(Describer) Room 9 teachers in action.

[upbeat music]

Hello, everyone, and welcome to "Teaching In Room 9," the region's... Shapes are everywhere we look, but... Good job. Now, I want you to touch your throat right here and see how they feel. We can say to ourselves to be positive. Lemurs are found on the island of Madagascar. For one, the numbers get bigger as we go across to the right. RESET-- that means taking a deep breath. It may mean counting to ten. Today we're going to start with a freestyle throw. So I'm going to put my arm up and I'm going to...

(instructor) All righty, are you ready to learn? Let's go!

[upbeat music continues]

(Describer) Title on a bright blue background: Teaching in Room 9.

(Describer) Titles: Today's Objective. We will listen and talk about poems that promote self-affirmation. We will identify living and non-living items in our environment.

[gentle music]

[gentle music continues]

(Describer) In a cluttered classroom, Dr. Sanders sits at a desk.

Hello, everyone, and welcome back to "Teaching In Room 9," the region's largest classroom. In our new classroom, we can go anywhere and be anything. In this ever-changing space, we will engage and learn with the community around us, but remember-- what do I always say? It doesn't matter if you're 2 or 102, you will have some fun. F-U-N, fun. We will have some fun while learning. I work at Adams Elementary and the St. Louis Public Schools, and let's get this day started.

(Describer) He removes his cap.

I would like to get started by giving some shout outs to some of my friends. My first friend is Harlem. Hi, Harlem. How are you doing today? Let's spell Harlem. Capital H-A-R-L-E-M. Hi, Harlem. My next name is Rylee. Rylee! Hi, Rylee. Let's spell Rylee. Capital R-Y-L-E-E. Hey, Rylee. Orion. What are you doing right now, Orion? Ooh, okay. Let's spell Orion. Capital O-R-I-O-N. Hi, Orion. And my last name for today is Graysen. Graysen, are you paying attention? Are you doing the right thing? Let's spell Graysen. Capital G-R-A-Y-S-E-N. Hey, Graysen. So, are you all ready? All right, let's go learning. -[children laughing] -[school bell ringing]

(Describer) Titles on a chalkboard background: School Readiness.

(Describer) A black and white film plays.

(announcer) This is a test. For the next 60 seconds, this station will conduct a test. This is only a test.

[alarm sounding]

(Describer) Titles: Washing our hands!

(narrator) It's important to wash your hands at school and at home. You get to follow the same steps. Step one-- apply soap and rub your hands together.

(Describer) At a classroom sink, kids rub their hands together.

Step two-- rinse thoroughly with water.

[upbeat music]

(Describer) Water from the faucet gushes over their hands.

Step three-- dry your hands completely.

[upbeat music continues]

(Describer) Kids rub their hands with paper towels.

Step four-- throw your paper towel in the trash. Let's review. It's important to wash your hands. Step one-- always use soap and wash your hands together. Step two-- rinse off your hands with water. Step three-- make sure your hands are dried completely. Step four-- throw your paper towel away. Fantastic job. Keep up the good work and keep those hands clean.

(child) One, two, three,

(Describer) Titles: Math.

(Describer) Mrs. Williams stands by a number chart. They go from 1 to 120.

four, five, six, seven. Hey there, "Room 9," it's me, Mrs. Williams, the Woodland Creature Teacher. And when I'm not here teaching and learning in Room 9 with you, I'm teaching and learning at Windsor Elementary, where I teach first grade. So hi and lots of love to all my Windsor C1 family. Today, we're going to be working on counting on a number line. Number lines are super helpful anytime you want to count on or back if you need to find more or less, or even just learning your numbers. So let's take a look at the number line we have here. If we start on the left side, make your "L," we start here with the number one, and the numbers get bigger as we go across to the right. Count with me to ten. We're going to count all the way up and all the way back. Here we go. One, two, three, four, five, six, seven, eight, nine, ten. Great job. Did you make it all the way? Let's keep going. This time we're going to go backwards. Here we go. ten, nine, eight, seven, six, five, four, three, two, one. Do you know what? I feel like there's one number that we're forgetting. What number would come here.

(Describer) Before 1.

Yeah, it's zero. That's why it's not on our number chart. We're out of numbers. We're at nothing. We have zero left. Now, if we wanted to use our number chart to skip count, because counting by ones is good, but counting by fives is even better and faster. Watch. 5, 10, 15, 20, 25, 30, 35, 40, 45, 50, 55, 60, 65, 70, 75, 80, 85, 90, 95. Wow, guys, we already made it all the way to 100, but you want to know an even faster way to count? It's by tens. Let's see if you can keep up with me. Ready? Here we go. 10, 20, 30, 40, 50, 60, 70, 80, 90, 100. Guys, we made it to 100 even more quickly. There's another super secret trick that I can show you about your number line. If you want to quickly find one more and one less, it works just like this. Let's go ahead and pick a number. See if you can guess my number. It's gotta be a number less than 20. Did you say 15? That was my number. You are so clever. Let's go ahead and put our finger on 15. Now, if we go to the left, our number gets smaller, so one less than 15 is 14. Now let's try one more. 16. Now I'm headed back to 15 for ten less and ten more. Here I go. What is it?

(Describer) She points to the number 5, directly above 15.

You're right, it's 5. Now let's go back, and if we go down one row, 25. Awesome. So there are lots of other ways that you can use your number line, and I'd be super excited if you could send them to me on social media at #NinePBS. That's all I've got for you today, so give me a great, big love and a smile and I'll see you again next time. Bye.

[upbeat music]

(Describer) Titles: Read Aloud.

(Describer) Mrs. Forth's book cover features kids with a variety of skin tones.

Hi, everyone. Welcome back to "Teaching in Room 9." I'm Mrs. Forth from the Rockwood School District. Today, I have an amazing book of poems to share with you. It's called "Me! Ten Poetic Affirmations." This was written by Julius B. Anthony and the ECE Prep School, and illustrated by Kristen Jergens. Let's thank the author Julius B. Anthony. Thank you, Julius B. Anthony, and the ECE Prep School for all the help that they gave Julius B. Anthony when writing these poems, "Ten Poetic Affirmations." "Affirmation." Can you say that word? Affirmation. What is an affirmation? Hmm. Have you heard of that word before? It's a big word, isn't it? An affirmation is something positive that you can tell yourself to feel good and to feel positive. Affirmation. I'm going to give you some examples of things that you might say to yourself. You might say, "I am helpful."

(Describer) A board says: affirmation. She sticks words around it.

Helpful. You might say, "I am creative," or maybe "I am kind." Maybe "I am strong." "I am brave." Do any of those things remind you of you? These are all things that we can say to ourselves to be positive about ourselves. "I am helpful. I am creative. "I am kind. I am strong. I am brave." Let's read some of these poetic affirmations and see if we can find some other words to tell ourselves to feel positive about ourselves. "Me! Ten Poetic Affirmations." The first poem is called "Me."

[reading] No one looks the way I do.

I have noticed that it's true. No one walks the way I walk. No one talks the way I talk. I am special. I am me. There is no one, there is no one, there is no one I'd rather be than me. I am so glad to be me. The title of the next poem is called "Creativity." That was one of my affirmations. To be creative is to think and feel and use art sometimes, or dance, or music, and think about ways to have fun in a creative way.

[reading] "Creativity."

Hands clap. Fingers snap. Head twirl. Feet curl. Brains think. Eyes blink. Knees bend. Arms extend. Nose smell. Chest swell. Voice sing. Hips, do your thing. We sing, my body's devotion, creative in motion. Children, let your body breathe, dance, and sing. Creativity lives in my mind, in my body, and in my spirit. I bet you like to do creative things. "Determination." That's another big word. This poem, "Determination," really what it means is to not stop doing what you want to do. Don't let anything get in your way. You are determined.

[reading] "Determination."

Let all the children affirm. I am determined to do what is right. I am determined with all of my might. I am determined and I feel good about me. I am determined to be the best that I can be. I am determined, determined, determined. No one can stop me from achieving because I am determined. "Purpose." Have you heard of the word purpose before? That's what this next home is about. "Purpose." It means to have a reason, a reason why to do something.

[reading] "Purpose."

Do you want to know what I can do? Do you want to know am I true? Sit on down and let this phenomenon show you I am the hope from yesterday. I am the truth now. I am tomorrow's way. I am purpose. Yes, that's right. Purpose, that's me. I can call answers from the past. I can cook and make it last. I can sing and make the music swing. When I use my mind, I can do anything. I am purpose. Yes, that's right. Purpose, that's me. I am passionate. I am peaceful. I am productive. I am purpose. I am soulful. I am serene. I am selective. I am purpose. Do you want to know who I am? Do you want to know what I can be? Open your eyes and I know you'll see I am purpose. Yes, that's right. Purpose, that's me. I have purpose and it is my reason for being. There was a lot of affirmations in this poem. Remember, an affirmation means something positive you would tell yourself. I'm going to reread this part right here and see if you can hear all of those affirmations. Are you ready? I am passionate. I am peaceful. I am productive. I am purpose. I am soulful. I am serene. I am selective. I am purpose. That was a lot of affirmations. This next poem is called "Heritage."

[reading] "Heritage."

Heritage is our communal past. Love that last. Legacy. Family. Tradition. Jubilation. Celebration. I have heritage. Today, I celebrate the legacy of my heritage. "Unity." That means coming together.

[reading] Shout! Unity!

Together in verse. Shout. Unity. Me and the universe. When I obey my parents and strive to do good, I'm working together with the universe just as I should. When I go to school and listen and learn every day, I'm working together with the universe in a very special way. When I aspire and I dream to be all that I could be, I'm working together with the universe to set free the beauty that is living inside of me. So I shout! Unity! Together in verse, I shout. Unity! Me and the universe. I live in harmony and unity with all living and non-living things around me. Unity, coming together. How about "Decidedness"? That's another big word-- "decidedness." Hmm, can you decide to do things and to choose what's right when you do those things?

[reading] Someone said I couldn't do it.

It would be too hard for me. I said, 'Okay, you will see. I will climb the tallest tree.' Someone said I couldn't do it. You are too small. I said, 'Okay, I will show you. I can scale the thickest wall.' Someone said I couldn't do it. You are too weak. I said, 'Okay, just watch me sail the widest sea.' Someone said I couldn't do it. You aren't that strong. I said, 'Okay, how many times are you going to sing the same old song?' Never tell me what I can't do. I am the one who will see it through. I can do anything I decide to do." That's my favorite affirmation poem, 'cause that's right. Nobody can tell you what you can't do. You decide what you can do. Before we leave today, I want to hear some affirmations about you. What are you going to look in the mirror and say? "I am strong. I am brave. "I am smart. I am beautiful. I am funny!" That will work too. Don't forget to look in the mirror and give yourself some affirmations and remind yourself how amazing you are. Thanks for joining me today. I cannot wait to see your faces again. See you next time. Hello, boys and girls. Welcome back to our classroom. Did you enjoy that book? Okay. Did you make any affirmations? Hmm, what are affirmations? Let's take a look at our board. This word right here says affirmation. Are you helpful? Are you creative? Are you kind? Are you brave? Are you strong? Those are all different types of affirmations. And you can just say, I am strong. Everybody say, I am strong. I am brave. I am so kind. All right, I'll see you in a bit.

(Describer) Titles: Science.

-[gentle music] -[water bubbling]

(Describer) Mrs. Williams stands near a board with two columns: Living and Non-Living.

Hi, there, "Room 9." It's me, Mrs. Williams, the Woodland Creature Teacher. When I'm not here teaching and learning and having some fun with you in Room 9, I'm teaching and learning at Windsor Elementary, where I teach first grade. So hi and lots of love to my Windsor C1 family and all the Woodland creatures. So today I'm coming to you with a question. What is living and what is non-living? Hiru had that question. So we're going to dive in today and check and see what types of things make something living or non-living. Hmm. Well, let's stop and think. I'm living and so are you. What are some things that we need to survive? Oh, I heard some really great answers. Someone said water. Yeah, we need water to live. Most living things need water to survive. It helps to keep us hydrated and going about our day. What else? You're right, food. Food gives us energy to do the things we need. So we have food, water, what else do living things need to survive? Yeah, shelter. Now, some living things have to have shelter to survive. But we'll talk a little bit more about that later. Some don't. Now, non-living things. What does that mean? Yeah, non-living means not alive. So if living things need oxygen and food and water, and some of us need shelter to survive, do non-living things need that?

(Describer) She shakes her head.

No, they don't. They don't need any of those things because they don't breathe and live like we do. All right, so I've got a few things that I want you to take a look at and I want you to decide whether they're living or non-living. First, let's take a look at this spoon. We know that it's really useful. What do we use it for? Yeah, to eat, right? Maybe your cereal in the morning, or soup. But does it need oxygen to breathe? Does it need food to eat? No, we use it to eat food, but it doesn't eat. What about water? No, it doesn't need that either. And it doesn't need a shelter, although usually we put it in a drawer or cabinet, right? So do you think that this is a living or a non-living thing? Great thinking. We're going to move it to this side of our table and we're going to put it under non-living. Spoon. Let's think about how to write that word. "Ss, ss." Put your finger up high in the sky, and I want you to finger write the letter you think makes the "ss" sound. I'll write it here.

(Describer) She writes: spoon.

Yeah, spoon. Did you get it? It was an S.

(Describer) She writes an S in the air.

All right, let's take a look at our next item.

(Describer) A small white ball.

What do you use this for? Yeah, it's a team sport. Yeah, you would use this to play baseball. It's our baseball. So let's stop and think about our baseball. Does it need a home or a shelter? No. But your mom and dad or your adults at home will probably tell you, you have to put it away. Does it drink water? No. How about eat breakfast? No again. Does it breathe oxygen? That's another no. So where should we put it? Not here. You're right, it's non-living. So let's think about the word baseball. Buh, buh, baseball. Oh, B. That's a tricky letter. Which direction does it face?

(Describer) She nods and points to the right.

Yes, our B faces this direction. We put a line down and give it a belly.

(Describer) She writes: baseball.

Hey, there's our letter "S" again. All right, that's two for the non-living side. Let's take a look at some of our other items.

(Describer) She picks up potted pink flowers.

Oh, I have some pretty flowers here. Let's think about these. Well, we know that they have soil inside of the pot. Do they drink water? Maybe not the same way that humans do, but they do need water to survive. What else? Do they eat? Again, maybe not in the same way that humans do, but they absorb nutrients from the soil, and that's kind of how plants eat. And they need oxygen, but let me tell you something special about plants. They create oxygen as well, so they need that fresh air just like humans. So, are you thinking living or non-living? You're right, it's a living thing. Plant. Puh, puh. What letter is it? You're right. And we're going to make sure that we make it face the right direction, otherwise it would be what letter? Do you know? It would look like a "Q."

(Describer) She writes: plant.

All right, we have two to one, non-living and living. We'll move this guy to this side of the table. Hmm, taking a look at our next item, it's a water bottle. This makes me think of our plants. It needs the water that's inside of this to survive, but is this a living thing?

(Describer) Her face scrunches.

Oh, you guys are getting really good at this. It doesn't need oxygen, or food, or water to survive. It uses water, but this is a non-living thing. So let's put bottle here.

(Describer) On the non-living side, she writes: bottle.

All right, and our last item is our beautiful golden flower. Is it living or non-living. Great job, guys. You've learned so much. We're going to put flour on the living side. Yep, it's letter "F."

(Describer) She writes: flower.

And the last thing we need to add is you-- you're a living thing.

(Describer) She writes: you.

And I want to thank you for joining me today. Lots of love and a great, big smile. And I'll see you again soon. Bye. Great day! This is Candice with KHAOS, and I want to introduce you to my friend Nevaeh. Here's Nevaeh right here. Nevaeh is an absolutely awesome little girl. She loves to sing and she loves to draw, and she loves to color. But Nevaeh has been through a lot of stuff. Nevaeh has lost a lot of people that she loves in her life. And Nevaeh has been called bad names. And Nevaeh is a fighter. Sometimes Nevaeh fights people because she thinks they're going to hit her, so she hits them first. And Nevaeh is often told that she's disrespectful, but she's really not disrespectful at all. She just wants to be safe because she often doesn't feel physically and/or emotionally safe. And so Nevaeh is learning how to RESET. Can you say RESET? RESET stands for: Remember, Every Situation Encourages Thought. And so whenever Nevaeh thinks about doing something, she RESETs before she responds so that Nevaeh can think, "Can this be something that can get me in trouble?" And if it can get me in trouble, she doesn't do it. And so if there are times that you need to RESET before you respond, I want you to think, "What are some other things that I can do? "Do I need to take a deep breath? "Do I need to go talk to a trusted adult? "Do I need to walk away? What are some things that I need to do?" So the next time you think about doing something and it can possibly get you in trouble, I want you to RESET before you respond. So remember, every situation encourages thought, and so try it. Talk to a trusted adult, let them know how it works, and then let's see what happens. I'll see you later. Have a great day. Bye. Hi, everybody. Did you have some fun today? I hope you did, but now it's about that time for us to get out of "Room 9." But let's spell our favorite word. What's our favorite word? Nine. Let's spell nine. N-I-N-E. Nine. Thank you for being in "Room 9." Bye-Bye.

[upbeat music]

(Describer) Title: Teaching in Room 9.

Accessibility provided by the U.S. Department of Education.

♪

(Describer) Executive Producer and Showrunner: Michael D. Francis. Curriculum Manager and Scriptwriter: Dr. Arionna Ralleigh.

(Describer) Educators: Dr. Albert Sanders, Kristen Forth, Julia Knarr, Julia St. Louis, Lauren Williams and Shamika Williams.

(announcer) "Teaching in Room 9" is supported in part by...

(Describer) Bank of America, Berges Family Foundation, Boeing, and more.

[upbeat music continues]

(Describer) If you would like to reach any member of Teaching in Room 9, please visit: ninepbs.org/tir9feedback

[upbeat music continues]

Know who to reach out to when you need help. There is hope. Call or text 988.

[upbeat music continues]

(Describer) Accessibility provided by the U.S. Department of Education.