Action #5 - Foster Self Control - Kindergarteners are very impulsive and want to blurt out an answer as soon as they know it. We often talk about how all our brains work differently and figure things out a different speeds. At the start of math, we use fluency cards to reenforce skills. To teach self-control, students have to listen to my command before they can say the answer to the fluency card. For instance, I will say "think" or "call it". Students know they can not call the answer until they hear the words "Call it". This helps all student to have think time but also helps instill self-control. It has worked great to allow everyone the chance to really think about the answer instead of just repeating what the first student yells out.
Action #3: Train Working Memory. I often use Simon Says to help with transitions, but I didn’t think about using it to help with memory. Switching it up with giving more than one command is tricky and it is probably helping MY memory! I also have tried the focus on sound suggestion (p. 64). We have played this using words that begin with a specific letter. Tossing the ball engages children right away and they are used to appropriate behavior w/a ball from Alex’s silent ball game...except of course this time they get a turn to talk!
I loved this chapter!! It really speaks to the work I strive to do in the lit lab each day!! I am excited to build in the strategies to train the working memory. I can see this as an addition to my whole group meeting on the floor and during math groups. Another good strategy that I can use with a couple of kiddos is identifying their "stressers" and how to deal with that stress in a more positive manner!