‘Telling time’ comes with many experiences.
My second year of teaching was second grade. To keep me on schedule, I posted clocks on the board showing the time the class needed to be somewhere. Next to the paper clock was where we needed to be. Fairly soon, the children were matching the paper clock to the classroom clock. We were never late!
With higher grade levels, the schedule was posted with the digital times. An analog clock in the classroom, helped students learn to ‘translate’ the time to match the digital. Students had to ‘remind’ me when to leave the classroom so we wouldn’t be late.
My first grade had a classroom bathroom. Near the bathroom door, I put a clipboard of papers with four columns. To use the bathroom, they had to sign in and sign out. In the 1st column they put their name or initials. In the 2nd column, they put the bathroom entry time in digital format. When they came out, they put their initials in the 3rd column and the time out in the 4th column. The classroom had an analog clock.
To make it easier, asking for assistance was encouraged. Some students followed immediately behind someone else so their times would be written correctly. As needed, there were review lessons given by students.
A wonderful benefit. Many young ones were surprised when they were asked to clean up a mess they made! (The child who followed them was always quick to report the problem.) I’m not sure cleaning up one’s own ‘playfulness’ in the bathroom is allowed today, but it worked many years ago. It took awhile for students to realize their own names had told me who created the problem.
For older students, passes were used to leave the room, and they still signed in and out. This was a nice lead in to ‘clocking in’ for a future job.
One last idea. Next to the electric pencil sharpener were posted the digital times to use it. The times were before and after classes began; and before and after lunch. Nearby were handheld pencil sharpeners and a wastebasket to be used in between the scheduled times. But, they weren’t as much ‘fun’ as the electric. A nice benefit. This approach stopped students from sharpening pencils during teaching time and tests.
Another benefit. When the math lessons were on clocks and time, the students were solid in the basics.