First Things First {Part 2}

a little tardy to the party, Suzanne

I’m glad to see you again, friends!  If your here for the resolution of my relationship issues from last Tuesday, you’re in luck!

A while back, I went to a half-day training about Restorative Discipline (or Restorative Justice).  A seed was planted.  I had this nagging thought- “This is great! But how…?”.  I went on like that for a year.  

This year, I’m proud to say that I implemented Restorative Discipline (we refer to it as Relational Practices) on my campus!

What is Restorative Discipline?

This is a proactive approach to building relationships.  Get in there early, before there’s a problem, and have a positive encounter.  When there’s a problem, it promotes personal responsibility, restitution for those wronged, and instructional time.  Do you hear angels singing? I do!  I want that!!

See! Isn't he smart?!

Sooo…what does this look like?

For starters, this looks like teachers circled up.  At the beginning of the year, the counselor and I lead a brief overview training for our staff.  (If you’re interested in training for your campus, contact Kevin Curtis.  He’s the master and provides trainings all over the state.)  At the end of that day, we divided up, sat in a circle, and conducted a circle meeting.  It was important for my teachers to feel this experience.  I also wanted them to see that it works and would work in their classroom.

The Facts, Ma'am

Who: Teachers facilitate a circle with their class.

What:  Everyone is at an equal level (all sitting or all standing) in a circle.  The teacher facilitates by posing a question, answering first, passing on the talking piece, and staying quiet.  That last part is the hardest aspect of this whole deal!!  

When:  I presented a minimum expectation of circling once a month.  Best practice would be once a week.  Some of my lower grade teachers circle daily as their morning meeting.  (I sound fluent in that elementary lingo, but it’s still weird!)

Where:  Wherever you have enough space: classroom, outside, basketball court, stage, wherever!!

Why:  This is a powerful way to see and hear each member of your class.  Through these conversations, you can build character and resolve conflict.  There are approximately 1,092 videos of classroom circles on YouTube.  First the circles, then the carpool karaoke!

How:  This is an organic process.  As the teacher pose some good questions and watch the students make the magic.

I created a Weebly site to make overview information, resources, and lessons readily accessible to my staff.  You too are welcome to join me in Room 26!

Does your campus implement Restorative Discipline?  What has worked for you?  We are a community of passionate educators who want to create good adults by loving our kids well.  Do share what has worked for you!  Also, are there any topics you’d like to see for future lessons added to my Room 26 site?  Keep loving those kiddos!  If that’s not there, then nothing else really matters.  

First Things First

getting back to the heart of the matter, Suzanne 

If you’ve followed Lori and I for any length of time, you know that we are anti- fluff, free time, and flying by the seat of your pants.  If you’re new here, WELCOME!  All of the aforementioned mentioned is true.

I think this starting point is important. I have a teacher that I work closely with who is my biggest skeptic while being my biggest supported- if that’s possible.  Because I have proven to him that manipulatives, talk time, and movement accomplish academic purposes and challenge thinking, he is willing to go with me.  

So hear me out…

If you were asked, “What’s the most important factor in student success?”, we would all chorally respond “relationships” in our singiest-songiest voice.  It’s the Sunday School answer.  

REAL TALK:

I was really good at relationships my first year of teaching.  I didn’t really know what was going on in the curriculum and instruction department (don’t we all need a recall on that first group(s) of kids?), so I decided the least I could do is not be a jerk.  Let me be clear, I was not a push over.  There was a clear line and when crossed, students knew X would happen, every time.  But I was kind.  I had kids with me all the livelong day- before school (Reader’s Cafe), during school (obviously), during lunch (reward or detention…it was a mixed bag), after school (tutoring).  Told ya…all day looooong.  You know what though…my kids rocked that year!  I pushed my kids, and they did it!

Sadly, the more I grew in my content knowledge, the more relationships took a backseat.  I wanted a writing baseline within that first week.  Notebooks were set up and running mid week 2.  And I regret it.  My kids liked me.  They would tell you I was nice, but it wasn’t the same.  For most of my kids, I wasn’t in that “I’d do anything for you Miss” place.  That’s where real magic happens, friends.  Typing this makes my heart heavy.  If I could get a do-over on anything, it would be this.

Last year, I spent a great deal of time researching- why do some students exceed expectations?  how do you deal with chronic misbehavior?  And do you know what I kept finding as an answer…relationships!  Again with the #realtalk, I was kind of disappointed.  I kept reading, listening.  Relationships.  Call me a slow learner but I kept at it.  I couldn’t escape the answer: relationships.

So what did I do with this knowledge? What does it look like/sound like in practice?  I’ll tell you…on Thursday!  

Hey There, New Teacher!!

your biggest fan, Suzanne

You did it!  All of that course work, training, planning, interviewing, and dreaming have led you to this point.  Your are going to be the teacher in your very own classroom!  That's a big deal!

If your now thinking to yourself, "Holy heck!  What have I done?!", you're not alone.  I clearly remember my first day of teaching.  We were about two hours into the day when I thought, "Man, when is their teacher going to get here?!"  I'm pretty sure my face went pale as I realized that their teacher was here...it was me!  

Teaching is one of, if not the most, rewarding profession!  Sure, there will be hard days, challenging students, and lessons that don't go as planned, but they's nothing that you can't overcome.  Especially with a little bit of advice.

Make Friends

These are little sweetie faces from my first crop!

Education is not made to go it alone. It's too hard! Making good friends can pay off in big ways. You will likely be paired with an official mentor by your campus.  Hopefully this is a great fit and this person truly invests in you and your classroom. Either way, find a person that is strong in your content. Listen carefully in department meetings and planning sessions.  Who is consistently asking good questions, bringing creative ideas, and tying ideas and suggestions to standards that are to be taught? Ask to spend a part of your conference period in their classroom. Ask to plan together once a week. Also figure out who is a dynamic teacher on your campus.  They don't even have to teach your same subject- good ideas are everywhere! You might hear music and laughter coming from their room or learning spilling out of their room and into the hallways. They can help you design lessons that are engaging and purposeful and manage behaviors and procedures. If you need suggestions, ask your administrators. You'll get mucho points for taking initiative! Another important friend- your custodian.  They are powerful!  Talk to them when they're in your room.  Ask about their family and any traveling they did this summer. They can also give you advice about being your new school.

Plan, Plan, Plan
You don't get to "wing it".  Sorry, if that sounds harsh, but I really mean it. Quality instruction doesn't happen by accident. Engaging activities take lots of planning and preemptive problem-solving. Higher order questions are premeditated.  Are you a new ELAR teacher? Yay, yay, yay!!  I'm so glad you're here. Now raise your hand and repeat after me- "I, {your full name here...yes, middle name too}, do solemnly swear to read all literature before teaching it in my classroom." This might sound like a no-brainer, but it deserves to be mentioned here. At NO TIME should you and your students be reading something for the first time together. And no, you reading the same short story when you were in high school doesn't count. No pressure, but there are eyes on you. It's just good leadership. People are looking at your lesson plans, coming into your classroom, and monitoring your scores in order to provide resources and support. Hopefully this support is being provided from the beginning to ward off potential problems. Being in the spotlight definitely means not taking short cuts.

Don't Be a Jerk

They're all big and grown now, but I still love them!

Relationships are key! Allow your classroom to reflect your personality. Have pictures of friends (that reflect your newfound adulthood and professionalism...{awkward smile}), family, cool places you've traveled, etc. around your desk. Proudly represent your college. Be kind to every student.  Greet them at the door. On those first days, you don't know them.  That means you don't know what they've experienced or how they work.  Respect that. Also, for some students, your newness is the best thing that's ever happened to them. It means a fresh start! Throughout the year, you will build stronger relationships. Tutoring is a great time to sit down with a small group and hear students as individuals. Also, learn what they're interested in and celebrate that.  Go to their games/concerts. If you can't, ask about them on Monday morning. Students are people too. They appreciate signs that you notice them and that you care. 

*I hate having to mention this disclaimer, but it's just the world that we live in: Before or after school, when you might have students coming and going, keep your door open. You never need to have a closed door meeting with a student. You just don't. Also, try not to spend prolonged periods of time with a student, particularly with a member of the opposite sex. This is best to protect you and your students. Also, technology- students don't need to be your digital friend or follower. You can create accounts for your classroom but keep them open for all to see. One last thing- protect your phone number. The is the #1 source of trouble I've seen. Be careful. Okay, enough of that...

Find Balance
It will never all be finished. But guess what? It'll still be there tomorrow. Set a cut off time. My personal one is 5-5:30. Yeah, even now. Some days I beat it and some days I leave after that, but it helps to have a time to start wrapping things up. You need something to enjoy outside of school, especially something that includes people.  Post-college can be a little lonely.  Don't worry- there's not something wrong with you. It'll get better. Find a great church, an intramural sports league, or volunteer opportunity. Also, take some time to relax. You are doing some of the most important and difficult work there is to be done- treat yourself like the VIP that you are!

I am so excited for you! My first year is still one of my favorites. There will still be some curveballs and unexpected bumps, but I truly believe that these little pearls of wisdom will set you off on a good start. And I 100% mean this...really...try me...if you need ANYTHING (resources, ideas, management tips, a listening ear) don't hesitate to let me know. Click on Contact Us at the top of the page, and I'm just a couple of clicks away. I genuinely want to see you succeed! You've got this!!

Free Time is the Devil

your bell-to-bell buddy, Suzanne

I'm all for talking, moving around, and laughter in the classroom, but there is something about 5 extra minutes at the end of a class period that make my skin crawl.  You feel my pain- those are the minutes when behavior problems escalate, your principal come in for a walkthrough :/, and you know down to the second how much time stands between you and the bell ringing.

Make those final flex minutes work for you.  Here are 10 ways to fill free time and strengthen learning:

1.  Read aloud- This is often a lost art in secondary education but your kiddos will be criss-cross apple sauce before your finished orienting them to the title page.  (So much elementary lingo in that sentence.  Forgive me!)

2.  Allow for free reading-  Worried about your reluctant readers flaring up?  Let them move and make it special.  If your students sit in chairs, have them flip it upside down, and they've just crafted a reading recliner.  They're so handy!  No chairs? No problem!  Just give them the option to move.  I recently overheard a sixth grader (think: not your model scholar) brag about how he can sit on the counter and read.  It's the little things, people!

3.  Cartoon Yourself- Have students grab a scrap of paper or post it.  They can sketch themselves complete with speech and thought bubbles.  Specify that the speech and thoughts must pertain to class because heaven knows I can't handle a class period worth of middle school random thoughts.

Want a similar reaction to poetry? Check out our WWAM lesson.

4.  Literary Catch Phrase- Check it out in our TpT store or you can easily make your own.

5.  Make a metaphor- Have students think of an image that relates to the day's lesson- the content or their reaction to it.  Students can explain their thinking with this simple sentence stem:

__(Lesson Topic)__ is like __(Image)__ because...

Poetry is like a Reese's Peanut Butter Cup because the best part is below the surface.

6.  Picture Inferencing- Display a picture or political cartoon to generate conversation and produces an inference.  Read more about this strategy here.  This could also work with a wordless Pixar short on YouTube.

7.  Musical Shares- Give them a question as an exit ticket.  (Look at your lesson objective to formulate your question and gauge understanding.)  Play some music and allow them to share their answers.  

8.  Write- Want your students to be better writers?  They need to write!  Allow them to free write or pick a topic from here.

9.  Tell Me Something Good- Build relationships by having students write about something good that's happened in the past couple of weeks while playing this song.  After the writing time (about 4 minutes and 30 seconds), allow students to share what they'd like to celebrate with the class.  You can keep them to read and follow up with as you'd like.

10.  Book Talks- Want to never see a book again? Read it and tell your kids about it.  It's that easy.  Bonus: Your kids see you as a reader.  Icing: They might prompt their own book talk with you.  Extreme warm hear fuzzies, friends!

Stop Talking

Lori here...sharing an old favorite

I think everyone knows how I feel about math. I get a little nervous just thinking about it. However, one of my favorite research-based articles of all time is actually written by a math teacher. Imagine my shock. 

Steven C. Reinhart, a middle school math teacher, did what all good teachers do. He committed to making his instruction better. But since he is a math teacher, he had to be all methodical about it. Luckily for us, all of that crazy methodology resulted in a lovely article published in 2000 by the National Council of Teachers of Mathematics entitled "Never Say Anything a Kid Can Say." Essentially, the article discusses the merits of student-centered instruction versus teacher-driven lecture. While I really do encourage you to read the article on your own, let me highlight my favorite parts and then share some implications for the ELA classroom. But seriously, you have to read this. It has the potential to be a game changer for you.

The Fundamental Flaw: Reinhart talks about being a major rock star. You know the type...really knows his content. Smart as a whip. Can talk intelligently about a topic for hours (or 50 minutes). And therein lies the problem! Over time, he noticed he was learning a ton from explaining his content and working the problems. His students, however, had learned very little. He realized that if his students were going to learn, then they would have to be the ones explaining and working--not the other way around. Simple. Genius.

So how do we turn the tables? How do we move into more of a facilitator-type role? It's all in the types of questions we ask and the types of responses we require.

Quality Questions:

• Never say anything a kid can say. "Every time I am tempted to tell students something, I try to ask a question instead." 
• Ask good questions. "A student should be able to learn from answering my question."
• Use more process questions than product questions. "Process questions require students to think at much higher levels."
• Replace lectures with sets of questions. "What percent of my students will actually be listening to me."
• Be patient. Wait time is critical. It can feel awkward for teachers to wait on a response but that quiet time is thinking time. From a different perspective, shifting your instruction from you to them also takes time and requires patience.

Think through your own lessons. How many times do you do the work when your students should be the ones doing it? For example, I watched a beautiful little 7th grade lesson today from a great teacher. She showed a wonderful video clip that showed examples of metaphors, and then she provided a definition of a metaphor. But that was a perfect opportunity to hand it to the kids and say--take 60 seconds and jot down what you think is a good definition of a metaphor. Now compare your definition with a friend and make any changes that you want. It would have been a simple twist, but that moment would have had staying power. The kids would have owned that moment.

I think we're so afraid that if we don't give it to them, then they'll never own it. The problem is, they'll never own it because we constantly give it to them. 

I'm going to let Steven Reinhart close us out today. This is what it means to engage kids, to hand them their own learning, and to have high expectations.

"To help students engage in real learning, I must ask good questions, allow students to struggle, and place the responsibility for learning directly on their shoulders."

Beyond Popcorn and Popsicle Sticks

selected by Lori

Our regular readers know how much we love a good excerpt. They're perfect for targeted teaching and are powerful tools for annotation, close reading, and even vocabulary development. However, we also realize there is much to be said for sustained reading of longer pieces. Sometimes a short excerpt won't cut it, but how do you ensure that everyone reads the three page short story or the two page article? How do you make sure each kid reads it and understands it well enough to dig deeper and work with it?

Down time makes teachers nervous--and rightfully so. All too often, reading turns into student-sanctioned down time where heads are down or eyes are wandering. Some teachers have found accountability measures in popcorn reading where students are called on to read aloud and many use the popsicle stick method to ensure that students are called on at random. 

I get it. You want accountability and you don't want down time, but the problem with this strategy is two-fold. When it comes to reading, I am never a fan of asking a kid to read something out loud that he hasn't had the chance to first practice. It is a "gotcha" and can be detrimental to the student-teacher relationship. Second, when a student is reading aloud, comprehension generally suffers and other kids tune it out anyway. Let's find ways to engage in sustained reading with some useful strategies that are rigorous and hold all students accountable for their own reading. These simple strategies offer support to struggling readers and opportunities for stronger readers to dig deeper. 

• Paragraph for Paragraph—Alternate reading paragraphs aloud to students and letting them read independently.

• Page for Page—Same as paragraph for paragraph, but with extended chunks of text.

• Say Something—Assign a targeted passage with a specific purpose. Tell students they are responsible for saying something to someone else after reading. You don’t have to be specific about the expectation until after they read. That puts the pressure on them! Once reading time is ended, students stand to find a partner and you give them their discussion task. 

• Group Read—Give small groups or pairs a chunk to read and allow an appropriate time. They can decide how to spend that time.
• They could switch readers.
• One student could read aloud while one annotates.
• Students could read independently and recap to annotate together.
• 
  
• Targeted Passage—Box a targeted passage of the text you are working with before you make copies. Begin by reading the targeted passage aloud to your class first and then they read the remainder of the text. This is a great strategy for specific and targeted teaching. For example, if you want your lesson to focus on figurative language, then draw your kids into a cool sentence before they read the entire text. Then, their reading purpose for the rest of the text is to determine how that piece of figurative language impacts the rest of the piece.

• Paired Reading—This is a great strategy for struggling readers. It takes a bit of work to establish, but the payoff is nice.

     Remember to mix and match these strategies to keep your instruction interesting for your kids. It's a great idea to tell students what the reading expectation is. Kids always feel safer and more comfortable when they know what the expectation is and what they'll be required to do. As a student, if I know that I'll be expected to read every other paragraph or every other page, then that feels manageable and I feel like my teacher is going to help me.

     If we can move beyond popcorn and popsicle sticks, then students will be held accountable for much more than a random risk of being called to read aloud. 

Peanut Butter Jelly Time

sticking with you, Suzanne

You know the saying, "Necessity is the mother of invention"?  Yeah, I'm there.  I don't know about you, but I've been getting more blank stares and zombie students (you know...the ones that just sit there even though you've already given them specific instructions, an example to follow, and their seven minutes are slipping away) than usual.  Because of the testing crunch, I'm quick to feel that this is some cruel personal attack.  Whatever it is, it's got to go!

So I decided to change the feng shui of my classroom to create more accountability.  The mere thought of long rows bored me to tears.  I wanted an arrangement that all but eliminated the back of the room and allowed me to get to any students quickly.  So necessity bore this...

When Lori and I co-taught together, we had an especially difficult, chatty class.  We didn't need to use all the groups of desks, so we left the center group open in an effort to minimize neighboring group socializing.  We joked that the unused group would be used as a "life raft"- a place to send students who needed a little personal attention.  This joke actually turned out to be an excellent resource.  We like the physical response- pick up your paper and pencil, walk to a new spot away from your group members, receive the individualized instruction or extra time you need to get back on track, return back to your group.  So I recreated the life raft in my new arrangement.  No students are assigned to sit there.  The first day that students walked in to this new set up, I talked about how everyone would likely be invited at some point to sit with me at the center group.  I wanted them to see it as a normal thing- not an "I'm in trouble" thing.  

I also went non-traditional with my seating arrangement.  Students were given a slip of paper with two classmates names on it to be glued into their notebooks.  We call them our Peanut Butter and Jelly Partners.  I know that their Peanut Butter Partner is their writing partner.  I followed the same Data Queen routine to come up with this partnership.  Our class typically follows a Write-Write-Read order of class periods.  So on writing days, I have a Power Point slide up that asks students to sit with their Peanut Butter Partners.  On reading days, they sit with their Jelly Partner.  

This is what a partnership would look like for Lucky Student...

On writing days, Lucky would be paired with Lori.  On reading days, Lucky would be mine all mine.  I love the novelty of this arrangement.  I love that student pairs respond to the skills we are targeting that day.  AND this is the first time I have EVER not had a student gripe about their assigned seat!  That is one sweet situation to find yourself in!!

You can download our PB and J partner template for free here.

Party Favors

your curly comrade, Suzanne

I love to throw a good party!  And no party would be complete without a party favor(s) at the end.

Why shouldn't student teaching be the same way?  After all each school day is it's own party. (It's okay if you snickered a little.) I am so thankful to have had a student teacher for the fall semester, and I wanted to thank her for the time she spent with me and equip her to ride off into her own classroom. 

So what did I pick for her party favors?

1.  Well wishes from her students

2.  A journal to record ideas and funny moments from that first year- Seriously, thinking back on your first year, couldn't it be turned into a best seller?  I don't know if mine would fall under comedy or tragedy.  Totally depends on the month in question.

3.  A great set of brand spanking new Shared Readings you should all be excited about

4.  A t-shirt (if you happen to have previously taught at the school where she takes a job)

5.  Something cute and useful for her desk

and...

most importantly...

6.  A timer

If I could give every new teacher only one thing, it would be a timer Shared Readings a timer (but it's a really close call). Pacing is a tricky thing and has a major impact on instruction and management.  

Might I present some truisms that have stood the test of time...

"What gets measured gets done."

I don't think this was intended to be classroom advice, but it totally holds true.  If a student knows they have 45 minutes (or worse, doesn't have any time frame) to work on something, motivation is low.  It'll get done...later...after this other thing...probably...it's next on my list...whoopsie...too late!  

Students work best when given a specific time frame.  Student A might think, "Oh man! We only have 7 minutes.  I better get busy!"  While Student B rationalizes, "Okay.  It's only seven minutes. Who can't do something for seven minutes?!"  Either way- work is getting done, and your class is moving along.

"It's better to move too fast than too slow."
Hear me out on this one.  A student who is sitting there waiting is not learning.  In fact, they are likely talking to a neighbor, playing the drums on their desk, tearing something up, or planning to do one of the aforementioned.  

Here in lies the power of MOST.  It is time to move on when MOST students are finished with the task.  As teachers we so badly want ALL students to carry something through to completion.  It's a noble charge.  However, we are doing a disservice to MOST of our students when we force them to wait (brain off), receive instruction and continue working (brain on), wait some more (power down)...  Pretty soon they're going to opt out of rejoining the class.  For students who need more time, consider shortening the length of the assignment given so that they can stay close to the pace of the class.  I bet it would be okay if this student thought through the graphic organizer but didn't complete a final copy.  The thinking was done, and that's what matters most.

"It's not personal."
I feel so bad when I see a student working hard and have to cut them off.  In a reality where students must complete (and bubble) there work in a given time frame, they need to practice and become comfortable working under time constraints.  I've found that the timer makes me not the bad guy when the buzzer goes off.  They can hate it's little $4, plastic guts all they want, but we've got to spend the next 89 instructional days together!

Don't get me wrong.  I totally manipulate the time when need be.  There are times that I realize my pre-planned time frames were unrealistic and need to be adjusted.  Sometimes I quietly pause the timer and restart it when we're ready, and other times I verbally extend a "bonus" minute or 45 seconds when they are working hard but aren't quite there.  

Just a note: I rarely ask students to work for more than 7-10 minutes at a time.  It makes tasks manageable and keeps them motivated.  Even a larger assignment I will break into more measurable chunks.  My struggling students draft a pre-planned essay in 20 minutes using our 3-7-7-3 write rule.

Whether you've been teaching for 20 minutes or 20 years, focus on the pacing of your lesson, and you'll be surprised what all you and your students can accomplish.

Beep...beep...beep...
Looks like my time's up!

Play that Funky Music

your curly-headed DJ, Suzanne

"Miss, this is my jam!"  What a great way to start a class period!  I love music and will be the first to tell you that my taste is eclectic.

Besides being fun for me, music can be an effective tool in the classroom.  I first saw the power of music during a training with Rich Allen.  He is a master at using music to manage transitions.  

In an article, "Music as One of Your Classroom Strategies", Allen gives tips for using music before class, for movement, behind small group discussions, and after class.  

I love for music to spill out into the hallways to greet students as they enter.  It sets the tone for the classroom.  It is way more fun to enter a room that is A. prepared and B. welcoming your arrival.  

Music can also be an effective way to manage transitions and movement. Because you want your kids up and moving, fast paced, energetic music is your best bet for these times.  My favorite song choice for the Musical Shares activity is "I Saw the Sign" (Ace of Base).  My students recognize it because they think it was written for Pitch Perfect.  I sweetly smile and roll my eyes.  

Light background music can be powerful in boosting small group discussions.  I know that my room is packed tight with student groups.  Because of that, it's easy for conversations to bleed into other groups and be distracting.  The music can also bolsters reluctant students.  With light music in the background, there isn't that fear that someone is going to hear (and judge) what I say.  

Having music playing as students gather their things and leave your class is a great way to cement the memory as a positive one and prepares you to welcome your new batch of students. 

Rich Allen has a playlist of music for arrival, departures, birthdays, etc. that you can view here.  

The easiest way for me to incorporate music is with Pandora.  I have theme days and use these Pandora stations:
Mowtown Monday- Mowtown Radio
Tranquil Tuesday- Adele, Ben Rector, James Morrison Radio
Western Wednesday- Lady Antebellum, Zac Brown Band Radio
Throwback Thursday (Personal Fav)- 80s Cardio Station
Fan Favorite Friday (Top 20)- Today's Hits, Tween, Glee Radio

More Pandora fun: Michael Buble Christmas (Can I get an Amen?!), Jock Jams, Instrumental Hip Hop, Jurassic Park Film Score, Surf Rock, Halloween Party Radio

You can give feedback and it will fine tune your station to reflect more of our likes.  Also, under settings you can select for stations not to allow explicit content.  Warning: that pretty much gets rid of the *F word and not much more.  I'm a serious prude, so I have to do some quick disliking.  Most of the stations above don't have language issues.  

If you want to make your own custom playlists, Grooveshark is a great resource.  

Anytime I need a specific song, I use YouTube and will only play the audio.

What are your favorite Pandora stations/music resources for the classroom?

Be Nice

your curly co conspirator, Suzanne

Profound, right?  Well, apparently it's noteworthy enough to be one of the Fun 5.  Of course the fancy lingo there is recognize and reinforce (A.K.A be nice).  

This is not a post about how praise must be timely and specific.  It should, but you already know that.  Instead, I've simply got a reading induced musing and an idea from my curly classroom for ya.

I read an article recently (that I now can't find again for the life of me) that delved into the growth mindset.  As teachers, we promote or discourage this mindset in our praise.  Words like "smart", "good", and "right", promote a fixed mindset.  Students that are not on the receiving end of these affirmations assume that these students have always been "smart, "good", and "right", and that they, on the flip side, are a failure or unable to achieve success.  

Being more mindful in our praise can encourage all learners and spur them on to continued success.  A growth mindset supports the belief that intelligence can be developed.  Growth promoting affirmations focus on the steps that were taken and effort put forth to achieve success.  With a growth mindset, praise sounds like:

• That looks like it must have taken a lot of effort.  
• I like the way you stuck with that. 
• How did you figure that out?

My favorite way to praise students is a bit time consuming but has a lasting impact.  Once a semester (in reality, it happens about once a year), I aim to write my students a handwritten note that tells them What I Like About You (well, them).  I know, I know! I warned you it was a chore.  However, students really appreciate the effort.  It is not the norm.  Who writes handwritten notes anymore? (This is fodder for another post another time.)  But it never fails to make me smile when I see one of my notes riding around in a student's binder or a mom that tells me that their student came home and shared their note with the family.  

Ways to make this workable:

Every student does not have to received their note on the same day.  Work to have one class period done each week.  If you're in a co-teaching model, share the wealth and knock them out twice as fast.  

Download and use the WILAY postcard.  You can copy them on colored card stock or print them in color on Avery postcards.  The writing space only allows you get in 2-3 sentences.  Make it brief and specific to the student.  You can't go on and on even if you wanted to.  Download your copy of the WILAY postcard here.  

Do I play "What I Like About You" by The Romantics while distributing the cards?  I think we all know the answer to that.

Check out the rest of our Fun 5 series here:

Framing the Lesson

Small Group Purposeful Talk

My Achilles' Heel

your curly contributor, Suzanne

An Achilles’ heel is a deadly weakness in spite of overall strength, that can actually or potentially lead to downfall.     -from Wikipedia, so you know it's true

I'm a pretty good teacher.  I work hard to be.  But despite my resolutions, plans and attempts, there is still an area of my job where I'm no good.  My downfall lies in passing back graded work.  Each new school year brings about a new system that will be abandoned by Fair Day.  (That's right- we love us some Texas State Fair so much that it's a student holiday around these parts.  It's okay to be jealous!)  

Now in case your playing a sad song for me on the world's tiniest violin (A.K.A. you don't feel sorry for me in this struggle), here's why it really is a big deal:  As you'll recall, Robert Marzano includes providing feedback as one of his nine high-yield strategies.  In fact, he argues that it can produce a 23% gain.  In the battle my students and I are in this year, I want every possible point gained.  

Last semester, I remember laughing as a wrote a well-intentioned note on the top of a student's paper, praising their hard work and offering a suggestion for future success.  My chuckle was induced by the knowledge that this paper would never reach the hands of my eager learner.  It would eventually emerge from my "teacher bag" and meet it's demise in graded paper purgatory- a precarious stack on the top of my filing cabinet.  I'm blushing as I write this.  Confession is good for the soul.  

Well no more!  This year I've got a plan, and I'm sticking to it!  In no way is this a stroke of innovation or genius, but it's working for me.  As I've shared before, my students are in groups.  I have given each group a laminated folder with their group number on it.  

These folders are passed out in the first 5 minutes of class.  If students have homework to turn in or complete an assignment I intend to take up, I ask that they turn it into the folder.  

Well, would you look at that...a Shared Reading!

At the end of class, I take up the six folders, one from each group.  These papers stay in their humble abode to be graded.  The next class period, I hand the folders back out to their respective  groups, they collect the graded work and are ready to turn in their next masterpiece.  

Reasons I love this:
1. I touch each paper once- a sharp decline from the 476 I was averaging last year. Take paper from student-put in pile on desk-sort through because stack has now formed on top of pile on desk-into teacher bag- out of teacher bag only to be neglected during conference period-back in bag- back to pile on desk-finally frustrated with pile on desk, stack of doom on filing cabinet.  See, 476! 
2.  There is pressure on me to return papers the next class period.  In the event that this can't happen, I paper clip the work so that I still have only six stacks and can easily plop them into their respective folder.
3.  In five weeks of school, my students have received more work that my students did collectively last year.  Shameful but true.

For accountability: Fair Day is October 7th.