency
  • develop way to integrate Cued Speech reading instruction (Any ideas? My students are not fluent cue readers, but it is their primary (if not only) communication modality; we need some serious improvements!)
  • make conversation sentence stem cards to help with language samples and class discussions

Non-Teacher-y Bucket List

 

  • Italy trip
  • Colorado wedding road trip
  • visit college friends (Atlanta, Virginia, Nashville)
  • sew travel kit accessories (I found these ideas here, here, and decided to make my own version of this item here.)
  • sew placemats (Can you tell I like to sew?)
  • knit sheep baby blanket (idea found here)
  • finish mug storage (another fun Pinterest project idea)

Reading Bucket List

  • I Can Hear You Whisper: An Intimate Journey Through the Science of Sound and Language  by Lydia Denworth
  • Talking Hands by Margalit Fox
  • When the Brain Can’t Hear: Unraveling the Mystery of Auditory Processing Disorder by Dr. Teri James Bellis, Ph.D.
  • Building Academic Language: Essential Practices for Content Classrooms by Jeff Zwiers
  • The Lady in Gold by Anne-Marie O’Connor (not teaching or Deaf related, but you gotta have some fun reading, right?)

I don’t know that I will get everything done before the end of summer, but I am hoping to finish a good bit and maybe do a few things more for my classroom and lesson planning as inspiration hits. Do you make a summer bucket list? What do you put on your list?