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.
Sunday, October 30, 2011
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.
Teaching Tip #23
Follow Through With Consequences
This one can be tough to do, especially if (going along with my last tip), only one or two students are "ruining it" for the class. Try to focus on individuals (so they would have to work alone but others don't have to) as best as you can.
Telling students you'll take points off for talking after they've handed in a quiz or test hurts because it's not a true reflection of the grade.. But empty threats get you nowhere, and dropping from a C to an F will usually change their attitude.
Because they know you're not making empty threats and that you will follow through with what you say, you will most likely have better classroom management. I had all but one student finish a test the other day and two of the others were talking. No, they did not have their tests in front of them, but they were whispering loudly and distracting me from my thoughts, let alone the student who only needed a few more minutes to finish. I told them that I would rip their tests up and they would get a zero if I heard them again and if they didn't face forward.
I had silence from everyone for the last 15 minutes of class, even after the final student handed her test in. I felt bad for scaring them, but I'm all about being fair to all the students. I hate being hard, but I also hate it when students are uncomfortable, don't feel safe, or can't focus in my class for various reasons.
This one can be tough to do, especially if (going along with my last tip), only one or two students are "ruining it" for the class. Try to focus on individuals (so they would have to work alone but others don't have to) as best as you can.
Telling students you'll take points off for talking after they've handed in a quiz or test hurts because it's not a true reflection of the grade.. But empty threats get you nowhere, and dropping from a C to an F will usually change their attitude.
Because they know you're not making empty threats and that you will follow through with what you say, you will most likely have better classroom management. I had all but one student finish a test the other day and two of the others were talking. No, they did not have their tests in front of them, but they were whispering loudly and distracting me from my thoughts, let alone the student who only needed a few more minutes to finish. I told them that I would rip their tests up and they would get a zero if I heard them again and if they didn't face forward.
I had silence from everyone for the last 15 minutes of class, even after the final student handed her test in. I felt bad for scaring them, but I'm all about being fair to all the students. I hate being hard, but I also hate it when students are uncomfortable, don't feel safe, or can't focus in my class for various reasons.
Teaching Tip #22
Allow Group Work
Again, this goes along with my past few posts.
I know that there are multiple studies which say that group work should be done almost all the time and you should have a strong learner, a low learner, and two medium-level learners. Sometimes this really does work. in one of my classes, two of the lower learners work better with one of the stronger students, and I allow the three of them to work together whenever there is group work.
I don't think group work should be done all the time, but 1-3 times a week, depending on your time and activities. The students need to interact with each other, whether in pairs or a small group. Not only will they learn more in the end (for some reason, peers explain things better than teachers, even if they're saying the same thing), but it tends to create a more relaxed environment.
Lay down the ground rules from the start. Something I've found myself repeating often this year (becauase I had some problems last year) is that if I hear them getting off-topic and if they don't work, then they all have to do the work independently. I walk around the room and help out the groups and individuals. Because of the groups, it's a little less work for me - but I still have the one-on-one time with them.
Don't force it. If a student says they work best independently, don't tell them they ABSOLUTELY MUST work with someone else. If they're struggling with a concept, see if they would like to work with a classmate, but don't force it. that will make them lose trust in you and may make them less apt to do the work.
Again, this goes along with my past few posts.
I know that there are multiple studies which say that group work should be done almost all the time and you should have a strong learner, a low learner, and two medium-level learners. Sometimes this really does work. in one of my classes, two of the lower learners work better with one of the stronger students, and I allow the three of them to work together whenever there is group work.
I don't think group work should be done all the time, but 1-3 times a week, depending on your time and activities. The students need to interact with each other, whether in pairs or a small group. Not only will they learn more in the end (for some reason, peers explain things better than teachers, even if they're saying the same thing), but it tends to create a more relaxed environment.
Lay down the ground rules from the start. Something I've found myself repeating often this year (becauase I had some problems last year) is that if I hear them getting off-topic and if they don't work, then they all have to do the work independently. I walk around the room and help out the groups and individuals. Because of the groups, it's a little less work for me - but I still have the one-on-one time with them.
Don't force it. If a student says they work best independently, don't tell them they ABSOLUTELY MUST work with someone else. If they're struggling with a concept, see if they would like to work with a classmate, but don't force it. that will make them lose trust in you and may make them less apt to do the work.
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.
Teaching Tip #20
Sing &/or Dance
I'm serious. Even if you're a bad singer, as long as you're not tone-deaf, they'll get a kick out of it. Until you start singing along with them. Usually at that point they'll stop and tell you something along the lines of, "No. It's not cool when you do it."
Well, you got them to focus on you.
I do it for a few reasons. I began to do it while student teaching to cut down on talking. That backfired and resulted in 8th grade boys standing on their seats and singing in one class. In another class, I got the above response and the singing stopped and attention was on me.
I sing now for prayer (I work in a Catholic school, and it's just something different) and to get their focus. I sing real songs and made-up songs - like "And the limit approaches infinity, huzzah, huzzah" (to the tune of "The Ants Go Marching."
Sometimes along with my tunes I do a little "dance." Again, it's a focusing agent but it does sometimes backfire.
As with all things, don't do it too often, else the students will stop responding to it. But if you're doing it for fun, then go ahead. Students like to see that their teachers are people too (as weird as that may sound).
(I mean...at a family night my girls taught me and about 1/3 of the faculty to two-step to a club song. They got a kick out of it.)
I'm serious. Even if you're a bad singer, as long as you're not tone-deaf, they'll get a kick out of it. Until you start singing along with them. Usually at that point they'll stop and tell you something along the lines of, "No. It's not cool when you do it."
Well, you got them to focus on you.
I do it for a few reasons. I began to do it while student teaching to cut down on talking. That backfired and resulted in 8th grade boys standing on their seats and singing in one class. In another class, I got the above response and the singing stopped and attention was on me.
I sing now for prayer (I work in a Catholic school, and it's just something different) and to get their focus. I sing real songs and made-up songs - like "And the limit approaches infinity, huzzah, huzzah" (to the tune of "The Ants Go Marching."
Sometimes along with my tunes I do a little "dance." Again, it's a focusing agent but it does sometimes backfire.
As with all things, don't do it too often, else the students will stop responding to it. But if you're doing it for fun, then go ahead. Students like to see that their teachers are people too (as weird as that may sound).
(I mean...at a family night my girls taught me and about 1/3 of the faculty to two-step to a club song. They got a kick out of it.)
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.
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