Bell ringer. Self starter. Warm-up. Do-Now. Question of the Day. Bell work. Any of these sound familiar? Whatever you call it, many teachers use them: a quick mini-assignment that students complete at the beginning of class to get them focused on the material, review learned concepts, and for teachers to informally assess how students are doing.
Back in 2009, I was an eager intern, ready to take on my first year of teaching. I remembered some of my Language Arts teachers beginning each class with a language exercise, frequently referred to as “Daily Oral Language” or DOL. In my mind, I these exercises were such a fun way to start class (probably because I loved grammar, writing, and reading). I don’t think everyone felt the same. In an effort to emulate some of my favorite teachers, I decided I was going to start my classes by having my students do DOL.
I’d roll my overhead projector to the front of the room, place my carefully selected DOL exercises on the projector, and have my students open their notebooks and begin. I quickly realized that, much to my dismay, my students did not share my enthusiasm for sentence corrections, grammar exercises, and spelling practice. Clearly I needed to rethink my strategy and find something that worked a little better.
It took some time to figure out what worked best for me and my classes, but I eventually settled into a new routine: rather than do DOL every day, I would rotate what we did. Some days we would do DOL, sometimes we would begin class with silent reading, and other times, we would begin with a journal prompt. The variety worked well, and kept things interesting.
After my intern year, I found a teaching position where I taught my own classes every other day. On the days I wasn’t in my own classroom, I was a substitute for other teachers in the building. I enjoyed seeing what other teachers were doing as their bell-ringer activities. They were always a great way to start class and get students in the mindset for whatever class they were in. It gave students a reminder of material they had already learned or to give them a preview of what they were going to learn.
I realize they don’t work super well for some classes, but for others, they are an effective strategy to begin class with.
Do you use a bell-ringer activity in your class? What kind of questions, prompts, or activities do you have your students respond to? If you’re not currently using a bell-ringer, perhaps you might consider giving it a try as you begin a new school year!
As we near August, many teachers around the country are holding on to every last second of summer break that is left. They’re soaking in a couple of extra pool days, intentionally not setting their alarms, and are enjoying the freedom of making mid-morning appointments or lunch dates with friends. They’ve got the date of their first contract day in the back of their mind, and are subconsciously aware that it’s coming up quickly. Some may be looking forward to their first day back with excitement, some with nervousness, and others with a mixture of the two. Others, however, may be dreading the day, not quite ready to trade their freedom for cell phone policing and grading. Depending on the year, I’ve experienced both feelings— both the agony and the ecstasy.
Teachers and other school staff aren’t the only ones in this boat; Students are also feeling the end of summer. They are squeezing in last minute family trips, summer camps, late nights, and late mornings. They are enjoying the endless flow of snacks and popsicles and are living their best lives next to the pool. For most kids, summer is bliss, careless and free. As summer starts to come to an end, they are filled with anxiousness as they wait for class schedules and teacher assignments to be posted. They’re hoping that their best friend is in their class, and that they get the “cool” teacher that everyone wants. It’s a double-edged sword, because they know that along with this excitement of a new year comes the idea of a more structured schedule, homework, and less freedom. Some kids are anxiously awaiting the first day of school because school is their safe place— a place of comfort, happiness, stability, and lack of hunger. For some, summer is the worst few months of the year, and is a time of uncertainty and fear. Other kids may feel anxiousness because school is hard for them and they just don’t want to have that frustration again.
Parents are also stuck in this dichotomous state of anticipation and dread. For many working parents, summer becomes a time of high stress, as they have to find child care, arrange schedules, and manage the guilt that can come from being a working parent. For stay-at-home parents, summer time can mean chaos. Schedules are thrown off, food seems to be flying off the pantry shelves (how are they STILL hungry??), and there is a constant chorus of noise coming from all corners of the house. The house is never clean, and they find themselves saying, “Please shut the door!” approximately 1,352 times a day. Parents are usually exhausted by this point in the summer, and are excited to have more structured days and to have the house stay clean for more than the eight hours the kids are asleep. On the other side of the spectrum, parents are also finding themselves breathing in the last days of summer, watching their kids enjoy childhood. They are feeling nostalgic, and are hoping they’ve created summer memories that will last a lifetime. They are rushing to create last minute moments of happiness as they savor these fleeting moments with their children.
I find it interesting how something like the start of school can stir so many feelings in people. I guess that’s how it is with change. And while I understand why there is such a wide range of emotions surrounding school, I also hope people know what a privilege it is to be able to attend school and learn. The freedom to be able to sit in a classroom is incredible. Teachers work hard to plan and carry out lessons that are meaningful and engaging, and are doing their best to make school a safe place for their students.
So, yes, the end of summer can be sad, and the start of school can feel daunting. But it’s also a time to start the new year with a positive attitude and excitement for what’s to come. It’s a time to cherish the memories you made during the summer while also looking forward to making new memories as the school year starts. So as we prepare to send summer out in style, let’s also welcome the school year with open arms, ready to experience whatever is in store for us!
Last week, our school district sent out an email containing their new cell phone policy. My kids are still too young to have a phone, but I read through the document so I was aware of the changes. For elementary and middle/junior schools, cell phones must be left in backpacks and settings must be that they cannot receive notifications during school hours. If a student needs to contact a parent or guardian, they must either go to the office and use the school phone or they can take their cell phone to the office and use once they are in the office. Smart watches are ok to be worn, but must be set so that they cannot receive or send notifications. For high school students, rules are the same, but phones can be used during class changes, lunch break, and before/after school hours.
The new policy was received with mixed reactions, as one would expect. I was at a neighborhood gathering later that day, and it seemed to be a big topic of conversation. All of the adults were happy about the policy, but all of the teens I spoke with were less than thrilled about it. Which, honestly, is exactly what I expected the reactions to be.
The teens were not excited about not having instant access to their phones. “But what if my mom needs to text me during the day?” one of the girls asked. To which I told her, “If it’s a big enough emergency, she can call the front office, and they will get a message to you! If it’s not a big emergency, then it can wait!” … She was not excited about my answer.
I think her response was rooted in more than a fear that her parents wouldn’t be able to immediately get hold of her; I think it was based in panic that her phone wouldn’t be right with her at all times. We have all become so used to having our phones in our hand, pocket, or purse at all times that the thought of being without it often causes an uneasiness and uncertainty. It’s an interesting phenomenon that is unique to this period of time.
From a teacher’s perspective, I see some great benefits from this new policy. I love the idea of phones being completely out of sight and not on them all the time. Digital distraction is real. I haven’t been in the classroom for eight years now, so this problem wasn’t nearly what it is now, but I would have really loved not having to ask students several times to put their phones away— and I had a no phones policy in my classroom! The idea of having my students be more present in class is one I can get behind. The focus that can come when a device is not attached to someone is incredible. There is also the problem of devices being used to cheat on assignments or tests. I’d like to say that all teachers are super aware and on top of things that are happening in their classrooms, and would be aware enough to catch a cheating student, but I think we all know that just isn’t the case, unfortunately. Not having phones immediately available is a good thing when it comes to sneaky students who want to cheat.
I remember allowing my students to use their phones to read (I taught English, and we did daily reading time). We also often had times where I allowed students to listen to music with headphones while we did independent work— most of them had music on their phones, so it worked really well and made for a very quiet classroom. Sometimes phones came in handy during writing/research assignments when we weren’t in the computer lab and someone needed to look up a quick fact or something. Even though phones were useful for these things, I don’t see a no phone policy being a problem today, as most secondary students are issued their own school-owned Chromebook that they can use. And honestly, reading from a real, physical book is quite a treat and is not all that inconvenient.
The other question that arises is should the district be able to dictate this kind of thing for teachers? Should teachers be able to institute their own cell phone policy within their own classrooms? Obviously, most teachers would likely be on board with phones being out of sight during class, but there are some teachers that do allow for occasional phone use and have a little more flexibility. I don’t know if there are any easy answers here.
What I do know is that when at school, students need to be focused and present. The texts, posts, and games can wait. Education is crucial, and it’s alarming how many students today don’t think it is. We cannot avoid phones and other digital devices— they are almost a necessity for living in today’s modern society. But we can be better about when and where we use them, and I know we can definitely be better about how, when, and where we allow our children and students to use them. Their young, developing brains do not need screens all day every day. In fact, they’ll be better off with minimal screen time.
While this great cell phone debate is real, is a hot topic, and doesn’t have easy answers, it’s one we face today. Where do you stand on this issue?
My husband’s job has recently started requiring him to go into the office full time rather than work from home most of the week. We live over an hour from his office, so rather than driving by himself every day, he has opted to join the company vanpool. He now finds himself with anywhere from two to three hours total of commute time, sitting in the back of the van. Instead of wasting his time playing games on his phone, he’s decided to learn some new things. He has researched grilling techniques so that he can get the most use out of his new grill. He’s started learning a new language. He’s read informational articles on self-improvement. He’s proving that learning doesn’t have to stop once you leave formal schooling.
The value of continued education is immeasurable, as are the things you can learn. The local university where I live offers adult continuing education classes each semester for anyone over 18 years old. The classes are either free or very low cost. They cover subjects like welding, dancing, all kinds of art, physical education, and so on. The goal isn’t to get a degree, but simply to learn a new skill.
Learning new skills, information, or hobbies does wonders for our adult brains. It keeps them thinking and working. Research shows that continued learning allows brain cells to continue to stretch and grow. Learning improves the brain’s ability to remember things, giving you an edge as you age. Some studies even show that healthy brain activity can delay the onset of memory related conditions such as Alzheimer’s or dementia.
Other benefits of life long learning include increased creativity, better mental flexibility, more creativity, greater self-confidence, increased career advancement opportunities, more fulfillment in your job and in life in general, increased personal growth, and increased motivation.
When you engage in adult education, you often have the chance to create new friendships and relationships, often leading to other opportunities. You might learn new ways to do things. Perhaps you might pick up a new skill that can benefit yourself or your family. Even if you aren’t pursuing further education for financial gain, learning and researching can prevent boredom, expand your interests, and make you a well-rounded thinker, none of which are bad things!
Just because you aren’t actively working toward a degree or any other kind of certificate, you don’t have to stop learning. Education is for everyone, and it provides both tangible and non-tangible benefits. You don’t have to sign up for a fancy class or spend tons of your free time learning— even a few minutes a day spent reading about a new topic can benefit your brain more than you’ll know. So the next time you find yourself with a few spare minutes, you might consider reading up on how to grow a successful garden or how to bake the perfect cheesecake rather than mindlessly scrolling social media. You’ll be surprised at what you learn, and your family will thank you when you put a slice of homemade cheesecake in front of them!
How many times did you answer the question, “What do you want to be when your grow up?” as a kid? Can’t count all the times? Neither can I. It’s a common question to ask kids and teens, and it’s often a question that kids don’t know the answer to. There are so many jobs to choose from, and when your knowledge is limited, it’s hard to make a choice. Thank goodness the jobs we might have chosen as ten year olds weren’t set in stone, and we had the chance to change our minds. I mean, I’m pretty sure if they had been set in stone back then, the majority of my fifth grade class would have ended up being marine biologists— because that was a big thing in the 90s!
Kids and teens all seem to know about the community helper type of jobs— police, fireman, nurse, doctor, and teacher. What they might not know, are the subcategories under those jobs as well as so many other kinds of careers out there. Providing kids with knowledge about various career fields will empower them to choose a job that suits them best and fits their interests and skills.
While kids need this knowledge, we can’t just expect them to know where to go to get it. As teachers, parents, and leaders, we need to provide opportunities for them to learn about all kinds of jobs. So how do we do this?
First, we can make it part of our curriculum when kids are young. If you’re teaching a unit on human body systems, you can include a little bit of information about the different kinds of jobs people can do that deal with body systems. If you’re teaching a unit on recycling and caring for the Earth, invite a sanitation worker to come in and teach about garbage pickup and recycling. For a music unit, invite a musician to come in and talk to the kids.
Second, as kids get older and start to think more seriously about their careers, it might be a good idea to have a unit on different types of jobs and the kind of education you need to do them. When I was teaching junior high, my school held a school-wide career exploration day. People from the community would volunteer their time to come teach students about their profession. We had a wide variety of careers represented, making it an experience that every student would be able to benefit from. Students had the chance to choose four classes that they wanted to attend. Each rotation was about 20 minutes in length, and presenters used that time to talk about their job, what they do, what kind of education they obtained, and so on. Students were then given a chance to ask questions. With career presentations from bankers, authors, EMS personnel, business owners, animators, IT, and beyond, it was always a huge success.
Third, when appropriate, and at the right age, students can participate in a job shadowing experience. This is helpful because it allows them to see first hand the daily tasks and responsibilities of the job in which they are interested. This kind of hands on experience will provide more insight than simply reading an article about a job.
Another thing we can do to help students know more about potential careers is to have them take a career aptitude test. Typically, these are more beneficial once a student is a little older and has more of a grasp on their interests. I spoke with a vocational counselor, and he recommended My Next Move, which I tried. I also tried Career Explorer. Both assessments asked similar questions, though Career Explorer seemed to go a bit more in depth. Both gave career suggestions at the end of the survey, with links to click on to learn more about that career. Not surprisingly, my results on both tests suggested that I become a teacher or a healthcare worker, both of which I have done in the past, and both of which I have very much enjoyed.
When we provide kids with options and resources to explore potential careers, they are able to make more informed decisions. Do they have to have it all figured out right now? No. But it never hurts to have a little head start!
There are many different types of parents/guardians. They can range from the completely uninterested and uninvolved to the epitome of a helicopter parent, and everywhere in between. I don’t think there’s one “right” or “wrong” way to parent; everyone has their own style, and it often varies from kid to kid. There are obviously parents who are on the extreme ends of the spectrum, but I think that as long as you’re providing your children with the essentials— food, clothing, shelter, healthcare, and love— and not harming them, you’re doing a-okay.
But I’m not here to tell you how to parent, or even to offer parenting tips and strategies. I’ll leave that to the parenting experts. I will, however, explore how parental involvement, or lack thereof, can impact a child. There are a lot of things that contribute to a child’s success and confidence, and parental involvement is pretty high up on that list. Before we dive into the why behind it, I want to add a disclaimer that I know not all kids have a parent present in their lives. I understand that all families are different. For the purposes of this article, I will use the term “parent” to describe any adult who is a guardian or caregiver to a child, in any capacity.
Having the support of a parent figure can, and does, positively impact how a child performs in many areas of their life. Knowing that there is an adult who loves and supports them gives a child an increased sense of safety, belonging, confidence, and assurance. It’s similar to a tightrope walker knowing there is a safety net under them; they know if they fall, there will be something there to catch them and keep them safe. Kids who have positive adult supports know that there is someone there to catch them and help them. Being a child’s safety net is an important role.
In my experience as a teacher, I noticed a large discrepancy between my students who had little to no parental support and those that did have parental support. I’m sure you can guess, but my students who didn’t have much support at home struggled academically. They often had lower grades, would struggle to keep up and learn the material, and often would be disorganized, unkempt, and would also frequently have behavior problems. On the other hand, students who did have parental support typically had higher grades, a more positive attitude, and less behavior problems.
As I’ve thought about the why behind these discrepancies, I’ve realized that there’s not just one reason why parent involvement can impact a child so deeply. But what I do know is that if a child has someone at home who doesn’t show interest in what’s going on at school and isn’t aware of what’s happening in and out of school, that child is more likely to stop caring as well. If there isn’t anyone at home to answer to, many children see that as an opportunity to give minimal effort. I believe that often times, these decisions to not try or to act out in school or other areas are cries for help— a cry that they hope will gain any amount of attention from their parental figure(s).
The reasons parents might not be involved can vary just as much as the types of parents out there. Some parents might not be involved by choice. Perhaps their parents didn’t care much about their academic success, and they choose to continue the cycle with their own kids. Involvement requires effort, and for some parents, it’s an effort that is beyond what they can or want to put forth. Other parents might find themselves in the midst of things out of their control— things like health problems or work responsibilities— and may wish that they were able to be more involved and present. Parents who have been pulled away from their children due to custody issues, incarceration, or other legal issues can find it difficult to be involved with their kids. Whatever the reason, these examples of lack of involvement can all have a negative impact on a child’s success to one degree or another.
On the other hand, there are parents who are actively involved in their child’s life. They are at parent-teacher conferences, performances, games, concerts, appointments, and programs. They ask questions and are aware of the who, what, where, when, and whys of their child’s life. They help with homework and take interest in what they child is learning at school. They know about the report they are writing for English or the experiment they did in Biology that day. They chat with their kids while they make dinner, fold laundry, or drive to practice. The kids of these parents know that their parent(s) have their backs, and that they are willing to put forth the effort to help them succeed; those efforts are reflected in grades, confidence, and attitude.
Now, I understand that not all parents are able to be involved in every second of their child’s life. I know that not all parents can make it to every game or performance. This doesn’t make them a bad parent. It doesn’t make them uninvolved. You can be an involved parent without being physically present at every event. Involvement looks different for every person. For some, it does mean attending everything. For others, it means asking questions and being aware. It can look like helping with homework in the evening. It can even look like a FaceTime call during an award assembly. You don’t have to be a helicopter parent to be involved. BUT— you do have to put forth some effort to be an active part of your child’s life.
However you choose or are able to be involved in the life of your child, make it count. Make sure your child knows you support them, love them, care for them, and are there for them. Foster positive relationships, and you will create a bond that is strong between you and your child. No parent is perfect, and no parent can be to all the things all the time. But if there is a little effort involved, your child will feel it, and the positive impact will make itself known for years to come.
Have cell phones and other digital communications eroded our ability to communicate professionally? Have we become so accustomed to textese that we don’t even notice it anymore?
I remember the first essay a student turned in where they had ended their writing with :). I was shocked that they would even dare turn in something like that. I suppose I never even thought to tell them that using emoticons in their writing was not acceptable. I mean, they weren’t texting their friend; they were writing and turning in a persuasive essay. What I didn’t know at the time was that this was just the beginning of students using textese in their assignments, and that the problem would continue to show up in work I received from students.
As the school years passed by, and students continued to turn in work that was filled with “UR”, “Thx”, and “:)”, I realized that cell phones were directly correlated to this increased lackadaisical attitude about their work. Sure, abbreviated forms of words are easier and faster to write, but sometimes taking the easy way out just conveys laziness.
While there certainly is a time and place for this kind of writing, I assure you it isn’t in formal essays or other professional writings. My husband is a vocational counselor, and part of his job is to help people to find suitable employment. As he does this, he must review resumes, job applications, letters of intent, and so on. Just the other day, he was reviewing a resume where the applicant had included #readytowork in his resume. A hashtag! In a resume! Now, I’m all for a good hashtag, and definitely can see their value, but I also know that adding a hashtag to a resume isn’t exactly professional. Will it draw attention? Absolutely. But probably not in a super positive manner. Needless to say, this client was advised to remove the hashtag and revise his resume to be more professional.
Imagine a college admissions board reviewing applications and letters from hopeful graduating seniors, only to find the submissions are littered with unprofessional slang and textese. I don’t think it would leave the board feeling too impressed with the applicants.
As teachers, it’s important that we help our students understand when it’s okay to use more relaxed language and when it’s not. We need to teach them what professional language looks like, how to use it, and when to use it. Doing so will set them up for success as they move on to college as well as into the professional world.
