Tag: secondary

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A Method to the Madness

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!

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Chasing Lincoln’s Killer: A Great Read for Teens

Eighth graders often get the short end of the stick– they aren’t the “newbies” at the school, but they aren’t the “olders” either. I suppose they are the middle children of junior high. But here’s the thing, they are so much fun. Of all the grades I taught, eighth grade was my favorite. Because they weren’t the newbies, they were a little more confident, a little more mature, and because they weren’t the olders, they typically didn’t have a “better than thou” attitude that sometimes comes with being the oldest in the school. 

They were in the sweet spot of still kind of holding onto childhood, but ready to tackle deeper thinking and issues. This made it fun to choose the books we read for our class novel studies. We’d typically read a couple of non-fiction books together, one of which was Chasing Lincoln’s Killer by James Swanson. 

The book details the 12-day manhunt for John Wilkes Booth after he assassinated President Abraham Lincoln. It’s full of action, and is told in a story-like format, which makes it more enticing to junior high students. It’s also fairly short– only 208 pages. Its 14 chapters contain photos and documents from the time period and chase, letting the kids really get a feel for what the people and places looked like at the time. They can immerse themselves into the story and learn new things while they do so. 

If you’re interested in teaching this book to your classes, but just don’t know where to start, don’t worry! I’ve got you covered. Below you will find a couple of resources you are welcome to print off and use to help students stay organized as they read the book. There are lots of events and people in the book, and these resources will help your students keep track of the who, what, when, where, and why of the book.

**These resources are for classroom or personal use only. They may not be resold, reposted, or claimed as your own.**

Chasing Lincoln’s Killer Key PlayersDownload
Chasing Lincoln’s Killer TimelineDownload
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Strategy Plan Deadline

It might feel like Spring is a long way off, but it will be here before we know it! I always look forward to Spring– the warmer temperatures, blossoms on trees, and flowers in bloom. Spring also brings us closer to our Build A Better Future Scholarship application deadline!

This is a reminder to all graduating seniors who are planning to apply for our scholarship. We offer the chance to get feedback on your project prior to the final application submission. Applicants can fill out an OPTIONAL Strategy Plan where they can tell a bit about their project and process and ask any questions they might have.

This is not required, and does not at all influence our decision when it comes time to choose the scholarship winners. It is simply an opportunity for applicants to ask questions and get feedback should they need it.

You can find the form here, and the deadline for this form is due March 9, 2026.

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Growing Pains

Yesterday I went to the gym for the first time in, well, I don’t know how long. My friend invited me to go with her, and I figured it would be more motivating to follow through if I had someone to push me. I walked in feeling pretty good, and walked, errr, I mean, waddled out, with my muscles screaming at me. It’s not like we even did anything too wild and crazy… we walked on the track for a bit, then did some sets on some weight machines. I didn’t want to push too hard and injure myself, but I also didn’t want to go too easy and not really benefit from my workout. 

My friend was kind enough to show me how to use some of the machines I wasn’t sure about, and gave me little bits of encouragement as we went along. At first, I felt kind of silly for not knowing how to do some of the exercises, and felt a little wimpy for not being able to lift as much weight as others around me. And then I reminded myself that it has literally been years since I last went to the gym, and I wasn’t going to be able to jump right back in and lift as much as I could have in the past. In order to avoid injury and frustration, I needed to start slow, knowing that I would be able to do more as I made the necessary progress. I had to remind myself that it was okay if I made mistakes and asked for help. Doing so would only help me to get better. 

As I’ve thought about this over the past day, I’ve been thinking about how we, as teachers, have the responsibility and honor to teach our students that starting slow is okay, and that mistakes happen as we learn and figure things out. It’s simply part of the learning process. 

It’s common, and even natural, for our students to feel a little silly or unsure about something when they first start learning about it. Lack of confidence can feel overwhelming to students, but as teachers, we can view it as a chance to help students grow and to gain confidence. It’s important that we take their lack of confidence and use it as a tool to push and encourage our students. We ought to be extra careful to not use that uncertainty against our students– doing so would discourage students from trying, and would eventually lead to slower progress and even more uncertainty. 

I see it like this– had my friend brushed me off and not given me encouragement, I might not have pushed myself to try new things at the gym. I would have probably stuck to the “easy” machines and maybe even avoided the machines all together. But because I had someone cheering me on and being patient with me, I felt compelled to keep going and to keep trying, even when I felt silly and unsure. 

Similarly, if we brush off our students and if we don’t give them encouragement, they aren’t going to feel comfortable making mistakes and aren’t going to want to take any risks. Progress would be halted, and confidence would stay stagnant. As we cheer our students on, they get more comfortable with the learning process and all of its parts– even the not so fun parts of the process, like making mistakes and not knowing the answers. 

So like me, with my sore muscles and slow start, our students must know that it’s okay to start slow, and it’s okay to experience growing pains and sore muscles. Once they get comfortable with being uncomfortable, magic starts to happen. And as a teacher, sitting next to them as they grow, stretch, and learn is a true gift!

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Sub Plans? Ugh!

Your alarm goes off in the morning, and you can barely roll over to hit the snooze button one more time. Your head is pounding, your entire body aches, and your throat is on fire. You have a decision to make: call in sick or suffer through the day? For most employees, it would be an easy choice– call in and go back to bed. But you’re a teacher, so the choice is a bit more involved. You’ve got to call in, log in to the sub system and request a sub (and hope that someone will pick up the job), and then…

Sub plans. Ugh. 

The ever dreaded sub plans. The last thing you want to do when you feel like you’re on death’s door is write out lesson plans for the day with enough details that a non-teacher can carry them out without any problems. Sometimes it feels easier to just go to work anyway and hope you can make it through the day. 

But sometimes, life happens, and there are simply days that you will have to write last minute sub plans. Occasionally, you luck out and the lesson you already had planned for the day is simple, like a test day or computer lab day for research. More often than not, though, your already planned lessons and activities are too complicated to leave for a sub. When this happens, it’s best to have a back up plan. It may not have to do with the content you are currently teaching, but that’s okay! If it’s educational, keeps students engaged, and is simple enough for anyone to pull off, it’ll do! 

Being prepared can save you a lot of hassle in the event of an emergency sick day. Create a folder of emergency sub plans that a substitute can easily get to. This folder should contain a couple of different lesson plans, complete with full instructions and any worksheets or activities they will need. 

If you don’t want to have a physical folder with lesson plans and worksheets, another option is to create a digital lesson that students can access on their ChromeBooks. Have a webquest, digital assignment, or other task ready to be sent out in the event of an emergency. 

Another option is to have a fellow teacher help you out. Sometimes, circumstances just don’t allow you to spend much time prepping a last minute sub plan, and you have to rely on others to help you out. I remember one Friday morning, I had a fellow teacher text me in a panic because her baby had decided to come two weeks early, and she was unable to write out an emergency sub plan, as she was at the hospital. She asked me to make some extra copies of the lesson I was teaching to my students for the day, and to run them down to her sub.  Make sure to have at least one contact from your team at school that you can send a quick text to should you need some help. 

No one ever plans for sickness, but it happens. Rather than risk getting our students sick, or risk being sick longer because you aren’t resting, it’s best to be prepared and to have a plan for when you need a last minute sub. Sure, it’s not ideal, and it’s kind of a pain to submit sub plans when you’re not feeling great, but if you’re prepared, it’ll be easy peasy, lemon squeezy!

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Restoring the Peace

Teachers wear many hats on any given day, and sometimes even have to wear multiple hats at a time. It’s a constant balancing act, requiring a teacher’s mind to always be in “on” mode, ready to switch hats and act in a new capacity. One of those capacities is that of a support person in times of crisis or distress. 

Dysregulation is, by definition, when there is an imbalance or disruption to the regular function of a system. Typically when we see this manifested in students, there has been some sort of trigger that has upset the regular balance of emotions and/or behaviors. This can lead to outbursts, heightened emotions, muddled thinking, and even physical reactions. 

When a student becomes dysregulated, a teacher must often step in to offer assistance, comfort, and guidance. A teacher’s priority is to keep their students safe, so in a situation where a student has become dysregulated, the teacher must ensure that the struggling student, as well as all other students in the room, remain safe. The specific actions taken to restore balance and calm can look different in every situation, but there are a few steps that remain consistent across the board. Employing these tactics can help to deescalate a situation quickly so that the classroom can return to a safe space for everyone as soon as possible. 

Remove Triggers

If possible, remove whatever it is causing the student to become dysregulated. If it is another student, separate them. If it is frustration over an assignment, remove the assignment from their desk for a bit. Whatever it is, try to find a way to put some distance between the dysregulated student and the trigger.

Stay calm & Reassure

A dysregulated adult cannot effectively calm down a dysregulated student. Remaining calm– as difficult as that can sometimes be– is incredibly helpful when you are attempting to calm a student down. They can sense your emotions and will mirror them. Remember, we don’t need to add our chaos to their chaos!

Offer Space

A student who is feeling out of sorts often needs space to regroup. If they feel cornered, it could potentially escalate their already heightened emotions, leading to a worse situation. If, however, a student is being physically reactive, intervention may need to be made to remove the student from the situation so as to prevent themselves and/or others from getting harmed. 

Validate Feelings & Actively Listen

Name to tame– identify the emotions and feelings so students know what it is they are feeling. Once they have named what they feel, it is easier to identify ways to regulate those feelings. Let the student know that feelings aren’t bad– we all have them! It’s how we manage them when they feel out of control that matters most in a situation like this. Take time to listen to what the student has to say, and use good listening strategies so they know you hear them– nod when appropriate, make eye contact, repeat back key points or phrases to show you’ve understood them, and ask questions to clarify as needed. Students are more likely to calm down and feel safe if they know they have a trusted adult who cares about them.

Give options and choices for alternatives

Find an alternative activity for the student to do until they feel calm enough to engage with classmates again. This might look different for every student. Perhaps you might offer some time in a calm down corner, or maybe allowing the student to put on some headphones and listen to a meditation exercise. Other students might respond well to a coloring activity or perhaps even a sensory activity like play-doh or kinetic sand. A fidget toy or stress ball might be a great alternative activity for an escalated student as well!

Choose your battles

As a teacher, you reach a point where you realize that some battles just aren’t worth fighting. Assess the situation, and make a choice. If the cause of the dysregulation really is an issue, address it and find a solution. If the cause of dysregulation really isn’t that big of a deal in the grand scheme of things, learn to let some things go. You as the teacher get to make that call.

Know when to ask for extra support

Occasionally, you may find that you have a student so dysregulated that you can’t handle it on your own. Learn your limits and learn to recognize when you need an extra hand. It might be that you need someone else to come remove the student from the room, or maybe you need someone to come sit with the rest of your students so that you can step out and help your student resolve whatever it is that is triggering them. Schools are full of other teachers and staff who are willing and ready to step in should the need arise. 

Teachers can do so much when it comes to helping their students learn to manage their feelings in appropriate ways. When a teacher takes the time to walk through deescalating techniques, students can learn methods and techniques to calm themselves down. As they practice these methods, they begin to realize that they can handle their triggers on their own and that they have the tools needed to regulate their own emotions without outside help, and that becomes a skill that they can use the rest of their lives. 

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Classroom Management: A Tale of Trial & Error

Managing a room full of students can be challenging. You quickly find that what works for one student doesn’t work for another, and sometimes you feel like you are spinning in circles trying to find something that works. It can be frustrating, for sure. 

Management styles and methods vary from teacher to teacher, and can be dependent on many factors. Teacher personalities can influence the kind of management techniques that are used. Student personalities can also largely determine how a teacher manages the classroom. Another factor that definitely plays a role is the grade being taught and managed. Kindergarteners and first graders are typically going to eagerly respond to management techniques that involve silly, catchy little rhymes or actions, such as “One, Two, Three, Eyes On Me!”, sticker charts, and so on. Younger grades tend to also be very highly motivated by external motivators: give them a chance to earn a tootsie roll or a sticker, and you will grab their attention quickly! Upper elementary grades also usually respond to similar methods, but often aren’t as quick to do so. 

Secondary classes can be trickier to find successful management techniques. For the students who truly need behavior management help, offering a sticker or piece of candy probably isn’t going to do much. Forming a connection and being kind, however, will go a long way.

I recently surveyed a handful of teachers about their classroom management techniques. I found a good variety of answers and ideas. Keep reading to see what they had to say!

What is one classroom management technique that you have found great success with?

  • Connection (9th grade)
  • I have a 120 chart and kids put small sticky notes on it as they are caught being good. When the chart is full we spin a wheel for the winners! I pick 5 or 6 kids. Then we take them all off and start again! Winners get a prize from the prize box! (1st grade)
  • Focusing on positive behaviors, having a type of behavior system for individuals, groups/tables & whole class (4th grade)
  • Reinforce positive behaviors (Kindergarten)
  • Classroom money with a class store linked with prizes they actually want. (2nd grade)
  • My students absolutely love being called out for making good choices and signing a chart. Once the chart is full we do a class drawing to win prizes or other things. (3rd grade)

What is your biggest struggle with classroom management?

  • Adapting systems to each class. Every year is different! (4th grade)
  • Students unable to communicate. (9th grade)
  • When I cannot find what motivates certain kids and it seems like NOTHING works! (2nd grade)
  • It is so hard to give a consequence to a student you know will not take it well. (3rd grade)
  • Defiance- straight up telling me no. (1st grade)
  • Noise level. (Kindergarten)

What classroom management advice would you give to new teachers?

  • Consistency is key, even when you know the student might take a consequence badly. Also sometimes what’s fair for one isn’t fair for the other. It’s ok to make tweaks in expectations for students that need it. (3rd grade)
  • Have class, individual, and group systems. (Money, table points, whole class parties they work together to earn) and just know these kids are built different so it is harder! (2nd grade)
  • Connect with your kids, they will do anything for you if you form that connection from the start. Set high expectations, but give grace. (9th grade)
  • Think of your behavior management plan and then explicitly teach it to kids! State expectations clearly and then hold them to it. (4th grade)
  • Keep at it! It takes time and patience! (1st grade)
  • Keep kids busy and working. (Kindergarten)

Great advice all around! These teachers shared some great ideas as well as some encouragement– something we can all benefit from!

When it comes to finding what works for you as a teacher, it can be a lot of trial and error, and it may take some time to settle into a groove that works for you and for your class. But if there’s one thing that I’ve learned about teaching, it’s that any time spent trying to help your students be their best selves and to succeed is time well spent!