Our job is to teach the students we have. Not the ones we would like to have. Not the ones we used to have. Those we have right now. All of them. –Dr. Kevin Maxwell


Hannah is enjoying her education class.  She was assigned to observe in a special needs classroom.  Most of the students in the class are autistic.  She plays puzzles, games, and other activities with these terrific kids.  This is a great experience for her and is giving her insight into how great these kids are.  Each day is something new and never a dull moment.  I think it is great that A&M has the students going to observe in classrooms their freshman year.  I was a junior before I went into a classroom.  Thank goodness I loved it! 

As I observe in classes I look for student engagement.  I hope teachers will think about how to engage all their students when planning lessons.

I was reminded of an activity that engages everyone the other day when I was at a workshop.  It was used as an icebreaker.  I'm sure you've played it too.  It is the game where you have about nine or more squares on a sheet.  Each square has a different question that asks you to find someone who... An example would be to find someone who has blue eyes. The person with blue eyes signs that square. You continue playing until all the questions in the squares have been answered by a different person. Each time a person answers a question they sign that square.

Well, the same idea can be used in the class room.  It could be used in many different subjects and for many different purposes.  In reading, after reading the story, have the students go around and find someone who...  For example, one square would ask to find someone who can answer how the character changed from the beginning of the story to the end of the story and prove it with text evidence.  The person who can answer it correctly signs the square and both move on to have another question answered.  Prior to finding someone to sign the square, you may want to have the students answer the questions individually or in a group. They could answer them on another paper or the questions could be discussed as a class before playing Find Someone Who...

Another way it could be used is for vocabulary review.  Find Someone Who knows the meaning of  (word) and can put it in their own words.  Find Someone who can use (word) in a sentence that is at least 7 words long.  Find Someone who can use context clues to find the meaning of (word) in this  sentence and explain what the clues s/he used.  

In Math, Find Someone who has a different way to solve 145 + 78.  Find Someone Who can tell me what comes next in the pattern. **##***###****####....

This activity is also good for your ELL students or struggling students.  The students can see how others answered the questions.  They may want to make adjustments to their answers.

When the activity is over be sure to come back as a class and summarize the learning.

If you have other ideas for using this activity, be sure and comment so others can benefit from your knowledge.

As always, happy teaching!

 

Popsicle Sticks Can Be Heroes!

 

You would not think that a popsicle stick, also known as craft sticks, could be the hero of a classroom.  Yes, something as simple as student names on the stick can help you manage your classroom! You may want to reread that previous sentence!  That's what I said!  The follow are a few ideas on how these sticks can help you with classroom management.

 

At the beginning of the day or throughout the day pick a popsicle stick from a cup.  But, do not tell the students who you chose.  This student becomes the special student, secret student, mystery student or whatever name you want to give that student. Tell the class that if this student follows the rule you want the whole class to follow then they will earn the class a sticker, a marble in the jar, a letter to spell out the name of a reward, or whatever you would like to give the class as a reward.  For example, if you want the class to walk down the hall quietly then draw a name from the cup.  Don't tell them the name of the special student.  Tell them that if the special student walks down the hall correctly (you have already modeled and practiced the correct way to walk down the hall) then that person will earn the class a marble in the jar or whatever reward you want them to earn. (when the marble jar is full the class earns a special reward).  Reveal the name of the student if they exhibit the correct way to walk down the hall.  If they chose not to walk correctly down the hall, do not reveal the name, but put the stick back in the jar to give them another chance. Later on, if you chose, privately let the student know that they did not exhibit the correct behavior.  Review what the expectations are for walking down the hall and that they will have another chance.  Of course, as the teacher if you draw a name of a misbehaving student and you want  the class to have a positive experience to see what that feels like, don't reveal the name on the stick, but change the name to someone who was modeling good behavior.  The students don't have to see the stick.  You have the right as the teacher to do what would best manage your class. 

 

When first starting this you may want to think about choosing sticks often.  Some special student ideas include: the special student who gets to work in the expected way, the student who has all their supplies for the day, the student who puts their name on their homework, the student has their homework, the list is endless. 

 

Another way popsicle sticks can be used to manage the class is during questioning. I've been in classrooms where the same handful of students are always being called on. Popsicle sticks will solve that problem and get more kids engaged in the discussion.  You will need two cups.  One cup will need to be smaller than the other so when they fit one inside the other there is a space between them.  The space needs to be large enough for the popsicle sticks to fit.  All the sticks with the students' names on them go in the inner cup.  Ask a question, give wait time, and then call the student's name on the stick to answer. Put the stick in the space between the two cups.  The students will think you are putting their name back in the mix and hopefully will think there is a possibility of being called on again so they won't "check out" on the discussion. You know the names in the space are who you have already called to answer a question,  Every once in a while you may want to pull a stick from the space to make sure they think they could still be called on to answer another question.

 

Let's talk a minute about the part above where I said that the teacher should ask the question, give wait time, and then call the student's name.  So, often I see teachers preface the question with the student's name.  For example: Mary, what is the capitol of Texas?  Well, the rest of the class is relieved that Mary was the one called on and is no longer participating because this is now between Mary and the teacher.  Whew, they "dodged the bullet", but poor Mary had to answer.  If you ask the question and give wait time, the kids don't know who you will call on and they all have to think of the answer.  At this point they could share their answer with their neighbor.  Do not give the question and immediately call on someone. Wait time gives everyone on opportunity to come up with an answer Then pull from the sticks for the name of the student who will answer. 

 

It's amazing how something as simple as a popsicle stick can be the answer to some of your classroom management and questioning issues.  Try it!  The hobby stores sell them. It's worth the investment.  Then go enjoy a popsicle in honor of the mighty hero! 

 

 

 

 

 

 

 

 

 

Change

 

 

Change is such a simple word, but so hard to do.  It is especially hard in the classroom. If what you are doing to manage student behavior isn't working then it's time to change.  Even if the school year is well underway it is never too late to make a change and establish rules and routines for your classroom.  Look over the list below of questions that will help you decide if you need to make a change in your classroom management. Be honest! No excuses!  Take time to reflect on your answer and what you can do to make a change.

 

1. Do you know your students?  What is their home life like?

2. Do you have a set of no more than 5 classroom rules written in a positive way and posted so all can see?

3. Do you focus on the misbehavior rather than the student?

4. Do you get the full attention of the class before you start speaking?

5. Do you check to make sure all students are following directions?

6. Do you have ideas/activities in place for students who finish early?

7. Do you have classroom rewards and consequences?

8. Do you have your days and weeks fully planned or are you just "winging it"?

9.Do you set limits and apply them fairly and consistently?

10. Do you have procedures in place for what you want the students to do? Have you practiced and explicitly taught these procedures?

 

Responding to misbehavior

Do you find yourself responding to misbehavior in an angry fashion?  We all get frustrated and angry, but often that does not get the results you want and often escalates the situation.

Look over the different ways you can respond to student misbehavior. Choose 1 you would like to practice. You may also want to add your own.

 

1. Before responding, take a deep breath and count to 5.

2. Say the misbehaving child's name and nothing else.

3. Move closer to the student.

4. Use proximity praise. 

5. Quietly remove the object that is distracting the student. 

6. Provide a choice for the student.  Let them choose. Stay calm and don't respond angrily.

7. Don't argue with the student. 

 

Don't be afraid to ask for help. Ask another teacher or find a blog/forum/Facebook/web sites  to help you.  We've all been there!