Keep Your Door Open
Literally: Never stay in the classroom with a single student if the door is closed. If you're teaching more than two students, then you can close it, but with all the legal issues that are on teachers these days, leave it open. If I'm in my room alone and the door is closed, and a student comes by, I prop that door open before helping them.
Figuratively: allow your students to come in! Don't tell them they can't come during lunch or before/after school, unless you really can't. For me, I tell the students no on Mondays and Thursdays - Mondays we have faculty meetings and Thursdays I run the Book Club. And during lunch I have duty so I just tell them to call me over.
Help is not always academic either. Students have come to talk to me about problems they're having, which I welcome completely. That's me as a person, but don't make the students feel like they can't trust you.
Showing posts with label teaching. Show all posts
Showing posts with label teaching. Show all posts
Thursday, December 29, 2011
Wednesday, December 14, 2011
Teaching Tip #35
Listen to Your Students
Listen to them, and take their ideas into consideration. Don't just ignore requests and tell them, "It's my way, deal with it." This is a paraphrase of what happened yesterday:
(Note: S# stands for student)
S1: "Okay, so I have a proposition."
Me: "Go ahead."
S1: "OK, so...you know how tests are cumulative but we forget things? How about you do cumulative quizzes every week instead, and make the test just for that chapter or section."
S2: "No, because what if we fail the quizzes?"
Me: "Well, I always go over them, you know that."
S1: "And it wouldn't matter since it would come up more often, and we'd get more grades. So the one failure wouldn't even count."
Me: "That wouldn't mean you wouldn't have quizzes on the material we're learning."
S1: "No, I know. But I still think it would help us."
Me: "We'll try it in January."
S2: "OK, trial. But if it doesn't work, can it stop?"
Me: "We'll start this in January, but I do think it's a good idea."
And I do think it's a good idea - for all my classes!
Listen to them, and take their ideas into consideration. Don't just ignore requests and tell them, "It's my way, deal with it." This is a paraphrase of what happened yesterday:
(Note: S# stands for student)
S1: "Okay, so I have a proposition."
Me: "Go ahead."
S1: "OK, so...you know how tests are cumulative but we forget things? How about you do cumulative quizzes every week instead, and make the test just for that chapter or section."
S2: "No, because what if we fail the quizzes?"
Me: "Well, I always go over them, you know that."
S1: "And it wouldn't matter since it would come up more often, and we'd get more grades. So the one failure wouldn't even count."
Me: "That wouldn't mean you wouldn't have quizzes on the material we're learning."
S1: "No, I know. But I still think it would help us."
Me: "We'll try it in January."
S2: "OK, trial. But if it doesn't work, can it stop?"
Me: "We'll start this in January, but I do think it's a good idea."
And I do think it's a good idea - for all my classes!
Sunday, November 27, 2011
Teaching Tip #32
Don't Overshare
There is a time for honesty, and a time to keep your mouth shut. I had a teacher, sophomore year of high school, who told us about the three men she was dating, but how she liked one of them more. We (and by we, I mean my classmates - I never paid attention) knew her birthday, the car she drove, the school she went to, etc.
She was a nice person, but not the greatest teacher.
I do not give out my age to my students. I am too young, too close to their age, and I don't want to lose that respect. Recognizing my car is fine and knowing my birthday is not a problem. I also let them know the college I went to, especially because some of them want to go there.
They do know I have a boyfriend, but that is because he's come to events with me. Before that, I didn't share that information.
In the teacher's lounge even, don't talk about major home problems you may not want students to know, your sex life, your address, what you think about controversial issues (unless it's a part of the school or curriculum), or anything like that. It's worse these days with the internet - you don't want certain people to know certain things about you. Think of your students as people with the world at their fingertips.
There is a time for honesty, and a time to keep your mouth shut. I had a teacher, sophomore year of high school, who told us about the three men she was dating, but how she liked one of them more. We (and by we, I mean my classmates - I never paid attention) knew her birthday, the car she drove, the school she went to, etc.
She was a nice person, but not the greatest teacher.
I do not give out my age to my students. I am too young, too close to their age, and I don't want to lose that respect. Recognizing my car is fine and knowing my birthday is not a problem. I also let them know the college I went to, especially because some of them want to go there.
They do know I have a boyfriend, but that is because he's come to events with me. Before that, I didn't share that information.
In the teacher's lounge even, don't talk about major home problems you may not want students to know, your sex life, your address, what you think about controversial issues (unless it's a part of the school or curriculum), or anything like that. It's worse these days with the internet - you don't want certain people to know certain things about you. Think of your students as people with the world at their fingertips.
Teaching Tip #31
Be Honest
Even younger students can sense if you're not being honest with them. The older students, especially in "worse" districts, won't take any sugar-coated lies you may give them.
Let them know what the consequences will be...and follow through.
Explain to them the purpose of assignments.
For Example: "UGH! Ms. xxx, we have SO MANY quizzes in your class! Can we not?"
"Well, do you want to go to the test without knowing, without me knowing, how well you understand the material? This way I can tell if we need to go over more."
"Oh. That makes sense." *sighs* "I still don't like it."
Explain to them the actual purpose of the assignment, so that they're aware of just why you expect them to do certain work.
Let them know how they're performing in your class.
Don't bend the grades. Oh yes, they would like you to do this, but don't.
Tell them if you're having a bad day. If appropriate, let them know why. They will see you as being more human and it will help them not take it personally if you get a bit snippy with them. (Just, you know, don't get too snippy).
If you know you're going to be absent, let them know.
Even younger students can sense if you're not being honest with them. The older students, especially in "worse" districts, won't take any sugar-coated lies you may give them.
Let them know what the consequences will be...and follow through.
Explain to them the purpose of assignments.
For Example: "UGH! Ms. xxx, we have SO MANY quizzes in your class! Can we not?"
"Well, do you want to go to the test without knowing, without me knowing, how well you understand the material? This way I can tell if we need to go over more."
"Oh. That makes sense." *sighs* "I still don't like it."
Explain to them the actual purpose of the assignment, so that they're aware of just why you expect them to do certain work.
Let them know how they're performing in your class.
Don't bend the grades. Oh yes, they would like you to do this, but don't.
Tell them if you're having a bad day. If appropriate, let them know why. They will see you as being more human and it will help them not take it personally if you get a bit snippy with them. (Just, you know, don't get too snippy).
If you know you're going to be absent, let them know.
Saturday, November 12, 2011
Teaching Tip #30
Use Graphic Organizers
Graphic organizers are especially useful when focusing on differentiation, but they're a great tool to teach students how to organize topics.
There are the basic organizers:
- Flow Chart - where the information stems from one or two main topics and may connect to one another.
- Web Chart - where the information spreads from one main topic and may not connect with one another (can be known as a cluster web)
- Venn Diagram - where the information overlaps in areas
- Table - where information is set under a few main ideas/topics
As a math (and science) teacher, I've used those four, but have been exposed to others.
This website provides many examples and blank templates for a variety of graphic organizers. And, as it's through Houghton Mifflin Harcourt (which seems to own every single textbook ever created due to company mergers and buying out others - because they're linked to Holt McDougal [Littell/ Larson]), they're a great resource to keep.
Graphic organizers are especially useful when focusing on differentiation, but they're a great tool to teach students how to organize topics.
There are the basic organizers:
- Flow Chart - where the information stems from one or two main topics and may connect to one another.
- Web Chart - where the information spreads from one main topic and may not connect with one another (can be known as a cluster web)
- Venn Diagram - where the information overlaps in areas
- Table - where information is set under a few main ideas/topics
As a math (and science) teacher, I've used those four, but have been exposed to others.
This website provides many examples and blank templates for a variety of graphic organizers. And, as it's through Houghton Mifflin Harcourt (which seems to own every single textbook ever created due to company mergers and buying out others - because they're linked to Holt McDougal [Littell/ Larson]), they're a great resource to keep.
Monday, November 7, 2011
Teaching tip #29
Get The Students Out of the Classroom
I don't mean to take them out on the roof, but again, do something a bit different. If you're teaching science, do a lab outside. Collaborate with another teacher (if possible) and have your classes do a project together. Take advantage of the library/media center/computer lab (whatever your school has to offer) and get the student doing research - papers, PowerPoints, Excel documents....
These things should (of course) be relevant to your class and the topics you're teaching, but like I mentioned in my last post, doing something out of the norm will hopefully spark something in them that will allow them to remember the topic and class.
I don't mean to take them out on the roof, but again, do something a bit different. If you're teaching science, do a lab outside. Collaborate with another teacher (if possible) and have your classes do a project together. Take advantage of the library/media center/computer lab (whatever your school has to offer) and get the student doing research - papers, PowerPoints, Excel documents....
These things should (of course) be relevant to your class and the topics you're teaching, but like I mentioned in my last post, doing something out of the norm will hopefully spark something in them that will allow them to remember the topic and class.
Teaching Tip #28
Get The Students Out of Their Seats
Students don't want to sit there all period and be taught to and I'm sure you don't want to stand there and teach for 40-90 minutes. Get them up and doing work on the board, allow them to move seats into groups - and shoot, give THEM the opportunity to teach sometimes! Activities are great no matter the age nor the class, and doing something different means that they'll be more apt to remember your class - and the work they did in it.
Students don't want to sit there all period and be taught to and I'm sure you don't want to stand there and teach for 40-90 minutes. Get them up and doing work on the board, allow them to move seats into groups - and shoot, give THEM the opportunity to teach sometimes! Activities are great no matter the age nor the class, and doing something different means that they'll be more apt to remember your class - and the work they did in it.
Tuesday, November 1, 2011
Teaching Tip #26
Keep Your Eye on Time
Glance at the clock every so often, but not as if you're waiting for the period to end. You don't want the bell to ring mid-example or to run out of time with the notes. You want some sort of closure (which I'm not the greatest at, but working very hard on incorporating more often), and you don't want to be shouting the HW over the bell. Such inconsistencies will make the students AND you feel rushed. It also reflects poorly on your style, and shows that you're trying to force too much into one class.
Glance at the clock every so often, but not as if you're waiting for the period to end. You don't want the bell to ring mid-example or to run out of time with the notes. You want some sort of closure (which I'm not the greatest at, but working very hard on incorporating more often), and you don't want to be shouting the HW over the bell. Such inconsistencies will make the students AND you feel rushed. It also reflects poorly on your style, and shows that you're trying to force too much into one class.
Sunday, October 30, 2011
Teaching Tip #25
Talk While Giving Notes
For the same reason (but reversed) as to why you should write the notes, you should verbalize what you're writing. Some students may have difficulty reading your handwriting; others may be auditory learners; others may need to write down the additional information that you mention but may not write down.
This also tends to prevent multiple "what did you write?" questions. After three or four students ask this of the same word, their classmates answer in exasperated tones.
The additional explanations help a lot too.
For the same reason (but reversed) as to why you should write the notes, you should verbalize what you're writing. Some students may have difficulty reading your handwriting; others may be auditory learners; others may need to write down the additional information that you mention but may not write down.
This also tends to prevent multiple "what did you write?" questions. After three or four students ask this of the same word, their classmates answer in exasperated tones.
The additional explanations help a lot too.
Teaching Tip #24
Write Down Notes
It's one thing if you're a college professor in a class where lecturing to the students without writing anything down is the norm (like maybe a history class).
It's another thing to do it to high school sophomores who are learning Eastern Civ and don't know spellings or names or dates and have never been exposed to a lecture and have difficulties keeping up with your verbal notes.
I've learned from my teacher's mistake - I almost always write down notes. Even if I wasn't teaching math, I would do it. Some students really need to see what's going on. Lecturing and expecting everyone to keep up with you and get the spellings down the first time you say them doesn't work out well when you're teaching a class with students of various learning abilities.
It helps the slower students keep up and the visual learners to understand what's going on. I have a few students who read what I put down before writing it because they comprehend better that way.
It's one thing if you're a college professor in a class where lecturing to the students without writing anything down is the norm (like maybe a history class).
It's another thing to do it to high school sophomores who are learning Eastern Civ and don't know spellings or names or dates and have never been exposed to a lecture and have difficulties keeping up with your verbal notes.
I've learned from my teacher's mistake - I almost always write down notes. Even if I wasn't teaching math, I would do it. Some students really need to see what's going on. Lecturing and expecting everyone to keep up with you and get the spellings down the first time you say them doesn't work out well when you're teaching a class with students of various learning abilities.
It helps the slower students keep up and the visual learners to understand what's going on. I have a few students who read what I put down before writing it because they comprehend better that way.
Tuesday, October 25, 2011
Teaching Tip #21
Let The Students Talk
I know a lot of teachers have a problem with this, but let me be clear: my students know that if they start talking about something outside of the classroom, something not related to the class, I will make them work independently/make it silent. They don't want that and I don't want that.
The main thing is that you have to be very aware of the conversations. Is the whispering about a clarification on the notes that I'm moving on with, or is it about the English paper that's due tomorrow? The former conversations should be encouraged; the latter not.
I discovered my desire to be a teacher by helping my classmates during group work, but sometimes students need reinforcement before work is done. Their classmates/friends can explain things differently than I do, which may get through to them.
Whispering is also different than talking; working with the person next to or behind you is different than asking your friend who's sitting across the room a question. Set the rules/guidelines immediately and follow through with consequences.
But let them talk. It will result in less confusion later on.
I know a lot of teachers have a problem with this, but let me be clear: my students know that if they start talking about something outside of the classroom, something not related to the class, I will make them work independently/make it silent. They don't want that and I don't want that.
The main thing is that you have to be very aware of the conversations. Is the whispering about a clarification on the notes that I'm moving on with, or is it about the English paper that's due tomorrow? The former conversations should be encouraged; the latter not.
I discovered my desire to be a teacher by helping my classmates during group work, but sometimes students need reinforcement before work is done. Their classmates/friends can explain things differently than I do, which may get through to them.
Whispering is also different than talking; working with the person next to or behind you is different than asking your friend who's sitting across the room a question. Set the rules/guidelines immediately and follow through with consequences.
But let them talk. It will result in less confusion later on.
Monday, October 24, 2011
Teaching Tip #19
Incorporate Pop Culture
This goes along with #18. If the students like a show, movie, music group or book, use it! You will never know what you will find yourself enjoying.
When I was student teaching, I did a probability lesson on Taylor Swift songs. My 8th graders went ballistic - and I discovered that I enjoy her music. I had never listened to her before.
If your curriculum/supervisor/principal allows you to, swap a "usual" book students have to read for one that is more recent and/or they may like more that has the same theme(s).
Sing songs to get their attention, quote from movies, and mention things on tests and quizzes. The quirks show the students you care and that you're actually paying attention to them.
This goes along with #18. If the students like a show, movie, music group or book, use it! You will never know what you will find yourself enjoying.
When I was student teaching, I did a probability lesson on Taylor Swift songs. My 8th graders went ballistic - and I discovered that I enjoy her music. I had never listened to her before.
If your curriculum/supervisor/principal allows you to, swap a "usual" book students have to read for one that is more recent and/or they may like more that has the same theme(s).
Sing songs to get their attention, quote from movies, and mention things on tests and quizzes. The quirks show the students you care and that you're actually paying attention to them.
Teaching Tip #18
Make Things Relevant
No matter what the class, even history, you can make things relevant for the students. Don't stick with the same boring word problems the books have been using for eons. Change the names/ places of things that makes the students want to participate. Give them writing assignments they'd actually enjoy. have them do a small project on the history of their favourite TV show or movie.
The possibilities are endless, and the more students recognize that everything can relate to their lives, the more apt they will be to actively participate (and maybe enjoy) the material.
No matter what the class, even history, you can make things relevant for the students. Don't stick with the same boring word problems the books have been using for eons. Change the names/ places of things that makes the students want to participate. Give them writing assignments they'd actually enjoy. have them do a small project on the history of their favourite TV show or movie.
The possibilities are endless, and the more students recognize that everything can relate to their lives, the more apt they will be to actively participate (and maybe enjoy) the material.
Saturday, October 22, 2011
Teaching tip #17
Pick Interesting Professional Development Seminars
Classes, meetings, whatever the group is calling it.
I know you sometimes can't choose, like in-house PDs. And yes, sometimes those are boring - especially when they go on for hours and hours and it feels like repetition.
But there are ones you can choose, and choose well. These are ones you shouldn't be complaining about - and ones you shouldn't skip out on. PD is meant to help you further your classroom/teaching goals, to enhance your abilities as a teacher, and creates way for you to be exposed to new ideas (like the technology and manipulatives I mentioned in the past two posts).
Will you incorporate everything? no, that's implausible. But you can do one or two different things, modify your plans to do something else, or you can come up with ideas to help form better curricula guidelines.
So choose ones that interest you, that pertain to you. There are some I want to do but won't help me be a math teacher or my current situation. If I teach high school I shouldn't go to a seminar meant for K-5 teachers. You don't want to waste the money (especially if your district can't fund it) for something you really can't incorporate.
The days are also great networking tools and provide an outlet to vent/ get tips.
Classes, meetings, whatever the group is calling it.
I know you sometimes can't choose, like in-house PDs. And yes, sometimes those are boring - especially when they go on for hours and hours and it feels like repetition.
But there are ones you can choose, and choose well. These are ones you shouldn't be complaining about - and ones you shouldn't skip out on. PD is meant to help you further your classroom/teaching goals, to enhance your abilities as a teacher, and creates way for you to be exposed to new ideas (like the technology and manipulatives I mentioned in the past two posts).
Will you incorporate everything? no, that's implausible. But you can do one or two different things, modify your plans to do something else, or you can come up with ideas to help form better curricula guidelines.
So choose ones that interest you, that pertain to you. There are some I want to do but won't help me be a math teacher or my current situation. If I teach high school I shouldn't go to a seminar meant for K-5 teachers. You don't want to waste the money (especially if your district can't fund it) for something you really can't incorporate.
The days are also great networking tools and provide an outlet to vent/ get tips.
Wednesday, October 19, 2011
Teaching Tip #14
You Should Face Your Students
I know that sometimes you really can't, like when you're writing on the board, or circling the room. But do your best to face them more often than not. As you can see in my last picture in the previous post, I have an overhead projector. This allows me to see my students.
- Who is paying attention? Who is sleeping?
- Who is having a medical emergency?
- Who has their hand raised halfway through?
- Who is talking? Are they talking about notes or are they passing notes?
Facing the students allows you to answer these questions, and more. I've become somewhat adept to writing on the whiteboard while turned so I can talk to the students.
I know that sometimes you really can't, like when you're writing on the board, or circling the room. But do your best to face them more often than not. As you can see in my last picture in the previous post, I have an overhead projector. This allows me to see my students.
- Who is paying attention? Who is sleeping?
- Who is having a medical emergency?
- Who has their hand raised halfway through?
- Who is talking? Are they talking about notes or are they passing notes?
Facing the students allows you to answer these questions, and more. I've become somewhat adept to writing on the whiteboard while turned so I can talk to the students.
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