Cute Kinder Songs and Management Strategies

I was going through old files that I made after my master's program and I came across a few handouts from my behavior management class and first steps training that are cute and seem like they have useful ideas. I love using music/songs with my students and I have the feeling I will be doing a LOT of that next year with my Kinder buddies.

I used to sing something like this with my first graders, but this one is a little different and has a second verse.

For Lining Up:

I'm giving myself a great big hug (arms folded across chest)

I'm standing straight and tall,

I'm looking right ahead of me,

I"m ready for the hall.

I will not shove, 

I will not push

I will not try to pass.

I will not stay behind the rest,

I'll line up with my class.

For the Classroom:

We raise our hands to speak,

We work quietly in our seats,

We use voices soft and sweet,

We keep our places tidy and neat,

We are helpful, friendly and fair,

We take turns and we share.

I also love to use particular songs for certain transitions like coming to the carpet in the morning and packing up when it's time to go home. I found it very effective because as soon as the song would begin playing, the majority of the class would know exactly what to do. There were always a few stragglers, but for the most part, I didn't need to give any verbal directions at all once the routine was in place. 

I always played Good Morning by the Beatles (mostly for the repetition of the words Good Morning) and that worked really well. The rest of the lyrics have nothing to do with kids, but the animals sounds are kind of fun.

My favorite song to play at the end of the day is Home by Michale Bublé. Again, when you really listen to the lyrics, they are not for kids, but the main refrain is "I want to go home" which seems very appropriate at the end of the school day. Not sure I can use it next year, because in really listening to the lyrics I think it will make me tear up as I will be away from Mr. Sneaker and will be missing him and my home in Germany. We'll see...Maybe the abundance of hugs from my students will make it better.

I am also a fan of using lots of different ways to signal that I want quiet. 

5,4,3,2,1 Now your talking should be done.

I always mix up my quiet commands because I think that keeping it fresh is good for kids. I use the same few signals, but rotate them so it's not exactly the same every time.  Some other good ways to get kids' attention:

• voice: changing volume and going from normal to very quiet
• If you can hear me clap once....if you can hear me clap twice
• clapping patterns and having students repeat
• 1, 2, 3 eyes on me (teacher). 3, 2,1 our talking is done (students).
• ladies and gentlemen, can I have your attention please (followed by compliments to those students who gave eye contact right away).

What tips do you have for smooth transitions?

Do you use any fun songs?

One of my summer goals is to type up a bunch of good songs to sing with Kindergartners and common rhymes and put them in plastic page protectors in a binder so I have a book of songs/rhymes. I am kinda bad at remember lyrics sometimes and if I have them typed up I can easily throw the page up on the big screen using the document camera.

"I Am From" Poem-revisited

A reader asked me to provide a little more information on the structure of the "I Am From" Poem. I welcome any questions/clarifications on ideas readers want to incorporate in their classrooms. Also, I am not the expert! Part of what makes teaching such a great profession is collaboration among teachers! If anyone else has ideas to add, please comment and share!!!

From the book Write More! Learn More! By M. Carrol Tama & Anita B. McClain (which by the way has many great ideas for writing and I really recommend it), here is a different description of the poem in a format meant for students to complete:

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1. Brainstorm a description of the place that you want to write about.

2. What do you see there? When you visually walk around your home, or neighborhood, or where you come from, what do you see, hear, or smell?

3. Who are your family members? What do they do? How did they get to the place where they now live? What peculiarities or idiosyncrasies of place or family can you describe?

4. What are your favorite foods? What did your family say frequently?

5. Use the details you have created to create your own "I Am From" poem on another page.

I hope that makes the "assignment" more clear. As I explained to the reader, my poem shares information about many different aspects of my life growing up rather than focusing on just one place. I think the poems could be written either way--with the overarching goal being to get students to share stories and information about their lives. This type of poem validates students and allows them to develop voice!

If you are thinking about getting Write More! Learn More!, here is an idea of what kinds of information you will find in this great book:

1. Writing to Build Community
2. Writing to Organize
3. Writing to Respond
4. Writing through Note Taking
5. Writing Essays
6. Writing for Reading
7. Writing Project
8. Writing for Assessment

Each chapter offers strategies, directions, black line masters, and examples.

I Am From Poem

Another type of poem I had to try out for my writing class was called the "I Am From" poem. Here is the description from the book: (Learn More! Write More! By M. Carrol Tama & Anita B. McClain)

"In this global world of ours students come from many places. Even if they don't come from faraway places like Mexico, Saudi Arabia, Thailand, China, Russia, but from Main Street USA, they have much to share. This type of poem is non-threatening particularly to students who perceive themselves as non-writers. Students can always come up with descriptors about place, family and origins. Success is ensured. Through the "I Am From strategy," students see each other differently. They regard more sensitively, students who have come from distant places. Through these poems, American students hear about the trials of immigrants struggling to reach the United States as well as the hardships and fears that traveled with them, and those that remain a part of their lives in this sought after "Land of Golden Opportunity." All students gain insights into the lives of their peers who may have lived in cultures and situations completely foreign to their own. In addition, they view their own neighborhoods and families as rich sources of their personal story."

My "I Am From" poem

I am from Green Knolls Lane, playing with Barbies on a green shag carpet. Family parties with grandmas and grandpas, cousins, and friends.

I am from Ridge Line Road in a house that was build by my father where I spent most of my childhood. Playing with neighbors in the culdesac and returning home when it grew dark.

I am from the mahogany bed with pineapple posts that belonged to my great uncle. The bed I sit in as I write right now.

I am from strawberry cake with strawberry frosting, my signature birthday cake. Birthdays that were always during summer vacation. No work, just enjoyment, a tradition I still have to this day.

I am from family dinners every night at 6:00. Setting the table and filling glasses with water. Mom always cooking something good.

I am from Christmas traditions, a new dated Hallmark ornament for every year of my life. Christmas stockings that my grandma Sue knit by hand with the names of everyone in our family. Blank ones carefully put away for the children I will have some day.

I am from trips to the library for books to read before bed. Snuggling with mom on the couch as she read. Loving the special time with her and favorite books, Benny Bakes a Cake, Surprise Party, and Time to Go to Bed.

I am from Judd Road, another house built by my father, only this time I helped. A long driveway surrounded by woods leading the way to a dream imagined by my parents.

I am from Easton, a town with character, but without a single restaurant and only 1 store. Quaint, comfortable, and filled with family.

I am from Barbette's Dance Academy where I proudly danced for 16 years wearing brightly colored costumes covered in feathers, sequins, and lace. Sparkling on stage just like Miss Barbara taught me.

I am from Samuel Staples, Helen Keller, and Joel Barlow where some of my teachers had taught my mom and dad. Mrs. Fowler taught both my parents, by brother, my aunt, and my cousin. She was the greatest.

I am from Villanova University where I met two people who I love dearly. Where I thought I learned how to be a teacher and where I learned to do laundry. Leaving CT, and my first love, to begin a life that I never thought I wanted.

I am from Portland, Oregon. A home that my husband and I own and altered to fit us just right. From granite counter tops, stainless appliances, and expensive taste that I developed from having a builder as a father. Not my first home, yet it is. Special memories for a new family starting with the two of us.

I am from Tualatin Elementary where I truly learned how to be a teacher. Meeting special kids I will never forget..Maria, Karla, Hugo...

I am from careful and cautious in new situations, but rushing and hurrying through daily life.

I am from shy and quiet sometimes, but talkative and bubbly at others.

I am from...

Some of the poems written by others in my class were absolutely amazing and truly poetic. Their words choices were fantastic and their poems truly were works of art. Mine lacks that creative touch, yet I am sure you learned something about me in reading it so it works whether it is fancy or not!

Bio Poems

Have you heard of Bio Poems? This is one of the writing strategies that I learned in my writing across content areas class (from the book Write More! Learn More! by Tama & McClain). It was suggested that having students write this kind of poem is an excellent way to have them introduce themselves at the beginning of the year to build a classroom community of kids who know each other on a deeper level. It can also be used for other content areas (with creativity of course). Following the format, I wrote some examples.

Here is the format:

Line 1: First Name

Line 2: Four traits that describe character or topic

Line 3: Relative of ("brother, sister" etc.)

Line 4: Lover of (list three items)

Line 5: Who feels (three items)

Line 6: Who needs (three items)

Line 7: Who fears: (three items)

Line 8: Who gives (three items)

Line 9: Who would like to see (three items)

Line 10: Resident of

Line 11: Last name

Here is my Bio Poem

Katie

loyal, patient, thoughtful, klutzy

relative of Dan, Shari, & Alyssa

lover of peanut butter, reading, and Johnny

who feels excited, tired, and content

who needs love, support, and snacks

who fears frogs, loneliness, and crowds

who gives love, support, and snacks

who would like to see family, friends, and someone nice to rent my house

resident of Portland/Gemany

Toppel

In class yesterday, a few elementary teachers and I made up this one about frogs. A teacher in this group also said she had first/second graders write Bio Poems for their moms for Mother's Day. Such a cute idea!

Frog

webbed feet, bulging eyes, smooth skin, long sticky tongue

relative of toads

lover of bugs, water, and cool mud

who feels cold when it's cold and hot when it's hot

who needs prey, water, and land

who fears owls, blue herons, and snakes

who would like to see lots of juicy bugs

resident of the pond

Frog

For some categories I did not list three, but I think that this poem is very applicable to younger students. Maybe I would have them help me write one in a whole group before letting them try one on their own, but I am excited to try it. Maybe this year with the third graders....

Try it out! Anyone brave enough to leave their Bio Poem as a comment to this post!