Tag: positive classroom

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Kids Say the Darnedest Things: Part 1

If you’ve worked around or with kids of any age for any length of time, you know how funny they can be. I’m sure most teachers could write a book containing all the funny things they have seen or heard in their classrooms. It’s just part of the job— and honestly, probably one of the best parts of it! I mean, who doesn’t need a little laughter every now and then?

Knowing that I wasn’t the only teacher who had a whole slew of funnies from students, I asked several fellow educators and other school employees for their funniest kid-isms, and their responses did not disappoint! They are too good to keep to myself, so sit back and enjoy as I share the funny things students have said and done! It’ll take a few posts to get through all of them, but that will just spread out the happiness!

“I had a fourth grader who looked me dead in the eyes and try to tell me in November after we’ve done 3 months of science work, that she didn’t know how to use a pencil and couldn’t do our assignment. She changed her tune when I asked very seriously if she needed to visit the no-nonsense kindergarten teacher for help.”

“I was teaching 8th grade, and my classes knew I was very seriously dating someone, and became very invested in trying to get all the details (which I definitely did not share!). One day at the end of class, I was wrapping things up when a student raised his hand. When I called on him, he told me he found something he needed to turn in to lost and found— a small round black lidded container of some kind. Once he got up to where I was, he said, “Miss, I have a question for you.” He then got down on to one knee, held up the little box, opened it and said, “I have no idea what this is. But will you take it for me?” Immediate laughter erupted from the entire room (and from me!) as everyone realized they had just witnessed a fake proposal. I told him I would take the box, but that I was already spoken for. Oh— and the box he ‘proposed’ with? It was a little thing of violin rosin.”

“I teach preschool and these are some things they’ve said that made me laugh enough I took note of them in my phone:
“Walmart is one of the most important things”
“Birds are really nice, they just tweet everywhere.”
“When I was at my grandmas I ate an apple, almost all of it!!”
“Earth is my favorite, EVEN there is a park.””

“My first year teaching, I had a girl come in for SEPs WITH her dad, then said, “My dad has a crush on you!!” while he was there.” (1st gr.)

“Reading a book called A Monster Calls and there’s a two page pic of the main character’s feet (stepping on a bed of yew tree leaves…part of the story). Student didn’t skip a beat and said, “Sweet, I didn’t even have to pay for those!”
I laughed so hard it took a full minute to compose myself (9th)”

“A 5th grader asked me in the middle of January if we could turn the A/C on because he was sweating. He was wearing two thick coats because he had left one at school and needed to bring them both home. He didn’t want to take them off because they were too hard to put back on again.”

“I had a 2nd grader tell me that she was “really worried about tomorrow.” I said, “What’s tomorrow?” She said, “Wednesday.””

“I feel bad finding so many things funny (I’m not laughing AT them, I’m laughing WITH them, right?) but I do! One that came immediately to mind is a sophomore telling me she couldn’t type her outline like I showed them, because her keyboard doesn’t have Roman numerals on it.” (High School)

Teaching is a job with many challenges, but thank goodness we can always count on our students to make the job fun, memorable, and entertaining. Stay tuned for part 2 of classroom funnies!

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The Benefits of Peer Tutoring Programs

Luke was a student of mine many years ago. I still remember his tussled blonde hair, glasses, and sweet disposition. Third period that year was a better place because of him. Luke didn’t get to go to eight different classes like most of his peers; in fact, he only got to attend three or so. Luke was a student in our school’s moderate to severe Life Skills Special Education class. He had a disability that made it harder for him to learn and perform at the same level as his same aged peers. But did this stop Luke from trying his best? Absolutely not! Did this disability stop his peers from including him and helping him? It sure didn’t! I watched countless kids defy the “norm” of teenage behavior and go out of their way to help Luke and other kids like him. It was beautiful to watch. 

One student in particular, Lily, was assigned to be his “buddy” for his time in my class. Our school had a peer tutor program, which allowed mainstream ed students to voluntarily use one of their elective credits for a term to accompany a special needs student to a class and help them during that period. Peer tutors would sit next to these students and help them stay on task, help make sure they had the papers and supplies that they needed, and help them in any other way that was needed. 

The peer tutor program benefited everyone involved. For the special needs student, it gave them a friend to rely on during the class and gave them a sense of belonging. Putting SPED students in the least restrictive environment is essential for development and progress. Peer tutors benefited as well, as it gave them a sense of purpose and pride. They were given the opportunity to work one on one with the most special kids in the school. It also gave them a chance to serve fellow students. The Life Skills teachers were able to breathe easier knowing that their students were in good hands when they got to go to mainstream classes. The mainstream teachers got the chance to witness a special relationship form, and also got the privilege of having such special kids in the classroom. Logistically, having a peer tutor in the room allowed the teacher to be able to continue teaching without having to stop as often since the peer tutor could assist their buddy. The other students in the class also benefited from the program because they got to see the example set by their peers who had given up time to help others. 

I don’t know of a single student who has participated in a peer tutor type program who hasn’t come out a better person. It really is such a unique and beneficial opportunity. I realize it isn’t for everyone, but for those interested, it can be a great chance to help others and make a difference for students who otherwise often get overlooked. 

I know there are programs like this in secondary schools across the nation. If you aren’t familiar with your school’s program, ask a counselor or the Special Education teachers at your school; I’m sure they’d love to educate you on the ways that mainstream students can help their peers.

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Challenging the Gifted Learner

When I was growing up and in school, I was under the assumption that kids who were in the gifted or accelerated programs were always the ideal student with no behavior issues, super organized, and very on top of everything. Boy was I wrong! Sure, there are gifted students who are well behaved, and on top of things, but they aren’t all like that. Just as in any other classroom, students in a gifted program are diverse in their skills and abilities. Gifted doesn’t mean perfect student.

When I was taking courses to get my gifted endorsement, and especially when I was eventually teaching gifted classes, I learned that gifted kids are just like any other kids, and that their brains usually just process information in a unique way. Just as I would make accommodations for my students who had 504 plans or IEPs, I often found myself making accommodations for my students who learned at an accelerated rate. While making changes to assignments and instruction for one or two students can be challenging, it’s always worth it. Students who want to be challenged and who excel when pushed should have the opportunity to do so. 

So how, then, do you challenge a gifted student? It’s really pretty easy when you have a class full of gifted learners; your entire curriculum is designed to teach accelerated students. However, when you’re changing things to accommodate one or two students, it requires a little more effort. It’s important to remember that accommodating accelerated learners doesn’t mean more work for the student; it means different work and higher level thinking skills. Below are a few ways you can challenge your gifted students while still teaching the same concepts to the entire class. 

  • When teaching new vocabulary to students, have faster learners re-write definitions in their own words.
  • Offer tiered assignments with varying levels of difficulty. This allows students to choose what level of complexity they want to tackle while still having all students show their knowledge on a particular subject.
  • When doing a group project, have accelerated learners work together. They will often challenge each other to think further.
  • Eliminate “entry level” questions or assignments— kids who are gifted often see these kinds of tasks as a waste of time and see no challenge in them.
  • Offer project based learning, allowing students to showcase their talents, skills, knowledge, and interests. 
  • Offer opportunities for gifted students to teach students who are struggling.
  • If assigning essay type questions, assign gifted students questions that require a higher level of thinking.
  • Instead of having students only answer the “how” of something, have them answer the “why” of it as well. 
  • Offer after school clubs or programs that target unique interests.
  • Ask them how they want to be challenged! There’s absolutely nothing wrong with getting the student’s input and feedback on how they learn best and how they want to be challenged. The answers might surprise you!

Accelerated students are such a fun group of kids. They offer unique insight and views on life, and bring so much to a classroom. How do you challenge your gifted students?

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Valentine’s I Spy Printables

In continuing with some fun Valentine’s Day themed ideas for the classroom (or home!), I’ve created two different I Spy printables, one in color, and the other in black and white, so you can print whichever version works for you!

Put kids in to teams to find the pictures, have them work independently, or make it a whole class activity. Count each different picture, then add up the numbers to see how many total pictures are on the page. The options are plentiful, and the fun is endless!

Happy Spying!

*Please only use these printables for classroom or home use. Do not sell these files.*

Valentine’s Day I Spy ColorDownload

Valentine I Spy BWDownload
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Student Engagement: Crucial for a Functioning Classroom

“Open your books to page 24. Today we are covering chapter 3, and will learn about land formations. We will read pages 24-30 out loud as a class, with each student taking a paragraph. Let’s start with Kevin and go up and down the rows.”

OR…

“I’m going to split you into groups of 4. Each group will be given a different land formation and an information sheet on that specific formation. Review your sheet together. Then, as a group, you will use the scrap bin and other art materials to create a 3-D model of your land formation. Your group will present to the class and will share what you have learned. You have 40 minutes. Ready? Go!” 

Two scenes, two different approaches, two very different responses from students. Which classroom would you rather be in?

I imagine the first scenario would produce groans, eye rolls, and heavy sighs from the students, not to mention massive amounts of anxiety for the students who absolutely loathe reading out loud in front of the class. I imagine the second scenario would be received with more enthusiasm, excitement, and willingness to participate.

Of the two scenarios, it’s pretty obvious that the level of student engagement increases exponentially with the second option. When students are engaged, they are much more likely to participate in the lesson or activity, and there is also a greater likelihood that they will retain the information that is being taught. Another positive benefit of keeping students engaged is that they are less likely to cause boredom induced behavior problems because they will be actively engaged in the lesson. I realize that not every lesson can be taught with art, models, videos, or games. Even still, teachers ought to be making every effort possible to keep students engaged and interested in the material being taught; not every engagement technique requires fancy bells and whistles. 

Student engagement is vital to a thriving classroom, so here are a few ideas you may or may not have tried with your own students. Keep in mind that not every idea will work for every student or every lesson, and that’s ok! That’s why we have a variety of options in our teacher toolboxes!

Use your students’ interests– When students are interested in what they are learning or can see a direct connection to something they are interested in, they are more willing to learn and retain what is taught. If you can connect football play strategies to your study of World War II battle strategies, you’ve gained the attention of all of your football loving kids. Having your students listen to Taylor Swift’s “Love Story” as you study Romeo and Juliet will quickly engage your Swiftie students. 

Gamification– Use game elements in your teaching. Create a BINGO game as a review before a test, use Kahoot to reinforce information, or create a fun online scavenger hunt for students to complete to collect information.

Anticipatory Activities– When introducing a new unit or topic, provide students with a fun and engaging activity to get them thinking about what they are going to study. Studying a book about Ernest Shackleton’s crew of men who get stranded in Antarctica for a couple of years when their ship wrecks in 1912? Play a true/false game with crazy or cool facts about Antarctica and show pictures of what it is like there.

Collaborative Learning– Use group work when possible. Students can work together to solve problems, gather information, and learn together. They can learn from each other, and can gain valuable people skills through group work.

Provide Choices– Allow students a say in how they show what they’ve learned. Provide them with options that target different learning styles so everyone has a chance to use their strengths to showcase their knowledge.

Use Media– Show video clips or listen to music to reinforce content. YouTube is loaded with tons of short educational videos that can bring so much to a lesson. Music has also been proven to aid with memory and retainment. 

Laugh Together– It really is true what they say- laughter is the best medicine. Laughter has a way of connecting people. Laughing together as a class can lighten the mood, ease stress, and help students feel more comfortable in their learning environment. Besides, no one likes a teacher who is grumpy and stuffy all the time! 

Take a Break– Provide your students with opportunities to take a break from their learning. A simple brain break video works great. Have them stand up, stretch, and get wiggles out. Let them chat with a neighbor for a few minutes. Play a quick round of Silent Ball or Heads Up, Seven Up. Taking a short break from working can give the brain a rest and a chance to reset and refresh, which, in turn, increases productivity and alertness. 

These ideas are only a few of the many techniques to engage students. Find what works for you as a teacher and for your students. Don’t be afraid to shake it up a bit and try something you maybe haven’t tried before. You may be surprised at how well it’s received by your students!

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100 Days of School Celebrations

My second and third graders hit the 100th day of school mark today, and my kindergartner and preschoolers will hit it next week. It’s weird to think we are over halfway done with the school year already.

The second grade celebrated by inviting kids to dress up as 100 year olds and did a bunch of activities throughout the day. Amazon saved my behind with overnight delivery and kindly had a cute little “old man” costume at my door by 6 am. I dropped my son off at school and smiled as I watched other students walking into the school in costume. Sure, dress up days can be stressful, but they are so much fun!

Do you celebrate the 100th day of school at your school? If so, how do you celebrate? Since our school year started in the middle of August, we are hitting our 100th day sooner than a lot of other schools across the country. If you haven’t hit the 100 day mark yet, and are planning on celebrating with students, here are a few ideas you could use!

  • Have students dress up as 100 year old people— there’s nothing cuter than little kids dressed up as old people!
  • Ask each student to bring a small bag filled with 100 of something— noodles, buttons, small candies, beads, legos, Cheerios, pennies, crayons, erasers, etc. Have them compare how big or small each collection of things is— even though each bag contains 100 items, the fullness of the bags will differ according to the size of the items in them.
  • Give students 100 small items— math counters, buttons, pennies, etc. Have them sort them several different ways to show how many ways you can make 100.
  • Color and make 100 day hats or glasses.
  • As a class, in small groups, or individually, have students come up with a list of 100 words they know.
  • Make 100 day necklaces with 100 pieces of cereal. Have students count out their cereal before they make their necklaces.
  • Make a list of 100 things they can do (or want to learn to do).
  • Make a mosaic using 100 small pieces of paper.
  • Count out 100 ice cubes into a bowl. Have students guess how long they think it will take them to all melt.
  • Make a paper cup pyramid with 100 cups.
  • Have students create a “Before I am 100” bucket list with things they’d like to do in their lifetime. You can choose the number of things you want them to write on their list.
  • Go on a candy scavenger hunt. Write numbers 1-100 on dot stickers, then stick them on small wrapped pieces of candy (Hershey kisses work great). Hide them around the room and have students go on a hunt. Have them put the numbers in order as they find them. 
  • Have each student walk 100 steps. Measure whose steps went the furthest. You could try different ways to walk— little tiny steps, big monster steps, normal steps, alternating one small step with one big step, and so on. 
  • If you have snack time during school, give each student 100 of whatever snack you have that day. If you don’t normally have snack time, this is a great day to have one!
  • Choose a few exercise moves (sit ups, jumping jacks, push ups, etc.) you know your students can easily do and have them do 100 seconds of each exercise.
  • Give each student 100 interlocking math blocks. Have them build something with them. This is a fun small group or partner activity.
  • Using 100 objects, create 100 written out.

Well there you have it— fun ways to celebrate the 100th day of school! Happy celebrating!

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Ideas for Teaching The Giver

One of my favorite novels to teach with my eighth grade students was The Giver by Lois Lowry. The novel is rich with themes and ideas that lend themselves to some really good classroom discussions. Because the main character is close in age to junior high students, it provided excellent opportunities for students to make text to self connections and dive deeper into the book and really try to understand what it would be like to live in the society that is portrayed in the novel. 

The book is set in a “utopian” society. The people are pleasant and kind. They follow their laws and rules very obediently. The people don’t have memories, don’t see color, and they don’t feel pain, joy, love, sadness, etc. Weather is constant. There aren’t birthdays, and everyone born each year moves up a year (age) all together. They are assigned jobs as they become a 12, and begin training for their new assignment right away. Jonas, the main character, is given the assignment as The Receiver. His job is to receive and hold the memories of the past. It is a heavy responsibility. Through this assignment, Jonas learns just how imperfect his society really is. 

Students today are pretty familiar with dystopian novels, as they have recently risen in popularity. So while the genre itself isn’t new to most kids, some of the ideas that are in the novel are, or are at least presented in a new way. This provides a plethora of discussion and thinking points for students to study as they read the novel. Below is a list of some ideas you can use as you teach this novel.

  • As an anticipatory assignment, have students brainstorm what makes a “perfect” society. What kinds of rules are there? How are jobs chosen/assigned? Is there school? How is healthcare handled? What kind of government is there, and how are leaders chosen?
  • After they have brainstormed, have students design their own perfect society. 
  • Discuss the importance of names and individuality— the people in the novel are assigned a family unit and are assigned a name and a number. 
  • Talk about color. This is a great chance to do some cross-curricular activities. Learn how the eyes see and process color. Imagine a world where color didn’t exist. Talk about how color can influence the way we perceive things and remember things.
  • Talk about memory. Have students write about their favorite or important memory in each category: family, friends, school, a time they were sad, and a time they were happy. 
  • Discuss pain. Talk about what life would be like if we didn’t know pain of any kind. Find some quotes that talk about pain and have students write about what each quote means to them.
  • Talk about how the elderly are cared for in our society vs. in the novel.
  • If you feel your students are mature enough to handle it, appropriately teach them about euthanasia.
  • Talk about different kinds of government and the pros and cons of each kind.
  • Invite students to illustrate or write about a memory of their favorite celebration (holiday or birthday).
  • Have students write or think about what it would be like to experience a particular type of weather for the first time. 
  • At the end of the novel, ask students to write an additional chapter where Jonas returns to his society and tries to teach friends and family about what he has learned.
  • Have students reflect on how Jonas’ society is skewed, and to note any similarities and differences they might see between where Jonas lives and where we live. 

The Giver is full of so many opportunities to teach, discuss, and ponder the rights and wrongs of society. The topics, for the most part, are things that junior high students deal with or at least have dealt with in their lives. They can relate to Jonas as he navigates learning new things and goes through changes in his life. This novel opens up so many possibilities in a classroom and is a book that is worth reading!