Chapter 10 Make Them Responsible

Chapter ten talks about kids who are responsible and irresponsible. The ones that are irresponsible should be given little things to be in charge of that will eventually make them more responsible. If the kids has bad behavior or does something bad just ignore him/her and him/her will quite more than likely. Even if you do this with high school students or adults it works the same just like stickers from back in elementary school. This helps show how to get students to behave better without really doing anything and get things done for you. It could help with working with kids for a long time like a camp or club or organization project than giving everything to the responsible ones.
50 Ways to Improve Student Behavior
By: Annette Breaux and Todd Whitaker

Chapter 9 Their Own Notes to Parents

This chapter was about students who misbehave writing their own letters home to parents, than you. When this is done, parents are more likely to believe it and not get mad at the teacher thinking that their kid is imperfect and horrible. Parents will more than likely tell the kid to behave better and give them a punishment that the kid won't like so the kid won't do anything bad anymore because the parent will know and act on that. This will help me in dealing with kids through camp or something by having them tell the parent, than  you.50 Ways to Improve Student Behavior
By: Annette Breaux and Todd Whitaker

Chapter 8: Happy Notes to Parents

The chapter discuss that noticing good child behavior is good and telling parents this builds a better relationship and kids will behave better to have a note to give to their parents. This will then make it easier to deal with parents when there is a big problem with their children. It also makes the children happy. Even if you only send one every couple a months it should work out well and be enough.
50 Ways to Improve Student Behavior
By: Annette Breaux and Todd Whitaker

Chapter 7: Meting Out the Seating

The chapter talks about in the beginning of the year for a week or so you should let students sit where they want to feel comfortable. After that you should know who is best to sit where and who by. This can allow you to move just the few by assigning them special jobs that make them move to better spot all the way around. You could also do groups rotating often and keeping the ones that need to be separated, separated. Can help me by working in groups and how to keep some form sitting together distracting everyone and not helping the group.
50 Ways to Improve Student Behavior
By: Annette Breaux and Todd Whitaker

Chapter 6: Believe in Them!

Chapter tells you that teachers who help students by believing in them will make them believe in themselves and that students spend more time with teachers than with parents. This then means that students that who have positive role models that make them believe in themselves at home they still need their teacher to do so. If the teacher smile and stay patient with them and then encouragement students will believe that the teacher does truly care. This will help teachers with behavioral problems with kids by lowering it. This helps by reminding me to always stay positive even if I get the feeling the kid doesn't care whether I help him/her or doesn't grasp a concept so he/her starts to give up.
50 Ways to Improve Student Behavior
By: Annette Breaux and Todd Whitaker

Chapter 5: Stay Near, Dear

The chapter states that you must break the physical barrier, which can break a mental barrier that wasn't even known existed, by moving around in your classroom. Just like when you go into talk to someone and they stay behind their desk it can feel more uncomfortable. Teachers need to take that to the classroom and kids will also have less behavioral problems. This helps both in and out of the classroom. It helps to know mixing it up doesn't hurt kids thinking.
50 Ways to Improve Student Behavior
By: Annette Breaux and Todd Whitaker

Chapter 4: Are You All Right?

The chapter discuss about asking students acting out in bad ways in the class privately about are you all right. This will show the kid that you care and has noticed. This will help the kid to want to behave better and act better towards everyone. This relates to everything in life with other humans and helps with some kids in the class that I help with corrections and catching up on late work.
50 Ways to Improve Student Behavior
By: Annette Breaux and Todd Whitaker

Chapter 3: Tools for Rules and Procedures

This chapter talks about making rules and prodcedures for the classroom and that rules are for serious problem like hitting and procedures are for doing something. You should have at most six rules and a lot of procedures you teach over time. This is great for teachers or someone in that line of business or bosses. This is great for setting the classroom atmosphere right on the first day and being consistent.
50 Ways to Improve Student Behavior
By: Annette Breaux and Todd Whitaker

Chapter Two: A Letter of Introduction

This chapter discuss that contacting the students and parents before the school year begins is a big plus; they advise letters. In the students you should talk about how happy you are to have them in your class. In the parents you should discuss how happy you are to have their kid and work with them to make them better, it also advises to tell them about some of the important stuff to learn.This is to help grow a relationship so students want to be in your class and parents will want to work with you and the child. This helps with human behaviors and if I ever became a teacher or something in that line of work.
50 Ways to Improve Student Behavior
By: Annette Breaux and Todd Whitaker

Chapter One: Meet and Greet

The chapters main theme was if you want your students to want to be in your classroom, then you have to convince them that you actually want them there. It was about meeting students at the door and greeting them whether it's just hello or nice to see you again. This will help them feel welcome and behave better, then. It can help kids want to learn, also. The way the WalMart greeter greets is how you should greet them and saying good-bye at the end of the class period will only help more. I don't really know how this helps me now, but it's good peoples skills all together and nice to know. This could also help you in a job.
50 Ways to Improve Student Behavior
By: Annette Breaux and Todd Whitaker

Blog/Reflection Journal for Week of May 7-11, 2012

This week in cadet teaching I helped kids get test corrections done and graded papers. For Thursday they had safety day which I helped the group with. Friday they had field day so I helped grade and do books in the classroom. This week was enjoyable and remained me of how close the end of the year was with all of the end of the year activities they did.

Reflection Journal/Blog for Week of April 30-May 4, 2012

This week in cadet teaching I graded papers, helped kids get caught back up in class. The kids also went on a field trip Friday. They were working on fractions in math. Working with the kids was complicating because they really don't seem to care as much since it is the end of school. The week was fun,though.

Reflection Journal/Blog for Week of April 23-27

This past week I was gone Monday and Tuesday. I helped with kids retaking tests, getting caught back up in classes and grading papers for Ms. Wilbers. The kids have taken their map test already, so they went to the park and I helped in the office, then. In the office I mostly ran errands for the secretaries. The week was fun and I learned more about working with kids in a group and how having different personalities clashed.

Cadet Teaching Journal/Blog for Week of April 16-20

This week I mostly helped with students in Mrs. Wilbers class. I also graded papers. This week we did pretty much everything form social studies, to comm. arts, to reading, to fun activities, to math, much more. The kids were good and showed me how you don't want a big group together and the different strategies it takes to get them to work.

Blog/Reflective Journal for Week of April 10-13

This week in cadet teaching I graded papers, helped kids in class, help a kid catch up on work for classes, & put togeather scholastic book orders. This week was fun & I enjoy working with the kids in Mrs. Wilber's class.

Reflective Journal/Blog for week of April 2-5

This week I worked in groups doing stuff like map. I also worked individually with some kids to get them caught up on work. I also graded papers. I need a book for the summaries. Thanks!

Blog/reflection Journal Week of March 26-30

This week in cadet teaching I helped kids with math, reading, language arts, and morning work. I read in groups with some kids. I also helped with kids missing questions on math quizzes. I enjoyed the week and it showed all the different types of kids you may have to teach.

Cadet Teaching Journal/Reflective Blog Week of 3/20-23/12

This week in cadet teaching I helped students get caught up on work, and homework. I also graded papers. This week was fun and showed me what it would be like to be a teacher and how different kids act and when and why. I helped with spelling, math, reading, history, and language.

Conclusion: Continuing the Journey

In the conclusion it sums up the chapters over word study, fluency, vocabulary, and comprehension. Talks about how it is important to teach kids this and stay up-to-date on concepts on teaching and what to teach with it. How important it is for kids to have this. Also to keep the least amount of work of it and get what needs to be taught taught and to look for improvements in the kids and encourage them.
This will help with working the students on reading, reading homework, reading groups, and during reading class if I am in there.
Research-Based Reading Lessons Grades 4-6 by Maureen McLaughlin, Amy Homeyer, and Jennifer Sassaman.

Blog/Reflective Journal week of March 11-14

This week in cadet teaching I have helped take down & get the new bultten board ready. I have also graded papers & helped kids with their or study for test. This week was fun in her class.

Chapter 5: Comprehension

Comprehension is the understanding of what you read and being able to apply it to what you know or have experienced. This is a very important aspect learning and teaching reading. Every aspect of the reading process contributes to comprehension. Reading is a social-constructivist process. Constructvism is based on three core assumpions: 1) what is learned cannot be spearated from the context in which it is learned, 2) The reader's purposes or goals are central to what is being learned, 3)knowledge and meaning are socially constructed  through the processes of negotiation, evalutation, and transformation. Good readers can use comprehension strategies, know and montior their goals, generate questions, construct and revise meaning as they read of the text, know the author's style and purpose, and read widely. They give six lessons on the same theme: mystery, survival, biography, fantasy, holocaust, and poetry. The lessons go in three stages. In the first stage the teachers explains, demonstrates, guide the students, give the students pratice, and reflect as a class. In stage two they review and guide the class the class. Then give practice and afterewards they reflect. They also do student facilitated comprehension centers including mystery center, art center, and listening center. Also student facilitated comprehension routines including literature circles and cross age reading experiences. In stage three they share togeather, reflect togeather, and set new goals for the futuer. These stages stay the same for all six lessons except the student facilitated comprehension centers that might change to writing center, theme center, etc, for the difference of each lesson. The teachers in this use bookmarks, bio-pyramid, we can make connections sheets, story impressions, and draw and lable visulaitons worksheets to help teach the class.
This can help by helping kids with their reading homework or worksheets, when I'm helping with reading groups, or during reading class.
Research-Based Reading Lessons Grades 4-6 by Maureen McLaughlin, Amy Homeyer, and Jennifer Sassman.

Cadet Teaching Reflection/Journal Blog for week of March 5-9 2012

This week in Cadet teaching I helped students get caught up on their work, including science, math, spelling, and reading. I helped some complete work. I also sat with a group and help that group if they did group work. I also help grade papers. This wasn't to bad and had fun this past week.

Chapter 4: Vocabulary

In this chapter it discusses what teaching vocabulary is, which is kids need to know the meanings of words to be able to comprehend what they read. Also, having vocabulary knowledge is one of the predictors of reading success. Kids need to do more than write definitions in order to know the meaning of words. Kids need to use the words through reading them, hearing them spoken, writing them and speaking them. This then gives six lessons just like in the other chapters over the same lessons and types of books. They use stuff like probable passage reading, graphone concept, context clues concept, semantic question map, semantic map, then do summaries, definition map concept, and a vocabulary bookmark to teach students vocabulary different ways with different reads. With these types of teaching it will help the students stay focus, since it is a tough concept and hard to concentrate on. The book also advises to do things with drawing, and doing self-selection. Self-selection will help them believe that they know the word better and have confidence.
This will help me from being in the class room during reading class some days and helping the students learn the way Mrs. Wilbers teaches. Also it helps when I help the kids with reading homework or in reading groups.
Research-Based Reading Lessons Grades 4-6 by Maureen McLaughlin, Amy Homeyer, and Jennifer Sassaman

Reflection/Blog for Cadet Teaching week of Febuary 27-March 2, 2012

This week I helped grade papers, which wasn't too bad. I helped with Dr. Seuss day Friday. The kids were doing a M&M worksheet, which was fun to the kids with and showed how kids grasp things differently and need to be taught differently. I also helped with getting kids caught on their work and help kids with their class work and understanding of what was being taught. This can be a  challenge trying to get kids to pay attention sometimes, other than that it's not too bad.

Chapter 3: Fluency

In this chapter it discusses fluency and how to teach the concept. Fluency is the efficient, effective word-recognition skills that allows readers to construct the ideal of the text. Fluency is the ability to accurately, rapidly, expressive oral reading and makes silent reading comprehension possible. Accuracy occurs in word decoding, automatic processing, and prosodic reading. Being a fluent reader is hard by components of reading (word recognition, determining the meaning of words, grouping words into grammatical units, generating inferences, and constructing meaning. It is also related to motivation. They showed six lessons in teaching this concept with the Reader's Theater. The six themes are mystery, survival, poetry, fantasy, biography, and the Holocaust. Each lesson is done in three stages: teacher-directed whole-group instruction, teacher-guided small-group instruction, and teacher-facilitated whole-group reflection and goal setting. In stage one the ideal of fluency and the project is explained, the teachers demonstrate how this is done, the teachers then guide the students into doing this themselves, then the students practice together, and, finally, the class reflects on what was done. The same process is done in stages two along with student-facilitated comprehension centers and student-facilitated comprehension routines. In stage three the students share what they have done so far whether it's performing or a recording and then they reflect on what was done and set new goals.
This will help me by working with kids with their reading homework or reading in groups or reading class. I will understand how Mrs. Wilbers is teaching and how I can do it the same way not to confuse the kids.
Research-Based Reading Lessons Grades 4-6 by Mauren McLaughlin, Amy Homeyer, and Jennifer Sassman

Reflection Journal/Blog for Cadet Teaching Week of February 21-24, 2012

This week in cadet teaching I helped kids with their work, greaded papers, stapled togeather book orders, went to the petting zoo with them, helped one to take a test, and helped with certain students in class with notes and such. The petting zoo was fun and I think the kids enjoyed it. Helping the students doesn't really bother me and somtimes I learn something new. Also, greading paper and putting togeather the book orders is fine, too.

Chapter 2: Word Study

In chapter two the book talking about word study. Word study provides insight inot how words work. It helps indentify wich parts of speech they are to analyze their structure and to spell them. Word study is the knowledge of roots, affixes, homonyms, and other vocabulary, spelling, or grammatical features.
This chapter talking about six lessons including root meaning-mystery, parts of speech (clinquain-synonyms)-survival, homonyms-biography, suffixes-fantasy, parts of speech (diamante-antonyms)- the Holocaust, and prefixes-poetry. In the lessons they talk about each have the same stages wich are: teacher directed whole-group insturction, teachers-gudided small-group instruction (student facillitaed comprehension centers and routines), and teacher facilitattted whole-group reflection and goal setting. In these lessons for each stage the book changes too, esxcept for poetry. Word study builds on student's knowledge of language, including grammer and phonics. This will help because at the end it talked about how each teacher also did this with specail education kids, which I help sometimes.
Research-Based Reading Lessons Grades 4-6 by Maureen McLaughlin, Amy Homeyer, and Jennifer Sassman

Journal/Reflection Blog for Cadet Teaching Week of February 13-17, 2012

This week in cadet teaching I helped a kid with comm arts mini quiz, and reading classwork. I graded mulitplication quizzes and helped print off papers for a kid. I also helped with their Valentine's Day party. In comm arts they were doing verbs. I really liked the Valentine's Day party it reminded me of when I was in grade school and middle school. Grading papers and helping the kids can be really fun.

Chapter 1: Teaching Research-Based Reading in Grades 4-6

This chapter discussed ways in which to teach kids reading comprehension. They talked about three stages in which teacher-directed whole-group instruction, comprehension strategy practice, and teachers-facilitated whole-group reflection and goal setting. In stage two you can use teacher-guided small group instruction or student-facilitated comprehension centers and routines. They talked about different ways in which to teach this and check assessment. One activity you may use is literacy centers in which you can break down into literature circles where a group of students with the same reading level and interest in books join to make a group and inside the group there are different jobs and the students take turns doing the different jobs. They also suggest doing cross-age reading with different people like older students, or teacher aids. This will show kids how to read fluently and work with someone older to form ideals and discuss what was read. Also the older one can help the younger one with learning to read and reading tougher text to learn reading. It talks about wanting to include thematic instruction since most kids knows this best from classes before. Also to evaluate the kids fluently and guide them to the best. If they "out grow" the group they are in you can move them on to another. This chapter was mostly an overview of research-based guided comprehension models for the intermediate grades. This chapter will help me with working in small reading groups or helping the kids in reading class.
(Research-Based Reading Lessons Grades 4-6 by: Maureen McLaughlin, Amy Homeyer, and Jennifer Sassaman)

Reflective blog/jorunal for week of 2/6-2/10 2012

This week in Mrs. Wilbers class I helped one kid with his reading vocab on "Heat Wave." He had words like weather vain, seign, and temperature. I also helped that kid on a reading worksheet, spelling packet,  math worksheets, and common arts worksheet. I helped a group of kids in like a study group to get work down that wasn't already down. I, also, worked with a group of kids over a reading comprehesnion passage and questions. I graded papers on spelling, where they had to write the word correctly in curssive three time, and multiplicaiton table. In spelling this week they had words like shawdow, groan, glow, grow, and mild. In math they were working on mean, meadian, range, and mode. In common arts they were doing verbs and the past, present, and future tenses. I really like working the groups the best. Working the kids is fun but hard not tell them they have the wrong answer. The math though I had a hard time because I forgot how to do that. Grading papers really doesn't bother me and is fun and the time goes by so quick.

Chapter 5: Test Comprehension Instruction

In this chapter comprehension is said to be the for reading. Good readers will be purposeful (learning, entertainment, instruction, etc.) and active (use prior knowledge and experience, figure problem and solution). Text comprehension can be improved by instruction that helps readers use specific comprehension strategies. These strategies include: monitoring comprehension, where the kids are aware of what they do and do not understand and how to fix it; using graphic and semantic organizers, pick out maid point or thing and tell info about it; answering questions, teacher ask questions over what they read; generating questions, is teaching students to ask their own questions about what they just read; reconginizing story structure, is knowing how the content and events of a story are put into the plot; and summarizing, summing up what they just read. Students can also learn comprehension strategies. Explict or direct stragtegy instruction is the best used diect by direct explanation, modeling, guided pratice, or application. Can also be taught through cooperative learning. Using effective and mulitple-strategy instruction really helps kids and teach them different ways. Comprehension instruction should begin as soon as they begin reading; do not wait until the basics are fully known and understood. Also, making use of prior knowledge will help teach kids, along with mental imagery. This helps me because sometimes they have reading class when I am in there or helping with their reading homework or late work. It shows the many ways kids learn.
(Put Reading First The Research Building Blocks for Teaching Children to Read by: Bonnie B. Armbuster, Fran Lehr, and Jean Osborn)

Chapter 4: Vocabulary Instruction

Kids have four different types of vocabulary listening vocabulary, speaking vocabulary, reading vocabulary, and writing vocabulary They can learn vocabulary indirectly and directly. Indirectly by oral language being spoken, people reading to them, and reading on their own. Directly by specific word instrution {teaching individuals words before reading},and word learning strategies {refrence aid, word parts,and written clues}.Students should be taught words that are important to what they are doing, useful words for understanding what's being read or spoken a lot and difficult words like words with multiple meanings. Students sould at least be acquainted with words they are using.Word learning include 4 differant kinds: learning a new meaning for a known word, learning the meaning for a new word representing a known concept, learning the meaning of a new word representing a unknown concept, and clearifying and enriching the meaning of a known word. This can help show new ways of understanding the words they read instead of just trying to find context clues in the sentance that explains the meaning or just telling the students.
(Put Reading First The Research Building Blocks for Teaching Children to Read by: Bonnie B. Armbruster, Fran Lehr, and Jean Osborn)

Chapter 3: Fluency Instruction

Fluency is being able to read a passage or story correctly knowing when to stop and pause, the correct sentences, no choppiness, and be able to comprehend and while unfluency readers read and have unstructaul rhyme to what they read; they, also, can't understand it. Ways to help is repeated and monitored oral reading. Reading can be good and proven effective to help studedents but silently reading on their own may not be to beneficial since their is no feedback. You can hlep by providing kids with models of fluent reading. Also, if you read a passage or paragraph fluently then have the children reread it on their own like you read it you could help them read more fluently. Poems are the best to teach kids with but you should have them  read a mixture of stuff. One thing that won't help as much as thought is having them do words isolated because it is harder to identify in a book. You can monitor students reading by timeing how many words they get correct a minute, Informal Reading Inventuries, miscue analysis, and running rewards. It is good to keep track because it is useful in evaluating insruction, setting instructional goals, and can motivate students.This can help me when we are in groups reading and I do popcorn I could have it if they call on me then they will have to read it togeather after me until they get correct or something.
(Put Reading First The Research Building Blocks for Teaching Children to Read by: Bonnie B. Armbruster, Fran Lehr, and Jean Osborn)

Chapter 2: Phonics Instruction

In this chapter it discussed 5 ways to teach the relationship between graphemes and phonemes, which are the following: graphoemic relationships, letter-sound associations, letter-sound correspondences, sound-symbol correspondences, and sound-spelling. For this to help you will need to teach some groupd togeather like ph can sound like f in phone. Approaches to teaching phonics instruction include: synthetic phonics, analytic phonics, analogy-based phonics, phonics through spelling, embedded phonics, and onset-rime phonics instruction. Reseach has shown that systmeatic and explicit phonics insrtuction is more effective than non-systematic or no phonics instruction, signifying improves kindergarten and first-grade children's word recognition an spelling, significantly improves children's reading comprehension, effective for children form various soical or economic levels, particularly beneficial for children who are having difficulty learning to read, and who are at risk for developing future problems, most effective when introduced early and not an entire reading program for beginning readers. This all summed up means that this program is good for kindergartens and first graders and should only take 2 years to teach. It can be taught any way in classrooms, individually, or in a small group. Also, it is not a full program for teaching, reading, or spelling. For any kids over those ages can use this but doesn't help too much for spelling past that age. When teaching this you need to be able to have kids use it reading, forming sentences, and writing their own stories. Some programs though do not use systematic phonics instruction which include: literature-based programs, basal reading programs, and sight-word programs. Systematic mens the plan of instruction includes a carefully selected set of letter-sound relationships that are organized into a logical sequence. Explict phonics means the programs provide teachers with precise directions for the teaching of these relationships. This help me by showing me how I could help teach them phoincs when we do little reading groups or helping with spelling worksheets.
(Putting Reading First The Research Building Blocks for Teaching Children to Read by Bonnie B. Ambrsuster, Fran Lehr, and Jean Osborn)

Chapter One: Phonemic Awarness Instruction

This chapter talked about phoneme, grapheme, phonics, phonemic awareness, phonological, syllables, onsets and rimes. It, also, compared and contrast those. Phonemic awarness includes: indentifying and making oral rhymes, identifying and working with onsets and rimes in spoken syllables, and identifying and working with individual phonemes in words spoken. Some of the ways to teach phoemic awareness include phoneme: isolation, identify, categorizing, blending, segmentation, deletion, addition, and subsituion. It tole about phoneme manipulation, bleding, and segmenting was. It, also, talked about how to learn by his/her reading ability, and that you know the child's reading ability to teach this in small groups with each group containg that level of reading. This helps me by reading with them. I can show them how to figure out  the word without haveing to ask. Also, when they ask how to spell a word I'll have a better way of telling them and sounding it out. It helps me because it shows me a new way that they know cause I was taught this differently.
(Put Reading First The Research Building Blocks for Teaching Children to Read by: Bonnie B. Armbruster, Fran Lehr, and Jean Osborn)

Journal/Blog of week 1/30-2/3

This week in cadet teaching I worked with a group of kids on a reading paper over a story like Cinderella. I worked with kids on their papers due. I helped picked out papers for one of the kids to do that was like bell work while others did the class work. I graded papers, too. I helped graded spelling worksheets and test, multiplication table quizzes, and jump start worksheets. In spelling this week they did words like globe, hole, whole, and grape. Their jump start worksheets were over math. The grading was easy. Working with the students on the book was fun and showed me what it would be like to be a teacher when some kids follow along, some work ahead, and some doesn't keep up. It felt somewhat like a puzzle or game trying to keep them all working together. Working with the kids on papers is usually pretty easy cause there is only one or two and they know what they are doing, usually, and all you have to do is keep them from getting distracted and answer questions they might have on a meaning of a word or something.

Cadet Teaching January 23-27 week

This week in Mrs. Wilbers' class I helped some with grading papers. I read with a group of kids during their silent reading time. We read on a book about an earthquake set way back in early 1900's. I also helped some with their homework and later work. They had spelling words, finding averages in math, reading comprehension worksheets, linking verbs in English, and read a lot on Mr. Luther King Jr.

Summary of 1/16-1/20 week Cadet Teaching

This week in cadet teaching I helped Mrs. Wilbers in her classroom with going around and helping kids with math while she read a chapter of their story, The Report Card. I also helped with a couple of kids with their homework in like a study group. I also helped her with English class one day with the kids and their work. I was also one of the kids partener for an activity. In additions I helped with grading papers, mostly the multiplication quizes for math that they do every morning. In math they were doing more division, long and short. They were also learning how to do division with money. In English they were working on verbs. Most of their reading homework included reading passages and answering questions on comperhension and facts from the story. In spelling they had a packet of about 5 worksheets that included making the words plural, vowel sounds, and crossword puzzle things. Most of the words were e or u vowel and inlcuded: bread, spread, spend, cent, comfort, among, trust.

-Cadet Teaching Reflective Blog for 1/9-1/13

The week of 1/9-1/13 I helped grade papers, which wasn't too bad. I helped kids who were behind with homework to catch back up. I also helped one with doing math and reading while one of the teachers were not there to work with the student. The class was working on reading Ellis Island. In math they were doing division, mostly long. They also take daily multiplication table quizzes that I had helped greade one day. Helping the kids get caught back up is fun and shows me even ways to figure out how to do something cause they were taught it diffent. Although helping the one kid with math was a challenge, but it showed me how kids need different ways to learn, like that student needed to vizulaize it and it be interactive for them to pay attention.