Skip to main content

Contact Info

Room 8

bbuchel (@) lafsd.org

925-927-3580 x8008

Scholastic # LRDMY

LOCKER

Brittany Buchel

Meet Mrs. Buchel
Meet Mrs. Buchel

Welcome to Second Grade!

My name is Brittany Buchel and I am so happy to be your child's second grade teacher. I can hardly wait to meet everyone! 

I wanted to answer a few questions before the year begins so we can all start to get to know each other.

How do you pronounce your last name?

Buchel is pronounced boo-SHELL. I tell students to remember “boo” like a ghost and “shell” like a seashell.

What is your teaching experience?

I taught kindergarten in north county San Diego and here at Springhill. I have also taught computer classes to first–fifth graders in Benicia. 2017-2018 will be my fifth year teaching second grade at Springhill.

What are your hobbies?

I love traveling and spending time in nature with my family. We love to hike, backpack, and camp on the coast and in the mountains. I also love to sew, quilt, and read.           

Do you have any pets?

We have three cats. Stripes is our very spirited black and white tuxedo kitty, Apollo is a sweet little brown tabby, and Tipper is our huge scaredy-cat.

What's the best way to communicate with you?

Please contact me if you have any questions or concerns at any time. The best way to contact me is through my school's email: bbuchel (@) lafsd.org   Throughout the year I will keep in touch through notes, telephone calls, weekly newsletters, emails, and parent-teacher conferences.
 

I'm looking forward to a wonderful year with you and your child!
- Brittany Buchel

Wishlist

Dixon Ticonderoga #2 pencils

(no other brands, please)

 

Rainbow Scratch Paper
Lakeshore Learning

 

Thank you!

Computer Lab Links

Springhill's great computer lab website links.

Math FAQ's from LAFSD

Why is math being taught differently from when I was in school?

           Forty-six states, including California have agreed to move to a new set of educational standards, called the Common Core State Standards (CCSS).  In mathematics, these standards call for students to move beyond computational and algorithmic mastery, to understand mathematics more deeply and to be able to solve complex problems using mathematics. The emphasis on understanding, reasoning and problem solving in the CCSS reflects decades of international research on effective mathematics instruction. The new standards are being phased in and will be fully implemented with new assessments in the 2014-2015 school year.   You are encouraged to attend the math parent night for your child’s grade level to learn even more.

Why does my child have to solve a problem two ways?

            Solving problems two ways helps students develop flexibility and efficiency with computation. Students can also check their own work and find their own errors when they use more than one strategy to solve a problem.

When will you teach the standard procedure/standard algorithm? Why is my child learning different strategies to compute instead of just focusing on the standard algorithm?

            In Lafayette, students learn standard procedures once they have developed other efficient strategies to solve problems. Learning multiple strategies helps students build number sense, deepen their understanding of the operation, and become fluent with number properties. Research shows that students who have developed flexible strategies for computation are more successful problem solvers.

            The “standard algorithms” were developed in India in the first centuries of the Current Era, and further honed by traders and engineers in the Iraq-Persia region, in order to make mental paper-and-pencil calculation most efficient. Those standard algorithms sacrificed ease of understanding in favor of computational efficiency, and that made sense at the time. But in today’s world, we can turn the educational focus on understanding the place-value system that lies beneath those algorithms, and develop the deep understanding of number and computation required in the modern world, and prepare the ground for learning algebra.

           The Common Core State Standards require mastery of the standard addition and subtraction algorithms at 4th grade, the standard multiplication algorithm at 5th grade, and the standard division algorithm at 6th grade.

Why isn’t all of my child’s homework from the textbook?

            The current math textbooks are not yet aligned with the Common Core State Standards. To help with this transition, teachers in Lafayette are supplementing their instruction with other resources to provide more reasoning and problem solving activities for students, and to include work that requires greater depth of mathematical knowledge.

Why does my child have only a few problems for homework?

            As part of the shift in emphasis to more reasoning and problem solving, math homework generally consists of fewer problems that require a greater depth of knowledge. Students may be asked to solve problems in more than one way, to write about their thinking, and/or to solve more complex problems that require applying several skills. 

Didn’t my child already do this activity last year?

           Teachers revisit previous activities in order to deepen student understanding of mathematical concepts.  Students benefit from revisiting an activity because they bring more meaning to the task, and are able to extend the activity to solidify and deepen their conceptual understanding.  Building mathematical understanding is a spiral process, not a linear one; students need to systematically revisit important concepts.  Additionally, Lafayette, like the rest of California, is in a transition period moving from existing content standards to the Common Core Standards.  As teachers adjust to new content standards and search out new resources, there is going to be occasional overlap across grade levels.  In some cases, content standards may be similar at two grades levels, but more restricted at a lower grade level.  For example, in fractions, the Common Core standards for 3rd grade specify the use of only a few denominators (2,3,4,6, and 8) to allow students to more fully grasp concepts of fractions (such as equivalence).  In 4th grade, students go deeper in fraction standards by broadening the set of denominators they use, even within the same or similar activities.