Monday, April 20, 2015

If Kids Planned the Lesson


If you were to plug “Great Lesson Plans,” into just about any search engine, all sorts of useful information for teachers immediately pops up. Instead of going online, though, how about thinking about a great lesson from a student’s viewpoint? One good way to find out what students really want is to simply ask them how they would like to learn the day’s material. Or, administer a quick survey (www.surveymonkey.com). Solicit advice via exit tickets or suggestions dropped into a suggestion box. All of these are good ways to find out what your students would like to do in class. 

               At this point in the school year, though, we probably know our students well enough to be able to predict what they would do if they were given the plan book for a day. Here are some of the essentials that many students would probably like to see included in a great lesson plan.

  1. An opening exercise that allows them to chatter away while making the transition to the day’s lesson. The exercise should also be interesting while reminding them of what they already know. Something like a Round Robin exercise, for example.
  2. Silly videos related to the topic are always a plus. Even better are student-made videos.
  3. Games of just about any sort—low or high tech. Board games are always good no matter what. Student made board games are the best.  
  4. Any game that requires players to roll dice is immediately a huge (and noisy) success.
  5. The perfect student lesson plan will certainly include sharing, collaboration, or teamwork in every possible permutation.
  6. Students like questions that they can answer. This sets the stage for activities where they quiz each other. They would also choose to hold competitions where they can answer as a team and not be put on the spot individually.
  7. Beating the clock is always fun. So is setting a personal best goal and working towards it. Being able to work for a good short-term purpose is always a popular activity.
  8. One unusual student preference is being able to shift partners during an activity or switching teams in the course of a lesson. Movement instead of remaining seated all class keeps everyone alert.
  9. Music. Music. Music. Background music. Headphones. Music is always good.
  10. A countdown to something is always fun. Not a frantic, frenzied race, but a countdown that focuses an activity—like an online countdown clock to an activity.
  11. Students like learning something interesting or peculiar so that they have a good answer to, “What did you learn in school today?” They also like learning interesting and peculiar information just because it’s fun to think about. Weird facts are always fun to know.
  12. Students enjoy an opportunity to write on something besides notebook paper. The more outrageous the surface the better.
  13. If students were to design a lesson, there would be lots of gaudy coloring. Students would be writing on the board more, too.
  14. If there is a lesson with a reading component, students would design it in such a way that classmates read it together—and not in that embarrassing popcorn style either. With friends or friendly teammates to share the reading load.
  15. There would also be a component where students do something to help someone else. Whether it be playing an altruistic game such as Free Rice (www.freerice.com), or just helping out classmates, students like to feel that their contributions to the world matter.
  16. Having several choices of meaningful and interesting activities to do in a reasonable amount of time would also be part of a kid-designed lesson plan. Having a free choice among the choices is even more interesting for some students.
  17. Manipulatives, three-D graphic organizers, paper airplanes, and squishy toys are almost mandatory in student-designed lessons. Rubber bands and paper clips would also find a way to be included as well.
  18. Finally, in the ideal lesson designed by students, the homework would be something that fits in with their out-of-school lives and interests and can be done simply—without fuss—and in just the right amount of time.  

Thursday, April 9, 2015

Thirty-three Simple Ways to Be a More Compassionate Teacher


One of the things they don’t teach us in education courses is how important it is to treat your students with compassion. Yet, this is one of the most significant hallmarks of a great teacher—someone who is able to see the spark of goodness and capability in even the most challenging student. Here is a quick list of thirty-three simple ways that we can treat our students with the compassion and care that will make a positive difference in their lives.


1. Smile at your students. Make a point of being glad to see them.


2. At the end of class, take the time to speak to them as they leave. Quickly tell them what they did well during class as they leave to guarantee a positive attitude about class and about themselves.


3. Show that you value and celebrate the diversity in your classroom and encourage your students to do the same.


4. Arrange a plan for students who are missing work to turn it in late. Being generous with accepting late work is one of the most positive actions a teacher can choose to take.


5. Make it easy for students who have missed class to get caught up. Have their handouts ready for a quick pick up and assign a classmate to fill them in on what happened while they were out.


6. Pay attention when your students talk to you. Really listen to all of your students without interrupting. Encourage them to share their ideas and opinions.


7. Maintain a birthday calendar for your students. Celebrate birthdays with birthday messages on the board. You don’t have to throw parties, but an acknowledgement of a special day goes a long way to making a child feel important.


8. If your students play a sport, participate in an after-school event, or perform in a concert, go and watch them to show your appreciation for their hard work.


9. Use good manners when you deal with your students and insist that they do the same.


10. When students confide in you, follow up. For example, if students have told you that they were worried about a test in another class, take the time to ask about how they did.


11. Make it very clear to your students that their dreams are important that you want to help them achieve those dreams.


12. Differentiate instruction whenever you can so that students can learn in a way that best fits their learning styles.


13. Have extra textbooks on hand or create a shared materials area where students who need pencils or paper can quickly borrow some without embarrassment or a hassle.


14. Ask about students’ families or others who play a significant role in their lives. If you know someone is ill, show your concern.


15. Speak to every student each day. Leave no one out of class discussions.


16. Teach students to be courteous to each other.


17. Write notes to your students. Use plenty of stickers and write positive comments on their papers.


18. Write more positive comments on your students’ papers than negative ones. If nothing else, change the color of ink that you use for the positive comments so that they are easy for students to find and read.


19. Pay attention to your students’ health. If students need to go to the clinic, send them. When students have to miss several days because of illness, call to see how they are doing, or send a get-well card. Be prompt in sending work to the student’s home if appropriate.


20. Be sensitive to the economic problems that your students and their families may face. Don’t embarrass a student by publicly asking about free or reduced lunch, for example.


21. Use this sentence to convey your concern: “What can I do to help you?”


22. Offer frequent progress reports so that students don’t need to feel uncertain about their grades.


23. Encourage kindness among your students. Notice and reinforce those acts of kindness that students show each other.


24. Talk with students when you notice a change in their behavior. For example, if a normally serious student is neglecting his or her work, find out why.


25. Pay attention to the needs that your students may be ashamed of such as a lack of food at home, no warm winter clothing, or a lack of school supplies. Contact the personnel at your school who can best help your students with these needs.


26. Help students connect to each other so that they can have a support system to help them navigate school life.


27. When a new student appears, help that student by assigning school buddies or class partners. You can also ask students to write quick bits of advice or welcome notes.


28. Educate yourself about the agencies that can offer assistance and support to the various student populations in your school. Refer students who need help when it’s appropriate.


29. Ask your students for feedback whenever you can. It makes anyone feel valued and included when their opinions are sought.


30. Spend time encouraging your students to succeed. Praise and encouragement are effective antidotes to some of the biggest problems that many students face.


31. Help your students save face when they have made an embarrassing mistake. Helping a student avoid embarrassment in front of peers is one of the kindest acts any teacher can perform.


32. Assign the groups and arrange the seats in your class so that the students who may be left out can be comfortably included.


33. Treat your students as you would have wanted to be treated as a student.

 

Wednesday, April 1, 2015

Quick and Easy-to-Implement Activities to Prevent Student Boredom



One of the chief characteristics of great teachers is that they pay constant and careful attention to the engagement levels in their classrooms. They work to capture and then to maintain a high level of student interest throughout a lesson. Great teachers know that students who are bored are students who are just not learning.
 
They also know that students who are bored are likely to be students who are on the way to disrupting class in a misguided attempt to make things more interesting for themselves and their classmates.
 
And who could blame them? Hours of sitting and working on dull assignments is enough to make anyone into a serious clock watcher longing for a long day of tedium to just be over. Or to daydream about making things more lively by tossing a pencil at a classmate or asking to use the restroom or sharpening a pencil until there is nothing left or…
 
If you find yourself in a lesson rut or if you just want to add to your repertoire of activities to help students engage in a lesson, try some of these simple, low-tech techniques that are easy to implement.
 
  • Have students brainstorm as many items as possible in specific categories related to the day’s lesson. They can do this as individuals, pairs, or teams competing with other students. Because students enjoy writing on anything other than ordinary paper, consider giving them strips of paper or note cards or small white boards or posters or colored paper.
  • Draw a triangle on the board and place one concept or vocabulary word related to the material under study in each corner. Ask students to relate the three items to each other. You could also ask students to do this at their desks in mini-brainstorming sessions with partners.
  • Call out a fact from the lesson and ask a student to repeat it and then add another one to it. That student indicates a classmate who then has to repeat the two facts and add a third. This continues until every student has had a turn.
  • Ask students to create three quiz questions from the lesson and then move around the room to mingle with classmates while quizzing each other.
  • Have students play bingo using facts, concepts, or definitions from the subject of the lesson. There are numerous blank templates are available online. Search for them using “bingo template” as a search term.
  • Ask students to write a summary of the day’s material in twenty-five words or ten words or five words. They can then share their summaries with partners and then with the whole group.
  • Call out unusual words related to the subject matter and have students predict their meaning and how it could relate to the lesson. 
  • Call out definitions and have students write the words being defined. Giving students a word bank in advance or having them work with teams will make this more suitable if you intend to use it to introduce a unit of study instead of as a review.
  • Arrange for students to play games of tic tac toe. When students give correct answers to questions about the subject, they can select squares. You could make up the questions in advance or you could have students generate questions and answers to be shared with the entire class. 
  • Pass out three sticky notes to each student. Have them write a fact from the lesson on each sticky note and then trade notes with each other until every student has had the opportunity to trade several times. 
  • Have a mystery box filled with several objects. Ask students to relate the objects to the material they are studying.
  • Ask students jot down five things that they have learned about the subject and then share their new knowledge in a whole class round robin by passing their papers around the room. Each student can add information that is missing from a paper that is passed to them.
 

Sunday, March 15, 2015

Share My Lesson Ideas and Innovations Virtual Conference




 

Join us!
I will be presenting information about how to "Prevent Discipline Problems with a Positive Classroom Environment" at 9 am on March 25!
The Webinar is free and open to all teachers!

 
Contact:
Natalie Dean
202-879-4132
ndean@aft.org
 
Julia Thompson Joins 30 Education Leaders for the 2015 Share My Lesson

Ideas and Innovations Virtual Conference

 

Julia Thompson will join Sharemylesson.com for the third Ideas and Innovations Virtual Conference, March 23-25, 2015. The online conference offers K-12 teachers, support-staff and parents access to new sessions covering all subjects and areas of discipline. The conference is free to all attendees.

 

Thompson will Prevent Discipline Problems with a Positive Classroom Environment. She will also share the virtual roster with AFT President Randi Weingarten and NEA President Lily Eskelsen GarcĂ­a, who separately will discuss the impacts of the Elementary and Secondary Education Act.

 

“This year’s virtual conference strives to surpass expectations by featuring even more educational experts and solutions to real-life issues that teachers face in their profession,” said Elena Balint, Share My Lesson CMO. “[Partner Name]’s session contribution helps us fulfill our goal of bringing best-in-class professional development and resources to all educators for free.”

 

Attendees will receive a certificate of participation for one hour of professional development time at the conclusion of each webinar attended. For more information, visit sharemylesson.com/conference.

 

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ABOUT SHARE MY LESSON

Share My Lesson was developed by the American Federation of Teachers, a union of 1.6 million professionals, and TES Global, creator of TES Connect, the largest network of teachers in the world. Share My Lesson is an award-winning online community where educators can come together to share their greatest teaching resources and collaborate on best practices at no cost. Share My Lesson features a significant resource bank aligned to the Common Core and all state standards, including advice and guidance to aid in their successful implementation. Share My Lesson is the recipient of the 2014 Codie Award for Best Crowd Sourced Solution and 2014 Hermes Award for Improvement of Human Relation. For more, visit sharemylesson.com.

Tuesday, February 17, 2015

Are You Causing Your Classroom Problems?



Classroom problems, just like most of the problems in the world, rarely have just one cause. Life would certainly be much simpler if they did. Many classroom problems, however, do have one particular cause in common: somewhere a teacher misread a situation and made things worse. As disheartening as that thought may be, there is a bright spot. If we are the cause of many of our problems, then we can also be the remedy.

            For example, if a student is tardy to class, there will certainly be a disruption. The size of that disruption is often closely tied to the teacher’s reaction to it. Often our reflex action is to stop what we are doing and irritably demand, “Why are you late?” Instead, if we just let the student settle in while we continue with the rest of the class and then quietly sort it out later, the problem stays as small as possible. Here are some of the other ways that we cause our own classroom problems.

  1. We are not as prepared as we should be for a particular lesson. Handouts are incomplete. Materials not sorted. Equipment not working. These all result in wasted time where our students either have to wait for us to get ourselves organized or take advantage of the opportunity to do something not okay.
    Solution: Mentally rehearse a lesson well before you stand in front of students. In the car on the way to school work if you have a long enough commute.
     
  2. We don’t pace instruction correctly. Either students have to rush through the material without really internalizing the instruction, or they have nothing constructive to do after finishing their work for the day. Either way, we have caused students to not be as productive and successful as they could be.
    Solution: When you plan lessons, always have a backup plan and always have the next assignment ready so that students can transition seamlessly from one to the next. Sometimes giving students a checklist of things that they must do works well, too.
     
  3. We don’t monitor students carefully enough. Small problems can snowball with alarming speed. We’ve all been there—that awful moment when you realize that the whole group has misinterpreted the directions to an assignment and is growing more confused by the minute.                              
    Solution: Once you give directions for an assignment, spend at least ten minutes checking on your students before you sit down. That usually gives them enough time to encounter any problems. Stay on your feet and monitor.
     
  4. We forget how awful it is to have to ask ourselves, “Now what should I do? When we neglect to spend time on the prevention of problems, trouble will always happen. Even simple actions such as having a policy for managing bathroom breaks in place makes life easier for us all. It’s always better to think in terms of prevention instead of coping.                                                                                      
    Solution: Don’t hesitate to ask yourself what could go wrong when you are thinking about your classroom and your instruction. You’ll save yourself lots of problems if you can get into the habit.

Tuesday, February 10, 2015

The Ten Most Common Discipline Mistakes to Avoid


Although there are plenty of places where classroom discipline can go wrong, it is not too difficult to figure out that there are some mistakes that are absolutely going to cause problems for you and your students whenever they appear. Here is a quick list of the ten most common discipline mistakes. If you find yourself (like many of us) involved in one of these, try your best to avoid that mistake.
  1. Don’t take student misbehavior personally. Distance yourself emotionally from student misdeeds and remain objective.
  2. Don’t lose your temper; you will only appear foolish. Calm down and think before you act.
  3. Don’t create problems by tempting your students. Don’t leave valuables lying around, don’t leave the room unsupervised, and don’t allow opportunities for misbehavior because you are not monitoring.
  4. Don’t ever touch an angry student. Your innocent touch can be misconstrued.
  5. Don’t confront a student in front of the class. Not only will this create a disruption that will upset everyone who watches, but the misbehaving student may act even worse to avoid more embarrassment.
  6. Don’t neglect to intervene when a problem is small enough to be handled easily.
  7. Don’t label students negatively. Their behavior may be bad, but they are not bad people.
  8. Don’t be confrontational or order an angry student to comply with your demands. Adopt a problem-solving approach instead.
  9. Don’t assign academic work as punishment. The consequence should match the misbehavior.
  10. Don’t be too quick to send a student to an administrator. Handle your own problems as often as you can.

Tuesday, January 13, 2015

Checklist for the Successful Prevention of Behavior Problems--49 Ideas That Can Help


  1. _____    Change pace of lesson to meet needs of students
  2. _____    Provide transition activities between assignments
  3. _____    Make sure students know the relevance of their assignments
  4. _____    Deliver instructions in at least two modalities
  5. _____    Praise good behavior as often as possible
  6. _____    Teach and reteach classroom procedures
  7. _____    Enforce classroom rules consistently and fairly
  8. _____    Call a student’s home while a problem is still manageable
  9. _____    Contact a student’s home early in the year to create a supportive relationship
  10. _____    Stand in the same area of the classroom when asking for student attention
  11. _____    Set reasonable and clear boundaries and help students observe them
  12. _____    Present yourself in a professional manner at all times while you are at school
  13. _____    Be specific when giving directions
  14. _____    Make sure that your behavior directives are positive in tone
  15. _____    Listen patiently when students are expressing themselves
  16. _____    Provide a mixture of activities so that students can be successful
  17. _____    Celebrate your students’ successes
  18. _____    Make sure students have clearly expressed and obtainable goals
  19. _____    Design and deliver engaging instructional activities that encourage active learning
  20. _____    Model the courtesy you want from your students
  21. _____    Provide motivational activities to inspire your students to want to learn
  22. _____    Use encouragement to make sure that students know what to do to be successful.
  23. _____    Establish classroom signals so that students can seek help appropriately.
  24. _____    Follow school rules and observe school policies. Help your students to do the same.
  25. _____    Try to ignore as much of the small stuff as you can.
  26. _____    Make student success as visible as possible. Let students see their successes.
  27. _____    Offer appropriate tangible rewards as often as necessary and effective.
  28. _____    Encourage students to work together and help each other learn.
  29. _____    Move close to a student who is just beginning to misbehave.
  30. _____    Don’t turn your back on a class.
  31. _____    Don’t ever leave a classroom unattended.
  32. _____    Pay attention to the signs that your students are starting to be restless. Change the                    activity sooner rather than later.
  33. _____    Offer plenty of formative assessments so that your students will know what to do.
  34. _____    Stop horseplay as you as you can. It can quickly escalate into trouble.
  35. _____    Avoid giving students “free time.”
  36. _____    Carefully monitor your students throughout class. Move around.
  37. _____    Start to build positive and caring relationships with your students early in the year.
  38. _____    Present yourself as a well-prepared, knowledgeable teacher who is clearly in charge.
  39. _____    Never lower your academic or behavioral expectations for your students.
  40. _____    Offer help individually and to larger groups.
  41. _____    Try offering your students as many options about their work as possible.
  42. _____    Set up the traffic flow in your class so that students can move around easily.
  43. _____    Say, “What are you doing to help yourself learn right now?”
  44. _____    Make it easy for students to be willing to take a risk by encouraging an atmosphere of                tolerance.
  45. _____    Be so prepared for class that you can focus on your students .
  46. _____    Pay attention to the things that tend to trigger misbehavior and address them early.
  47. _____    Provide activities where students can interact productively with each other .
  48. _____    Arrange the desks in your classroom so that you can see every student and every                student can see you.
  49. _____    Have students settle to work as soon as they enter class by providing them with                engaging and useful bell work activities.