Weekly Review

Monday: One of my former students came by to tell me that she misses me. It’s not a funny story, or something odd, or even particularly noteworthy, but it was the highlight of my day.

Tuesday:  In my last class today, I’d just begun reading an article to my students when my door opened and my student from another class walked in the room. She had cupcakes (I have no idea why) and was coming into my classroom (who knows why she was leaving the class she should’ve been in) to give me one. They were Halloween-themed, and the whole class groaned in jealousy when I picked out a cupcake. They asked to split it. The whole cupcake, split 30 ways.

Wednesday: Today was Halloween, which is always an odd day to teach. It’s difficult to discipline when you’re dressed as a fictional character and have a box of Eggo Waffles on your desk as an accessory.

Thursday: I read a poem to one of my classes, and because I want them to be interested, I tried to read it with as much emotion as I could. One of my students reacted to that by saying, “Miss, you should be a preacher.”

Friday:  Today we had class in the library. Halfway through the day, a student asked me at the end of class, “Miss, do you let all of your classes come to the library, or are we the only ones who go?” …. Nah, just you guys.

It’s No Hogwarts, But…

It’s little secret that I am a giant Harry Potter nerd. I grew up with the series, and in many ways consider it to be one of the most important pieces of literature to come out of the last thirty years. As a teacher, I’ve brought in a lot of my magical obsession into the classroom. There are so many different ways to incorporate this series into the classroom, but for my fellow magical teachers, here are just a few!

The House Competition:

This is one of my favorite aspects of the classroom culture I’ve built so far. I’ve named all of my classes after Hogwarts Houses; conveniently, I only have four classes, but this could be adapted easily to another classroom by sorting classes into Houses by grade level or different subject (ex. combining two classes because they’re both 10th grade). Each class competes for the House Cup every quarter, and at the end of each quarterly competition, I throw the winning class a party. I have only a few ways that each class can earn points: classes can win daily points based on good behavior, and weekly points based on who has the cleanest classroom, fewest tardies, and highest percentage of assignments turned in. Practical benefits: This allows a positive incentive for students to focus and behave in daily lessons, as well as something positive to anticipate at the end of each quarter. There’s no limit to how many times a class can win, which allows for that anticipation to continue each quarter for classes who have already won.

Wizard and Witch of the Week:

A lot of teachers have Student of the Week or Student of the Month, and this is simply a magical take on things. Every Friday, I choose two students from all of my classes, and I pick a specific reason why that student was chosen. Most of the time, those reasons are small (coming to study hall, arriving on time every day, going out of their way to ask me about assignments, etc.) because I like reminding students how little things matter in the grand scheme of becoming successful at whatever you’re doing. The entire class cheers when I call their name, and I tell them in front of the class why I felt so impressed with them that week. For the entire week following, until the next two students I choose, their names hang in frames labeled “Wizard of the Week” or “Witch of the Week.” Next to the current wizards and witches, I have a giant frame with the names of all previous wizards and witches that will stay up all year. Practical benefits: This allows for a regular, and relatively simple, way for me to reward students who are doing well. Social recognition may be a really great motivator for some kids, or really important validation for others who don’t necessarily recognize their own hard work.

The Daily Prophet

This is my student work board. I have a homemade frame (black construction paper with real newspaper underneath) for each piece of student work. Oftentimes, I highlight specific paragraphs that my students wrote, but sometimes I throw in a list of creative titles from five or six students on one board. I’ll keep those up until we turn in our next major writing assignment. Practical benefits: This is another, more prolonged, form of social recognition for students. For so much of my time in class, it feels like I focus most heavily on constructive criticism so that my students improve their writing and reading skills, so this is a fun way for me to just appreciate students’ for where they are.


Weekly Update: The One-Liners

Year: 2

It seems to me that, if I have to look for examples of how teaching can be such an overload of information and human interactions, the clearest example is of how much I forget. There are so many tiny interactions between my students and I that are either hilarious, strained, bizarre, or otherwise noteworthy, that by the time I reach the end of the day, I’ve forgotten most of them; in another job, any one of those interactions would become the highlight of the day, but in teaching, it’s so common that it’s almost not worth remarking upon. These are some of my favorite student one-liners of the week.

On Monday, when I gave directions on an assignment, I specifically asked students to not answer the multiple-choice questions. I repeated it several times. Too many times, really. While walking around later in the lesson, I saw that a student had finished the multiple-choice questions. I asked him why they were finished. He flipped the paper upside down, wiggled his fingers at me, and said, “You didn’t see anythiiiinng. Your glasses need cleaniiiinnng.”

In one of my classes, an eighth grader teacher walked silently in my room as I was teaching my class, and she put a post-it note on my desk. When I went over to read the note, I saw that it was from two former students: We see you while we’re in our class! We miss you! Hope you’re doing okay with your new troublemakers!

On Wednesday, a kid asked me if my necklace – a stone with a carving in it from my travels to Chile – was a “pirate necklace.”

On Thursday, I hosted study hall. Every time one of my students goofed off or got a little rowdy, I’d turn to the nearest student and joke, “do you see what I’ve got to deal with here?” By the end, I let it fall apart, and allowed my former students to draw all over my white board. It was loud. It was rowdy. Nothing was productive. A nice, polite student turned to me, and very quietly says, “Miss, you do have a lot to deal with.”

Today, in my last class, I saw a former student doing work outside of another teacher’s classroom. I snuck over to her and gave her a lollipop, then returned to my class. Ten minutes later, I glanced over at the window of my classroom and saw a sign propped up to face me: “Can her teacher have a lollipop, too, please?”

It’s the little things, really.


Friday Fun Reads

I love bell-work. I’m not being sarcastic. I do love bell-work. Giving students a quick, easy, low-pressure activity to focus them helps lessen my stress as a teacher quite a bit; I do also really, genuinely think it helps kids settle into the lesson and mentally shift from one idea to the other.

“Bell to bell” work, though, is different. This is a new term floating (correction: flying) around the education world right now. The idea is basically that, from the time the bell rings to start class until the time the bell rings to end class, students should be consistently working on subject-related content. I think the general idea is good: keep students engaged, keep them focused on your content, have meaningful lessons that continue for the length of the class.

That being said, screw “bell to bell” teaching in the last 20 minutes of every Friday class, because I’m going to keep reading to my kids for fun.

I started this at the beginning of this school year for the first time. I wanted to encourage my students to see reading as a form of entertainment, relaxation, comfort – I wanted them to see reading as a form of a reward, not just something they had to do. I figured that I’d offer them a choice: they could vote for me to read to them, or they could read their own library books. (Every two weeks, we go to the library, and they check out a book of their own choosing and are required to keep it with them in all classes.) Every Friday, I’d let them vote.

In an overwhelming vote, one truly surprising to me, they have voted for me to read to them. Every single Friday.

This surprised me for a few reasons. The first is that, this year, I have quite a few students who enjoy reading, and I expected them to want to read their own books. The second – the main reason – is that middle school students care about what others think of them, and I expected them to pretend it was too cool to want their teacher to read to them. I thought, regardless of how they really felt, that they would choose to read their own books, just to not have their teacher talking for a precious fifteen or twenty minutes of class.

I learned, again, the same lesson that I have learned with every new experience in teaching: they’re just kids. They want to be kids and they want to remain kids. Regardless of how they act, or what they say, or what they pretend to feel in front of their friends, there’s going to remain that kid-part of them that really enjoys someone reading out loud.

It’s not part of the curriculum. It doesn’t align to the standards. It doesn’t fit with “bell to bell” lessons. But it’s been enormously helpful in my attempt to build a classroom atmosphere that is comfortable and safe, and it’s done wonders in helping students feel comfortable with me. So I’ll keep reading.

Standardized Tests

Year: 2

I’m not saying I hate standardized tests, but I’m not not saying it.

As a student, I struggled to motivate myself or put forth effort on standardized tests. I was the type of student who would put in more effort depending on how much or little I cared about the teacher administering the test. I just didn’t care. I didn’t see the purpose to it. However, I also don’t remember any of my teachers telling me the purpose of standardized tests, which may have helped. This (not not said) dislike of standardized tests runs deep.

As a teacher, I struggle to motivate my students. It is not a good measurement of their skills. It is certainly, doubtlessly, not a measure of their character or their ability to grow and learn. I don’t believe in the purpose of standardized tests. I don’t believe it will make my students, or my classroom, better. Of course, as a teacher, I have to give them, so I do, but I struggle to get my kids to buy into the idea of standardized tests because don’t buy into them.

For many students, particularly in a generation that is increasingly anxious and self-critical, this test is yet another obstacle in between them and a normal level of confidence in a certain subject. It is a beast of a test. It often takes the entire class period, which is 75 minutes long, and sometimes longer for certain students. It is a difficult test, one that I’m not even confident I would necessarily pass myself. The wording of questions is tricky, manipulative. The texts they read are dense and uninteresting. The expectations are high. For students with anxiety, this test is basically a bomb dropped in their lap.

For many more students, it is a boring test that their teacher made them do and that they don’t care about. So why try? They don’t have a reason to do well. (This is where my theoretical motivational skills would come in.) They understand it doesn’t affect their grades. Should I tell my students that some standardized tests affect the amount of funding that goes into their school? That seems like an awful pressure to put on 7th graders.

Now consider  my students. My students come from impoverished homes, difficult personal lives, and a serious academic disadvantage. Within the same year, I teach them the basic structure of a sentence (and sometimes what a noun is) and I attempt to teach them developed analytical skills. These are kids who were not read to when they were younger, who often do not have food at home, who do not often speak English as their first language. It is not fair to use the same test to measure their skills and their level of understanding in a topic that you use to measure the skills of a student who has every possible advantage. It is not fair to use a test that assume everyone has begun at the same point of the race. It is not fair.

Today is a day that I have to administer a standardized test. I’ll encourage my students to do their best, even if I don’t particularly agree with it, and I’ll make sure that the rest of the week is fun for them. After today, they’ll have earned it.

The Positive Focus

It’s really easy, probably too easy, to focus on the frustrating parts of teaching. During my first year teaching, I struggled with realistic and fair consequences for students who were behaving poorly in class; far more, though, I really struggled with rewarding kids who were doing well. When I tried looking for ways to reward kids, my search basically ended with stickers or pizza. I am not a sticker person. I cannot afford pizza all the time for kids. (Hello, teacher in Arizona…) So, through a series of painful mistakes and changes and tinkering last year, I came up with a few consistent rewards for my kids.

I don’t feel like I particularly need to point this out, but I am a big nerd. I particularly nerd out with Harry Potter (don’t ask me why because I will talk about it for hours), so I’ve organized my classes Harry Potter-style. But for the teachers who, for a reason unbeknownst to me, don’t want to shove Harry Potter on as many people as possible, all of these rewards can be renamed and slightly changed.

Quarterly Reward: House Cup Competition. All of my classes are named after Hogwarts Houses. All of my classes compete to win a class party (the House Cup) at the end of each quarter; to keep classes motivated, I allow previous winners to win again. There are daily points and weekly points that can be given. A class can win +10 daily points for good behavior, focus in class, participation in class, and following teacher expectations. These are the weekly points: +20 for the highest percent of homework turned compared to other classes, +15 for the cleanest classroom throughout the week, and +20 for the fewest tardies throughout the week. Only one class can win one category of the weekly points for the week. By doing this, I’m attempting to motivate students who respond to daily awards, students who respond to weekly awards, super competitive students, and the classes who don’t do so well with daily behavior but can be brought up by weekly points (to keep motivated for the entire quarter). If you want to change from Harry Potter: just keep the class periods as the names. Or give them team names if you want to be more creative.

Individual Weekly Reward: Wizard and Witch of the Week. Some of my students are more motivated to do better if they get social recognition for doing well in class. I personally also like more frequent rewards because, let’s be honest, sometimes the end of the quarter feels five light years away. Out of all of my classes, I choose two students (I deliberately choose two from different classes) who did an awesome job that week. Some of the reasons are big – you turned in an excellent essay after coming to both study halls to make sure you did an excellent job – and some of them are smaller, like getting to class on time every day. Then, on Friday, I announce that week’s wizard and witch, cheer with the class and explain why they won that week, and call home to brag about them to their family. This gives social recognition in the classroom and an excuse to call home for a good reason. Since it’s the start of the school year, I’m also getting an opportunity to pinpoint my students who may possibly be challenging later in the school year as well-behaved now, so that there’s a chance I can wrangle them onto my side earlier on. If you want to change from Harry Potter: just say student of the week! You could even do it on a class-by-class basis if you really want to focus in on certain classes every week and get to more students.

Class Weekly Reward: Free Reading Friday. This is not Harry Potter (not without trying), but it’s still a reward that may be really useful for other teachers. Last year, I was stuck on the idea that I had to give something to a student for it to be a reward, and only recently realized that I could take something away and still have it be a reward. Every week, if my students show good behavior in class, I will end Friday’s class about 15 minutes early. They’ll have a choice: either I will read to them for 15 minutes, and they can sit on the floor and hang out while I read, or we’ll go outside as a class and read independently for those 15 minutes. They’ll have that vote every week. They still have to work towards that reward, and it has to be reading, but they’ll have that opportunity to reach that every week. If you don’t want reading to be the reward and/or are not an English teacher: you can have a weekly game or activity related to your subject. Ex. if you’re an art teacher, have free drawing or painting time at the end of class, or if you’re a math teacher, have a class puzzle to work through for fun. It’s also an opportunity to show your kids that your subject isn’t something they just have to do, but something that can be fun as well.

General Rewards Tips For Your Classroom:

  • Mix it up: some rewards that will work for some students won’t work for others. Have a physical reward (sticker, pizza, pencils, etc.) and a social reward (time to talk at the end of class, reading time).
  • Vary time length. Some kids can definitely see the goal of a quarterly reward, but there are some kids that live in the moment (literally, minute by minute) and need daily rewards. Having a variety increases your chances of getting to every student.
  • Don’t overdo it. At the end of the day, your expectations in class still need to be followed. You shouldn’t have to bribe kids to do every single activity. But, rewards should be there – after all, you’re expecting a lot from students and it’s hard work. Find the balance.