Today was tougher, there were 26? 27? Students? Recognizing Thursday could be a good day for crafts Little things, like pencils being unsharpened, or not being able to find the pencils, threw off the flow of today

01/15/26 ~ Inside, because students were done with homework, it felt like there was more restlessness - students played pool, wrote in notebooks ~ Many students wanted to run around, and kept running around ~ Coordinated with staff on procuring more snack after snack initially ran out ~ Talked with kids about bringing equipment back; a soccer ball was kicked over and then retrieved

Felt a little bit (only a little bit) like a human barricade — sat with DL for 10 minutes after they hit someone else; asked DL also to apologize to Nicholas for dripping hand sanitizer on his shoe; sat for 10 minutes before returning Felt a bit discouraged by the scattered materials, and difficulties managing students in the space - thinking of reintroducing nametags / seating chart [just takes a bit of prep]

Drawing and homework inside, played with paper airplanes outside

Felt generally managable

01/13/26 - - Students worked on homework - Chatted with Principal about potentially being in the library at times, and not eating food in the space - Keeping notes on students’ parents to talk to - Paper airplanes, jump rope, volleyball with aubri - Pew as a place for backpacks - Emphasizing clean up this day with snack wrappers [maybe a smaller bin for students because the larger bins are a bit harder] - thoughts: daily sticker, HW check [daily basis and encouraging pacing, a little bit each day] - Being firmer on consequences - taking away things + separating chatty pairs -> offering other options - Sharing appreciations with parents - Vanessa and Ariana - cleaning up, telling parents that too

It feels like even with harder to manage behavior, they get easier with talking to parents as an accountability, and not a disciplinary/punitive measure. It feels like it gives the choice to the student to decide what they do, and for them to know that adults in their lives are paying attention to what they do, and wanting them to do differently (because they care about them, and want them to both enjoy their capacity for play, but also their capacity to be good community members and students)

- 10/14 of the K-2 students had their homework out, and that felt like a huge win! 2/14 students, although they did not do homework, did stay focused with drawing/coloring, which I appreciated too. - I feel good about giving some initial time for students to play before prompting them to do homework- thinking about scripts to write out for different kinds of refusals or responses to asking - I am wondering about the pacing of the homework, and maybe simple ways for students to gauge their own progress (dating pages, counting pages and dividing by how many days they have) as a practice in setting up good study skills. - I’ve been trying to bridge the gap by checking in with parents about trying to get their students to do homework, and recognizing at home it is hard for them to get started as well. I’m trying to/hoping to have some kind of tracking system for homework to incentivize and recognize appreciated behavior. - Outside, students played basketball and soccer before going inside again after it got cold. Inside, the kids played hangman.

It went smoothly

Jan 9 - Some drawing with stencils before playing house, volleyball, soccer outside, and then singing/dancing back inside.

Pretty smoothly, there usually is a bit of wrangling indoors with how much energy kids have after school, but it seems like talking directly with parents (not as a punitive measure but instead as a reinforcing feedback) is shifting some behavior.

Some kids played house on the upper part of the playground, and then another group of kids played movie theatre [both as play-acting games], while another group played soccer on the blacktop. It got colder so we encouraged/gave students the option to go inside, where they sang and danced to their favorite songs.

- Well, it felt like students and parents were receptive to asks

Jan 7 - Students worked on homework, I talked to different parents about interactions / behavior observed from their child [the progressive disciplining I’ve heard from the school about doesn’t fully make sense to me], but I am wanting to / curious about how to some more incentivizing + disincentivizing homework - Today, as a part of setting new habits for this year, we focused a bit more on the cleanup transition before going outside, as well as bringing equipment back before getting picked up — partnering with parents has very useful for reinforcing norms here.

It went smoothly, it felt like there was a nice rapport that we fell into even with the long break.

We had a welcome back to the new year huddle, chatted about our holiday breaks and transition into the school year. Today was light on homework, so students worked on crafting paper beads and pipe cleaners with Mariana, then we went outside to play soccer, volleyball, and jumprope.

It went smoothly, there were also not as many students today.

Free play indoors, indoor pool and card games, then jumprope, soccer, volleyball, tag outside.

Smoothly, it felt like there was a bit of a smoother transition into the session today - what is challenging is the adding of additional students to Tiger Tales via the after school needs of the in-season sports teams [but not having them on my roster / not fully knowing who those students are]

More experiments in transitioning students into the session - giving snacks upon entrance, prompting students to grab a pencil, take out / reflect on what they would like to focus on in this next hour, and asking them how their day was, all before sending them into their seats. During the indoor time, we had sticker scene/dioramas for students to play with, notebooks, and Noe worked on helping some students with homework. After our first hour of homework, some students stayed inside for a dance party, and then some went outside to play with balloons, soccer, volleyball, and jumprope.