After looking around, I thought that the posters showcasing the Catch it Bin it Kill it guidance were a little bit dull for the students in my class that I know would just gloss over it. Instead, I decided to make a visual aid that I knew the children would like and look at for my noticeboard.
Instead of the traditional poster, I made the slogan into three sections with arrows to cut out to make it easy for them to see the process. Being able to cut the circles out means that I can put it up vertically or horizontally, whichever I need to do for it to fit on my noticeboard.
They have cute little cartoons to make it a bit more lively, and an explanation as to what each step means. The title ‘Stay Hygienic’ will be placed above it and spoken about on the first day of school as this is really important, especially for the coming year.
If you have any questions about this resource, please contact me on my instragram: misshood.nqt :)
Inspired by so many others, I decided to create this growth mindset display based on the readings and research I have done both on my course and in my spare time.
The acrostic shows ‘mindset’ as different ways to have a growth mindset. It also displays different, smaller sentences and questions on the poster to showcase what this section means.
This can be displayed in different ways, either across or downwards, or randomly on display! I plan to use this and talk about having a growth mindset on the first day at school, having it on display for the rest of the year.
For my own calm corner display, I decided to go with the theme of clouds. This resources includes a title page, instructions for the corner, a mood circle, a definition of ‘mindfulness’ and three strategies to relax.
Strategy 1 - Breathing exercises. Included are four breathing excercises that can be laminated or put into a pouch for the child to choose from. This is a tracing and slow breathing exercise.
Strategy 2 - These are some activities (10) to choose from whilst in the calm corner. This includes activities such as ‘find an object with the beginning letter of your name’.
Strategy 3 - a ‘mindfulness’ jar. This is a resource in which I have included 6 (as you print out as many as you need/refill as you go along).
Hope you enjoy this resource, if you have any questions about it, send me a message on my teacher instagram @misshood.nqt :)
Created by myself, inspired by other teachers. This is my version of Morning and Afternoon questions that engage the children with simple questions in the morning and reflection questions in the afternoon.
The morning owls include simple answer questions, with some asking them to question what they will do to be kind that day, and others asking simple questions such as what they had to eat for dinner last night. In my classroom, I will incorporate these as a fun way to answer the register from time to time, whenever I have time.
The afternoon owls ask reflective questions such as what they are proud of or what they have learned that day. These are easy to repeat through days of the week.
The best part about the owls is that the children also have the opportunity to choose an owl, or you could use these as part of a reward system (if a child is good that day, they can pick and ask the question to the other children).
They can also be edited with different animals - if you would like me to edit them to have different backgrounds, such as flowers or clouds, I can do this for a small price!
These business-card sized checklist sheets have been designed so that children know what it means to really finish their work.
From placement, I know that near the end of the lesson, a lot of children come up to you and say that they’re finished. Little do they realise that a lot of the time, they aren’t! These checklists ensure that they can self-assess before they tell the teacher.
They both have elements of making sure the child has met the success criteria for that lesson, while focusing on they key elements they need in both mathematics and English lessons to be complete in their work.
It also allows them to tick the box saying that they are proud of their work. If they can’t tick any of the boxes on the checklists, it prompts the question why. Is it something they have forgotten to do? Is there any reason that they aren’t proud of their work? It gives them the opportunity to reflect on their work for that lesson.
Finally, it prompts a tip on the front of the checklist that asks them how they can improve their work. Through a different method? Perhaps different synonyms.
I will be laminating these so that they can use them, alongside blowing up a laminated copy for myself to model both during lessons and with the children.