I’m sure you’ve heard the phrase, “Two things are certain in life: death and taxes.” And while that’s true, I would add a third certainty: stress. Everyone will, at one point or another, experience stress in their lives. The level of severity might differ, but the existence of stressors is a given.
I wish I could say that stress only happens once you’re an adult, but that’s just not the case. Kids and teens are experiencing stress early on. As adults, we have had more time to figure out how to handle the various kinds of stresses that come into our lives. But for teens and kids, managing stress can be overwhelming when they don’t have knowledge of or access to proper stress management techniques. Teachers have a unique opportunity to be able to incorporate those kinds of skills and techniques into their curriculum, thus providing the rising generation with the tools they will need to manage the stress they encounter.
You may have a few techniques that you know work, but there are always more to learn and try. Below are some stress management techniques you might consider teaching your students.
Teach students to organize and prioritize their time. Show them how to use a planner or digital task tracker. When you feel more organized, tasks feel easier to take on.
Help students to learn and practice various breathing techniques for high stress moments.
Practice mindfulness as a class, then teach them to practice it individually.
Belly breathing– this helps to redirect their focus and calm their nervous systems.
Physical activity– movement does amazing things for the brain, and is a great way to release emotional energy.
Journaling- doing a brain dump is a great way for kids to get everything out that is stressing them so they feel like they can move forward.
Art- creating art is a great stress reliever! It’s a really good creative outlet that can help students refocus.
Encourage students to get a good night’s sleep. Solid sleep has amazing benefits in so many areas.
Teach students to use the 5-4-3-2-1 method: identify 5 things they can see, 4 things they can touch, 3 things they can hear, 2 things they can smell, and 1 thing they can taste. You can practice this together as a class and have students write their answers down, then as they get comfortable with the process, they can do it on their own.
Teach your class how to do progressive muscle relaxation as a way to calm down in stressful situations.
Do regular brain breaks during class time as a way to break up the time, get students moving, and to give their minds a break from the rigors of learning.
Kids of all ages can benefit from these stress management techniques. Providing kids with proper tools can help them tremendously, and can help them turn to healthy ways to manage stress rather than unhealthy ways.
It’s time for your weekly scholarship application tip! Last week, I encouraged applicants to document all the phases of their project through photos and videos. This week, we will cover what to do once you have all of your photos and videos and you are ready to fill out your application, and the specific requirements that must be met for video and photo submissions.
Since we can’t physically meet with every single applicant to see their project in action, we need you to SHOW us your work in the form of photos and videos. Both video and photos are required to be considered as a scholarship winner. Below, I have included the specific requirements and guidelines for both photo and video submission. The requirements listed below are exactly what you will find on the application.
Video Requirements:
2-5 minutes Must be edited to include:
Examples of your work in action (photos, video clips, etc.)
A few words directly from you regarding your project (can be voice-over)
Include 1-3 brief interviews with people you worked with as you carried out your project
Must address the following questions: – What would you improve with more time? – What new skills or concepts have you acquired? – What have you learned about yourself based on the experience?
***IMPORTANT*** Please make sure your video is viewable. Please check the share settings before submitting it. You can choose to upload a link to a Google Drive folder containing your video OR you can upload or link a YouTube video you made.
Photo Requirements:
We would love to see evidence of your project and work! Photos could include, but are not limited to: pictures of brochures/handouts/advertisements you created to go with your project, pictures of your physical prototype, if applicable, and pictures of you in action– giving a presentation, working with your community, building your project, etc. You are the magic behind your project– take pride in it and document yourself making a difference, then share it with us!
Please share photos of publish-able image quality of your work. A minimum of 5 photos is required, but more is encouraged.
Failure to upload images will result in disqualification. Uploading images directly or providing a link to a Google Drive folder of photos is acceptable. Providing photos in a video slideshow, PDF page, PowerPoint, social media account, or any other non-publishable way will result in disqualification.
Please make sure that you have made your photos and video viewable. We can’t see them if you are the only one with access to them. We’d hate for you to put in so much time and energy to carry out your project and type up your application, only to forget to check the share settings on your files. Such a small misstep could lead to disqualification, so please triple check that your files are viewable.
My kids’ school had their final Parent-Teacher Conferences of the year last night. It’s wild to think that we are getting so close to the end of the school year! Last night’s conferences were different from the others we’ve attended this year. Typically, we sign up for a time slot to sit down and talk with each teacher for 10-15 minutes. Those are great, and I love hearing about the progress my children are making and talking with their teachers.
Last night, however, they did what is called a “Walking Report Card” where the kids were in charge of the night. The teacher provided a set of instructions, then, using a checklist provided by the teacher, the students were expected to take over from there. Each teacher had set up four or five different stations, which we rotated through at our own pace and in the order we chose. Each station focused on a different area of study: science, math, reading, writing, and/or social studies.
Rather than the teacher going over some of our kids’ work, our kids got the chance to show us what they have been learning about. We were able to see their progress in action! It was such a cool opportunity for the kids to take control of the conference. They felt so empowered and important while they took us through the rotations. Additionally, they took so much pride and ownership in their work as they showed us what they could do.
It was a nice break for the teachers, too, since they could casually roam the room and answer any questions parents had for them rather than sit at their desk all night. They still had to prepare for the night by collecting work samples to send home with parents, as well as to set up the stations, but the conferences themselves were much more relaxed.
The stations looked different for each grade, but they all had the same goal: to let the students show what they know. A math station might ask students to complete a couple of equations, draw out an array for a multiplication problem, use a candy bracelet to show their knowledge of fractions, or complete a word problem. Science stations could include activities like demonstrating how magnets work, drawing how a sound wave travels between two objects, labeling the parts of a plant, and so forth. For a reading station, teachers might have students read a passage then summarize what they read, do a timed reading to see how many words they could read in a minute, or reading a short story they had written. For writing, my third grader showed us how he could neatly write a sentence in cursive. My fourth grader read me a passage he had written about the Boston Tea Party. My kindergartener got to show us how he can write the correct word to match a picture.
There were so many different ways for students to demonstrate their learning, and it was so neat to see first hand what my kids are learning about and doing at school. They did take a little longer than traditional conferences, but the outcome was worth the extra time, and the pride each student felt during and after was priceless!
My niece is a junior in high school, and is already starting to look into scholarship opportunities, college applications, and so on. A few days ago, she asked me if I could help her with scholarship cover letters. I jumped at the chance to help her. She wasn’t sure where to even start, so we set out to create a basic outline that she could use as she moves forward with applications.
It got me thinking, though: how many other college-bound high school students are in her same boat? How many of these bright young people want to apply for scholarships, but don’t know where to start or how to format such a letter? I’m sure there are enough in this position that it would be helpful if English teachers could include in their curriculum a short unit teaching students how to properly write a scholarship cover letter. It wouldn’t need to take up too many class periods, but it would be very helpful to those needing the assistance.
While I can’t be in every English classroom teaching this, I can write about it on the Internet for all to have access to! Each scholarship application will be different, and not all will require a cover letter. Additionally, not all that do require a cover letter will require the same content. Be sure to carefully read over the requirements for each scholarship as you begin the application process.
That being said, a general outline could look something like this:
Your name, address, and contact information
Name, address, and contact information for the scholarship committee
Date
Dear Scholarship Board (or name of a specific person if it is listed),
Gratitude for the opportunity to apply
I appreciate the opportunity to apply for the ___________________ scholarship. I am interested in this scholarship because __________________________.
What qualifies you for this scholarship? What sets you apart from other applicants?
This will vary depending on the kind of scholarship you are applying for.
Academic scholarships: highlight your academic achievements, grades, awards, GPA, and so on.
Athletic scholarships: showcase your athletic abilities, awards, records set, and so on.
Specific niche scholarships: identify what specifically you offer in regards to the kind of scholarship you are applying for.
Why would this scholarship benefit you?
Will this ease the financial burden that paying for college can be?
Will this allow you to focus more on your studies rather than worrying about how to pay for school?
Will these funds allow you to pursue a degree in a meaningful and impactful field?
Closing
Re-express your gratitude for the chance to apply.
Express that you are looking forward to hearing from the committee soon.
Best Regards,
Your Name
A scholarship cover letter doesn’t need to be super fancy, and it doesn’t need to go into every single detail telling about how you qualify for the scholarship, but it should be well written, well thought out, and clear and concise. You want to make a good impression with your cover letter, as that is usually the first thing the committee will see when reviewing your application. Take your time, think it out, and don’t be afraid to ask for help!
Imagine for a minute that you are in a chemistry class. You’re learning about endothermic and exothermic reactions, and your assignment is to conduct an experiment with the end result being one of those two reactions. Rather than showing you how to do it, your teacher stands at the front of the room and delivers a lecture to the class about which elements will react when combined. Not really that exciting and engaging, right?
There are so many things to learn about, and so many ways to teach them. Sure, a chemistry teacher could lecture about reactions, but actually showing the class how to perform the experiments would be much more effective. Similarly, a history teacher could go through a slide show of information about the Civil War, but there might be other ways to teach that same material that would create a longer lasting impact on the students.
Students learn in so many different ways, so it makes sense that teachers need to teach material using many different methods. The methods used will vary from subject to subject, and even will vary within each subject depending on what exactly is being taught, as some topics lend themselves to one particular method over another.
With so many methods to choose from, how is a teacher supposed to pick which one(s) to use?! In order to choose the best one, it might be helpful to know what exactly each method is, and what kinds of content it might be best suited for.
Lecture Based
In this method, the teacher provides a large amount of information by delivering a lecture to the class. While not always engaging, it can be an effective way to get a lot of information out. This method is often used to introduce a new topic or provide background knowledge before taking a deeper dive into a topic. The use of visual aids, stories, jokes, and questions can help keep students engaged.
Inquiry Based
Inquiry based teaching is the practice of allowing students to come up with questions, then explore various resources to find the answers to those questions. Students can conduct research, collect data, and gather evidence to support their inquiries. This type of teaching is typically most effective in science classes as well as history classes.
Technology Based
Technology based teaching is just as it sounds– teaching using technology, and allowing students to use technology to learn and explore topics. This can be incorporated into nearly any subject, and can be very beneficial to students. Devices such as computers, tablets, online programs, or even smart phones can provide students with a wide base of resources with which to learn.
Group Based
In group based teaching, the teacher provides the background knowledge, then has students work together in groups to learn more, conduct research, conduct experiments, gather data, and so on. This approach promotes cooperation and communication among students. Teachers become facilitators in this method. They are there to help students as needed, but a large portion of what is learned is done as students work together.
Game Based
Gamification has recently become quite a popular way to teach. It’s engaging, fun, and can be used for nearly any subject. Students usually associate games with fun, so when teachers turn learning into a game type format, the brain automatically sees the activity as more enticing. There are so many online options for game based teaching. In addition to creating their own educational games, teachers can pick from several online gamification platforms to create fun, educational games for their students. Websites like Kahoot!, Quizizz, Blooket, Gimkit, and Quizlet Live are all excellent resources available to teachers.
Individual Based
In this method, the teacher provides the content, but students become the main facilitator in their own learning. They become responsible for how and where they learn, which creates a sense of ownership. This can lead to greater confidence and deeper learning.
Hands-On Learning
This method gives students a chance to really get into the content and experience it with their senses. Hands-on learning experiences have been shown to make a more lasting impact on student brains than lectures alone. When a student can experiment, ask questions, and form a physical product based on what has been learned, the information is much more likely to be retained.
There are many methods teachers can use to deliver information to their students, and there truly isn’t a right or wrong way to teach material. There are certainly some methods that are more effective for some subjects than they are for others, but any teacher can use any of these teaching methods and still get results. Good teachers also don’t just stick to one type of teaching; they change their method based on what is best for the information they are going to teach, and what is best for their students. Don’t be afraid to try new teaching methods– you might be pleasantly surprised that you really enjoy one you haven’t tried. However you decide to teach though, make sure you do it with your students’ best interests in mind, and you will see your students succeed!
Recently, my seven year old has started (loudly) expressing his disgust with me every time I remind him to do his assigned chore, pick up his room, help fold his laundry, etc. He is not interested in anything other than having fun, and honestly, sometimes I don’t blame him. In the midst of one of his defiant moments, he (again, loudly) said, “Mom! Why do you always have to boss me around and tell me to do things like clean my room?!”
What I saw as a simple request for him to pick up his toys, he saw as me being mean and bossy. He saw it as a threat to his ability to choose for himself. And while that couldn’t be father from the truth, I can see why he might have thought that. As the adult, I can see the bigger picture at play here, and can see that teaching him basic skills when he is young will help him greatly as he gets older. As the kid, he only sees play time being taken away.
As his mom, part of my job is to teach foundational skills that will be built upon and that are necessary for successful adulthood. I wouldn’t expect him to plan, prepare, serve, and clean up an entire meal by himself– it would be a recipe for disaster! But, I can involve him in and teach him step by step. I can have him set the table, get ingredients out, or have him unload the dishwasher. Those are all skills he is capable of and can safely do. Learning a little here and a little there paves the way for bigger tasks later.
Teachers have a similar role with their students. We start at the bottom and work our way up. No one would expect a kindergartner to solve a three digit multiplication problem, nor would you expect a fifth grader to solve a complex equation designed for a high school senior. Doing so would just lead to frustration on all sides. Similarly, one wouldn’t expect a first grader to be able to write a detailed multi-paragraph research paper with properly cited sources, simply because they lack the necessary skills to do so.
Providing students with the skills and knowledge they need to successfully move forward is a crucial part of being a teacher. In order for teachers to know where to start, they need to know where their students are. This is why assessments are so important in the classroom. Teachers don’t have to give a big, formal test to see where their students are, though those do have their place. Informal assessments that are done along the way can be absolutely crucial to how a teacher moves forward with what they are teaching.
As teachers gather formal and informal data, they are able to pivot and make any needed changes to how or what they are teaching so that they are able to help students succeed. It’s similar to when you are driving a car. Your mind is constantly making observations about surroundings, then telling you to make any needed corrections to keep your car where it needs to be. Paying attention early on and throughout the process can save you from going the totally wrong direction or worse, crashing.
It’s also important that we help students see why we are teaching the things that we are teaching. Like my son not fully seeing why I was asking him to clean up his room and do his chore, students also often miss the why behind what they are being taught. As we teach them and guide them into new material, we can remind them of what they’ve already learned that will make this new content more accessible, and we can also help them see that what they are going to learn will help them in the future as they build upon their knowledge.
Teaching can be overwhelming at times, sure. But so can learning, and it’s important that we keep that in mind as we prepare lessons and teach our students. We must meet them where they are, sometimes even back tracking a little if needed, to make the progress that we know they can make. When we do this, magic happens, and things begin to click in students’ minds. And that, my friends, is when the real progress is made.
If you’ve been in the classroom for any length of time, you have likely witnessed first hand just how mean and destructive bullies can be. It’s a problem that seems to have existed for as long as humans have been around, and it doesn’t seem to be going away anytime soon. In fact, it’s becoming more prominent with social media being so accessible. Students need to understand that bullying is never ok and is never the answer. The repercussions of being the target of a bully are long lasting and can be quite detrimental to a person’s health, confidence, and self image.
As teachers, it is crucial that if we see something, we say something, and that we teach our students to do the same. We need to teach our students what bullying is, what it can look like, how it feels to be the victim, and how to address it when/if we see it happening. I found a few picture books that did a great job of teaching these concepts— take a look!
Giraffe is Left Out written by Sue Craves, illustrated by Trevor Dunton
Giraffe, Little Lion, and Monkey are all friends. When Leopard moves into their class, Giraffe is not excited. He does not want to let Leopard join their friend group, and purposely excludes Leopard from any and all activities. Leopard is sad and feels left out. When it comes time to pass out invitations to his birthday party, Leopard gives one to everyone else, but doesn’t give one to Giraffe. Now Giraffe is the one who feels left out. Soon, he begins to understand just how mean it is to leave people out, and he learns that Leopard is actually a really good friend. Giraffe mends his ways and becomes a friend to Leopard in the end.
I liked how this book showed that excluding people is a form of bullying, and that it can be hurtful to others.
Billy Bully by Alvaro & Ana Galan, illustrated by Steve Simpson
When Billy Bully comes to the playground to play with the other kids, he takes over and makes the fun go away. He takes toys, cuts in line, pushes, breaks others’ things, tricks people, and won’t take turns. No one wants to play with him. With every mean thing he does, another kid leaves the playground. Soon, he is left with no one to play with, and he starts to realize that the things he was doing weren’t nice. One by one, he goes to his friends and apologizes and makes up for the things he had done. Soon, all the kids have come back to play together.
The illustrations in this book are so cute, and the story is easy to follow. There is also a counting element as Bully’s friends leave and come back one by one. I loved how it depicted several ways that someone can be a bully to help kids understand that bullying can take on many forms.
Eddie the Bully written and illustrated by Henry Cole
Eddie is mean, mean, mean. He says unkind things about his friends, teases them, ruins their art projects, and more. No one likes to play with him. He’s always picked last for teams, left out of the fun, and ignored. When Carla, a new girl, moves into their class, she is assigned to sit right next to Eddie. Everyone expects Eddie to say and do mean things to her, but before he has the chance, Carla compliments Eddie on his sweater and tells him that everyone must want to be his friend! Eddie is unsure what to say to this, because he knows that it isn’t true. Carla asks Eddie to help her make new friends, and Eddie agrees. He quickly learns that it feels good to be nice, so he changes his ways and starts over, this time, being a friend to everyone.
Similar to Billy Bully, this story shows different ways that bullying can happen, helping kids to understand that bullying isn’t just one thing.
Bullies Never Win by Margery Cuyler, illustrated by Arthur Howard
Jessica is a first grader who worries about a lot of things, one of which is Brenda, a girl at school who likes to bully and be mean. Brenda finds a way to make fun of everything Jessica does, so Jessica slowly stops doing all the things she loves to do. Jessica finally has had enough and breaks down crying to her mom. Her mom suggests that she stand up for herself or tell their teacher. Jessica is worried about what she will do or say to Brenda to make her stop being a bully. The next day at lunch, Brenda continues to tease and say mean things. Jessica has had enough, and stands up and tells Brenda that, “… bullies never win!” Brenda is embarrassed and doesn’t say anything else to Jessica. That night, Jessica feels proud of herself for standing up to Brenda.
I loved how this story showed how to stand up to a bully. It was an empowering story!
Bully written and illustrated by Jennifer Sattler
Bully is a bull frog, and he wants all the lily pads on the pond all for himself. He won’t let any other pond friends eat them, smell them, or look at them. Soon, he has chased everyone away and is all alone. There is only one flower left, and he wants it just for himself, so he sits on it to protect it. A bee comes up to him and tries to save the flower by reminding Bully that he’s sitting on it. Bully is mean and asks the bee what he’s going to do about it. The bee has an idea, and buzzes away to gather his friends. Together they reclaim the pond and chase Bully away. The lilies begin to grow again, and the pond is back to its thriving self. Bully moves to a new pond, but is sad to see that it’s just a pond of mud, and he is all alone. Still, all he cares about is that the pond is all his.
This story showed that it can be powerful to stand up to a bully as a group— strength in numbers.
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Bullying is never the answer, and students need to know that. These books do a great job of teaching that and showing that bullying can take on many forms. Bullying is a problem that many kids will face, either directly or indirectly, and it’s important that students be equipped with the tools they need to stand up to bullies and speak up when they see it happening. We may not be able to completely eradicate bullying from our schools, but we can certainly make a difference by teaching our students to respect and watch out for one another.
