It has been a very busy school year already. I’m not talking about all the activities happening in my classroom, those are saved for other posts and social media shares. I’m talking about how busy my weekends have been. It seems that many groups feel the fall is a great time to inspire educators with things to try in the classroom. I have spent hours sharing ideas for others to try in their own classrooms. While it is a lot of what should be my downtime, it’s why I share that matters the most.
At the last conference I attended, I spent time trying to convince a good friend of mine that she could easily present like I do. She has attended a few conferences with me over the years and always complains that there aren’t enough sessions for people who teach what she does. She is a rockstar teacher who does a lot with her class that is innovative, while maintaining the heart of what her kids need and deserve. She’s not shy so I have often wondered why she doesn’t share. Her reply, “because what do I have to share that others don’t already know or want to listen to?” Oh how wrong she is.
Often times teachers have been part of the culture of the teaching island or silo. Close your door and do your thing. While I completely think this is changing, many are still reluctant to share what they are doing. They love getting new information from others, but don’t think they are doing anything special.
When I started presenting outside my own staff, it was one of the scariest things I was thinking of doing. I’m one of those introverted people who can fake it pretty well IF I am talking about education. Like many teachers, talking in front of kids is a piece of cake, but other adults I didn’t know, was horrifying. My body reacted when my brain was saying I could do it. After the first time, I was still so uncomfortable I didn’t put in for anything outside my district for another 3 years. If I stayed within my area, there was a high chance I knew at least one person in the audience and then I could get through it. Even for my first presentation at a big conference, I kind of guilted my friends to attend so I could focus on them. (See Worth the Risk blog post) I just presented my 17th in person presentation (with another 10 online video sessions) and I still wonder if people will like what I have to say.
Through speaking with my friend, I realized there are a couple of reasons I do this. First, if I am not stepping out of my comfort zone, how can I ask the students to? It is something I continue to use in my class. (See Ok to Fail? Blog post) While my zone is getting bigger, I continue to stretch by presenting out of state and with ed tech companies. I bring these experiences to my class. Kids need to see that their teachers take risks as much as we ask them to.
The second reason is for the teachers. We all have something to say. A lot of times I learn just as much from the conversations in the hallways as the sessions I attend. It doesn’t matter if I am talking to a first year teacher or another veteran. We all have something to share with each other. There are pay for lesson sites created by because there is a need for those in the classrooms to share their ideas. Without our voices, education isn’t likely to change. We got into the profession to help students. It’s time we helped each other. It’s why I share.
Every year teachers make goals to help inform and improve their classroom practices. This year I decided to focus on the non-academic side of my teaching. Specifically, how our classroom can be a place where the kids feel supported both academically and emotionally. While this could be one more thing added to my teacher plate, I am finding little things often can make a big difference.
As I do every August, I was preparing for new activities that I hope would make my class more engaging/run smoother/etc… I came across an Edutopia article discussing a teacher who greeted her students at the door with special handshakes. It was not the first time I’d seen the article. But for some reason this year it stuck. I could so do this without affecting the flow of morning routine, an important part of the day. As parents watched on the first day of school, I explained to the students how we were going to personally greet each other one on one before they went into the classroom. It wasn’t going to be a lot, just a handshake or high five (student choice) and a good morning. Not a lot of effort, but a big reward. Students seemed a little unsure, parents seemed happy. Fast forward a month and a half into the school year. Students are no longer unsure. Most greet me enthusiastically every morning. I watch those who don’t carefully. Is it a shy student still struggling with eye contact or just a sleepy morning? Maybe it’s already a bad day and the student needs an extra special good morning from me. Who knew I would be able to gage a whole lot about each child with such a little thing. Ok, maybe a lot of people, but for me it was eye-opening. (Note to my readers, make sure to use hand sanitizer afterwards. Pretty sure this sped up my first cold of the school year, but didn’t stop me from continuing afterward!)
A new thing for this year was “Things I Wish My Teacher Knew About Me”. Every year I spend some time having the students play “get to know each other” activities. This year I spent time for them to share with me and my sharing with them. It was a simple Google Form where they told me three things about themselves and asked one question about me. It took less than 10 minutes for them to complete the form and another 5 minutes for me to answer their questions. There were so many things I got to learn that would have taken months of small interactions that I learned within minutes. The questions they asked me were enlightening as well. Many asked the easy questions like my favorite color. (Pink, but not the basic pink, but the color of pink when the sun is setting on the ocean. They were blown away. Great way to introduce writing with details!) Other questions centered on school specific activities like how much homework we would have or did we have to do AR points (No to both brought several cheers). There were a few more personal questions that hinted at anxieties students had about the upcoming school year. Another “get to know you” activity that I changed up this year was mentioned in a previous blog, Frayer A Classmate. Normally I would have the students interview each other and then keep the paper. By having them give it to me I found out things students might share with each other but not necessarily the teacher. Again a little thing that made a big difference.
Teachers are always seeking how to motivate students that don’t stretch our already thin budgets. One of the ways I do this is by creating passes for various activities, like go to recess early or listen to music while working. Cost me nothing but mean a whole lot. Something I used to do that I brought back this year was the Lunch With Teacher pass. Kids can “purchase” the pass through class points. One of my girls bought the pass last week and decided to cash it in. She brought a friend and the three of us sat eating lunch in the classroom. What a great experience. They shared about themselves and asked me questions. It took 20 minutes of my time but gave me more insight into these two girls than I would have found in months on classroom interaction. Because these girls have relatives in other classes, I got even more out of it. Not sure why I gave up the practice years ago. Probably something about needing my break time more than spending time with the students. Boy was I wrong.
One of the most meaningful changes I made came from #ThankfulThursday. Because of some things going on outside my classroom and multiple social media posts I had been seeing about how thankless teaching has become, I decided to bring some thankfulness into my class. Each Thursday students write a thankful note to someone showing how they are thankful for that person. They can sign it or make it anonymous. We write to adults in our lives, sometimes specifically on our campus and other times anyone they know, children and even ourselves. The ones to ourselves are the most meaningful to me. I write my letter to myself and share it with the class as well. These kids are so insightful. It’s the ones who don’t know what to write that I focus on. I can give them an extra praise or ask more meaningful questions when I see them. For the letters written to adults on our campus, I have been quietly passing them out into staff mailboxes. Staff are pleasantly surprised when they get these notes, many of them anonymous. They want to do something back for those students. I quietly explain how that is thoughtful, the point of the activity is to get students to realize how their is positivity in the world. Brings a smile to the teacher and to me as they try to figure out who sent it. So far students have been loving it and remind me if I forget what day of the week it is. Funny that the mostly tech classroom is using a paper and pencil activity to bring her class together in all the best ways.
As the year progresses, I hope to bring more positivity and strong class culture into the classroom to benefit everyone. Would love to hear your ideas on how you have brought it into your classroom!
School started three weeks ago. We spent several days building class culture. Things like building card towers, Flipgrid to introduce ourselves to each other and Human Rock, Paper, Scissors. I learned a lot about the students and they learned about me. Even though there always feels like there's a need to "get things going", I decided we weren't ready for academics. Thankfully I had found Eduprotocols by Marlena Hebern and Jon Corippo.
I have been lucky enough to see Jon present several of the eduprotocols over the last couple of years and had implemented one or two here and there. However, I hadn't really spent time with the why behind them or how I could use them effectively in my class. So this year, I decided to start the year off right.
We began with Frayer a Classmate. Students got to interview each other to learn what they liked and disliked. They found more in common with each other than if they had just walked around the room "Finding Someone Who", a frequent beginning of the year activity that I have used for years that really doesn't help anyone bond as a class. The best part of this activity was I got a bunch of information about my students that I would never have known without the activity. Now that the students have used the eduprotocol, I can use the same format for vocabulary words and content note-taking.
Next we tried the Iron Chef Slides. This is an activity I had done last year that the students really couldn't connect with. That was completely my fault. I hadn't showed them the benefit and ease of doing it. In a nutshell, the students (in groups of 4) split content and report as a team, similar to the Jigsaw method that has been utilized in many classrooms over the years only digital. We started with basic (read FUN) content this year to get the kids invested in the process. Our first Iron Chef was on Disney. What's more fun than that. When the kids told me they didn't know something to use in their particular slide (a common comment for the DisneyWorld slide since we live in Ca and an hour away from Disneyland!), they were amazed to learn they could look up the information on the internet and I didn't have to "teach" them for them to get the answers. As we move into more content areas (prefixes, natural regions of the US), the students are no longer asking how do they get the content and what do we have to do to complete the activity. They are finishing it in record time with great answers that worksheets wouldn't allow me to access.
Our third activity is the Cyber Sandwich. Another Jigsaw type activity also blends Venn diagrams and paragraph writing. Here the students read articles or watch videos that are the same as their partner or similar in content. They take notes then complete a Venn diagram comparing and contrasting their answers. This information is then used to writing at least a paragraph on the content. Students are able to integrate the information in a more engaging manner than if I had just told them to read the articles or watch the videos themselves. Like the Iron Chef, we started with something fun, The History of Chocolate! How more engaging can you get with students.
The last eduprotocol we are using for now is one I used a lot last year called the Fast and Curious. If you haven't tried Quizizz, I highly recommend it. This is a great one for quick vocabulary activities that can take a lot of class time without much retention. Students take a quick quiz (10 words) on Monday. We go over the answers for each of the words and take the quiz again immediately. Students try to beat their score (gamification at it's easiest). Almost every student can get at least 1 more correct after going over the words one time. We take the same quiz every day for 4 days. If students get 100% at any time of the week, they don't have to take the "FINAL TEST" on Friday. Since we go over the questions missed most often by the class every day, students are retaining the vocabulary without taking more than 10 minutes of class time. Since the goal of school is to get kids to learn the vocabulary and not to trick them, they have many opportunities to do this with the same words. When I did this eduprotocol last year, 90% of my students had retained the vocabulary words a month later. How often can teachers say that?!
There are soooo many other great activities to try in the book. We will be adding more as the year goes on as appropriate for the content. If you are looking for an easy way to get the students using the 4Cs and engaging with the content, I highly recommend checking out the book and website.
20+ year teacher, mother of 2 kids and 2 dogs, wife, lover of all things M&M, interested in tech in the classroom, and changing up my teaching