Tag: student confidence

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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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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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Homework Isn’t Just Worksheets

We can all agree that there are pros and cons to giving kids homework, and that it really should only be given if it’s meaningful. Reading, for example, is homework I’m never mad about. Building reading skills is crucial for life long success, and the more kids do it, the better they will be at it. Sending home a coloring page, however, doesn’t seem as meaningful to me. Fun? Sure. But a good use of precious after-school time? Not so much. 

I saw a social media post the other day that got me thinking about things that aren’t assigned as homework, but maybe should be. Skills that are important for every day life, people skills, and problem solving skills. Grading them would be subjective, and participation and effort would matter more than the outcome, but what is learned/gained would set kids up for long term success beyond the walls of the classroom. 

How would something like this be assigned and evaluated? I suppose it depends on the skill being practiced. Perhaps teachers can create a “menu” of possible skills for students to choose from. Maybe some teachers would want to assign everyone in the class the same task to work on. Some might even want to create “task groups” where small groups of students are all given a certain task and can help each other and cheer each other on. Evaluation might look like parents signing a log, pictures, written reflection, or some other tangible or observable result of the student’s practice. 

What kinds of things would be assigned? I think this depends on your students’ needs and situations. Obviously, a high school teacher is going to assign some things that are geared more toward older kids, such as learning to balance a bank account, whereas a kindergarten teacher might assign something like learning to tie shoes. 

Here’s a few ideas to get you started:

  • Learning to balance a bank account
  • Learning to make a phone call and set an appointment or order food— not everything has to be done through an app
  • Going to the store to make a purchase— selecting your items, conversing with a cashier, and sticking to a budget are great skills
  • Cooking a simple meal (with adult supervision)
  • Spending time outside— fresh air does wonders for both the body and mind
  • Doing a puzzle or playing a board game with at least one other person— teamwork, cooperation, and good sportsmanship are essential
  • Sitting down to eat a meal as a family— a great chance to have good conversations
  • Helping with household chores— those skills are needed!
  • Helping people
  • Learning how to write a letter, address an envelope, and send it in the mail
  • Go to the library, get a library card, and check out some books
  • Free play— giving kids unstructured play time is SO important for their imaginations
  • If possible, learning how to maintain a yard
  • Learning how to give and receive compliments
  • When it’s an appropriate age, learning to ask someone out on a date, face-to-face
  • Finding a good sleep routine
  • Screen-free time— it’s good for so many reasons
  • Spending time at a retirement or assisted living facility— the older generation can teach us so much
  • Meditation 

Some might argue that parents should be incorporating these skills into their family’s routines and lives, but not all family situations allow for things like this, and unfortunately, not all parents are supportive and involved in their children’s lives. 

And yes, teachers already do so much, using their days to teach core subjects. But I don’t know of a single teacher that wouldn’t mind devoting at least a little bit of time to helping their students build skills that will set them up for life long success. 

Regardless of where you stand regarding these things being assigned as homework, I’m sure we can all agree that the rising generation needs support, guidance, and encouragement as they navigate life and learn essential skills. 

What else would you add to the list above?

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A Letter to Students

Dear Students,

I’ve been in your shoes before, so I get it. The back-to-school nerves are real. The thoughts are swirling around in your mind like a tornado: what is my teacher like? Will any of my friends be in my class? Where will I sit in the classroom? Is my teacher going to like me? What if I don’t understand the stuff I’m learning? It’s a lot, and it can feel so overwhelming! But you know what? I know that you can do it! I know you can be successful and brave and tough. I know this because you’ve done it before— you did it last school year, and that turned out ok, so I know you can do it again. 

You’re amazing and capable of incredible things! If you don’t mind, I’d like to give you a few suggestions for setting yourself up for success. 

First, be patient. With yourself, your teacher, and your classmates. Everyone learns at their own pace, and that’s ok! I know you’d want people to be patient with you, so it’s nice to offer that same patience to everyone else.

Second, keep trying! We don’t always succeed the first time we try something new. Keep pushing, keep trying, and don’t give up! Ask for help if you need it, and don’t be afraid to try new things. You will learn so much as you keep trying!

Third, be kind. Our world could use more kindness, so do your part to make that happen. Even if someone is unkind to you, do your best to be nice to them. Say hi, offer to help, give a compliment, smile, or hold the door open. Being kind doesn’t cost anything, and it doesn’t hurt you to be kind. In fact, I bet you’ll feel happier if you are kind, and the people who you are nice to will feel happier, too! Everyone wins! Don’t worry so much about being the cool kid, the best dressed kid, or the fastest reader in your class. Be the kind kid. Be the kid that cares. 

Fourth, don’t forget to have fun! Life is too short to spend it being grumpy. Laugh with your friends, be silly sometimes, and do the things that make you happy. Take time to do something fun every day.

Lastly, try to stay positive. When things get difficult, do your best to look for the good things that are happening around you. If you do this, it will help you see that life isn’t all that bad afterall! At the end of each day, think about all the good things that happened to you— it will help you notice the happy parts of the day and will boost your mood. 

I know that not every day is going to be fantastic, but I do know that you will make it through. You’ve got lots of people cheering you on, and lots of people who will help you along the way. Believe in yourself, and do your best. You’ve got this!!

Sincerely, 

Someone who believes in you

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Creating A Unified Classroom

My third period class on A-days was something special. We started off the year a little disorganized and unsure, but by the end of the first term, we had settled into a rhythm and were in a groove. The kids all got along well, supported each other, cared about their learning, and genuinely cared about each other. It was magical. It was a stark contrast to my fourth period on B-days, who quickly became the class that I had to mentally prep myself for the most— the kids didn’t get along very well, didn’t care if their classmates succeeded, and just plain didn’t care about much. 

As a teacher, I did my best to create a classroom community where all of my students felt safe, included, and supported. I taught the same material, assigned the same assignments, and was consistent in my management. The biggest difference between the two classes? The kids. The students in these two classes came to school each day with different attitudes toward learning. One class came ready to learn, ready to be engaged, and ready to help each other. The other rolled into class, counting down the minutes until the bell rang and they were done. It was every man for himself. 

It’s probably not a surprise that the overall success and grades of the first class was higher than that of the second. It’s amazing what can happen when students care about each other and encourage each other, especially in junior high. When an already vulnerable teen feels safe and supported by their peers, they are more willing to take risks and ask for help when they need it. They are more willing to learn from each other and share their knowledge with others. Confidence increases as students work together to learn. 

The question here, then, is how do we as teachers encourage a tight-knit classroom community? Often times, we can do all that we can, and if the kids just aren’t interested, we can only do so much. But sometimes, students can be encouraged and gently nudged into supporting each other. When we provide opportunities for students to work together and cheer each other on, we are working toward that community feeling. When we give kids the chance to feel like they matter and are safe, the walls start to come down, and they begin to build trust in their peers. This usually isn’t an automatic or natural thing for kids to do, but it is worth working toward. 

We can encourage a classroom community by modeling what that looks like. Share and celebrate successes. Demonstrate what it means to show up and support someone in a time of need. Teach your students to invest in each other by asking questions about their lives and interests. Model what it looks like to genuinely listen. Show how students can have a meaningful conversation where they both hear and are heard. Provide them with opportunities to engage with one another and work together. 

It might take some work and practice, but once they get the hang of it, you will see a difference in your students and the way they show up for class and in the way they treat each other. It’ll be worth it, and you won’t regret it!

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What to do When Your Kid Won’t go to School

I have a kid who really struggles some mornings with wanting to go to school. Once he is there, he’s happy, helpful, and eager to learn. He has friends, gets along with everyone, and loves his teacher. It’s just the getting him there that is hard. I mean, I get it. Staying home and relaxing is pretty inviting— especially on these cold mornings! This particular child has struggled with this since preschool. I love that he wants to be home and wants to be around me, but I also know the importance of school. There is so much he gets from school that he wouldn’t get at home hanging out while mom works and does laundry. 

Last week I had to run something over to my preschooler at the school. I mentioned to the preschool teacher that I was frustrated with my second grader for refusing to come to school that day. She knew exactly what I was talking about— he was in her class when he was a preschooler, and she remembered many mornings when he fought going to her class. Without hesitation, she sprung into action. She asked who is current teacher is, and told me she would get in touch with her and make a plan. 

Today, I got an email describing a plan they had created that would hopefully help encourage my son to more willingly go to school. For every day that he goes to school without a fight, he gets to check off a box on a chart. Once he has filled in five boxes, he will get to spend 20 minutes in the preschool class helping the teacher and students. It’s brilliant! He is totally pumped about this plan, and is especially excited that he will get to go help in the preschool when his younger brother is there. It’s a win-win all around!

Now, I know this story is about my child, but I also know that I’m not the only parent who has a kid who struggles to want to go to school. I know my son’s teacher isn’t the only teacher who is trying to help their student feel loved and supported at school. I also know that coming up with a solution or a plan can feel overwhelming. Sometimes you don’t know where to start. 

So what do you do with a student or child who just doesn’t want to go to school? Below are a few ideas and steps to take if you find yourself in this situation!

  • First, find out why there is hesitation to go to school— are they being bullied? Are they scared or worried? Do they not understand what they’re being taught? Do they just really like to be at home? Are their favorite pants dirty and they don’t know what to wear? Did they forget to do their homework and are afraid of getting in trouble?
  • Once you identify the why, determine if the teacher needs to be involved. Obviously if there is bullying or curriculum concerns happening, contacting the teacher is crucial. 
  • Figure out what will motivate your child/student.
    • Create a sticker chart and work toward a reward.
    • Give the child a role or purpose at school that they need to be present for. 
    • Allow your child to take a “brave buddy” with them in their backpack— a small stuffy or object that will help them feel brave. 
    • Purchase or create some kind of matching bracelet or necklace— one for them to wear and one for you to wear so they can feel connected to you while they are away.
    • If you’re comfortable with it, draw a small heart or smiley face on one hand, and one on your child’s hand. Remind them that if they feel sad or miss you while they’re at school, they can look at or touch the little drawing and remember that you love them. 
  • Offer positive reinforcement and feedback! Praise your child for being brave and doing something that is hard for them. Make sure they know you are proud of them, and help them to feel proud of themselves.
  • Always listen to your intuition. Parents know their children best, and generally can tell if something is amiss. 

Having a child who fights going to school can be hard. It can be frustrating. I get it. But it is worth the fight to get them to school. Education is so important, and the earlier kids can understand that importance, the better!