It’s good medicine to laugh. It’s even better to have a belly laugh. This is a great way to begin the day, a meeting, the school year. According to Psychology Today, “A hearty chuckle releases endorphins, feel-good neurotransmitters and endorphins are part of the reason laughing is so contagious. Laughing also has many health benefits such as increasing blood flow and improving mental and physical resilience. In fact, it’s not unlike a vigorous workout session.”
“The eminent psychologist on laughter, Robert Provine, Ph.D., of the University of Maryland, agrees that laughter isn’t really about humor. He contends that it’s more about relationships. Cutting-edge humor straight out of Comedy Central is great, but people actually laugh more in conversation and through interaction. Provine has unearthed a few facts on laughter including:
We all know when someone cares about us. Students come to school hoping they will be liked and accepted. A teacher that takes the time to know each student creates a solid foundation of trust. Learning is often connected to experiences and emotions. When a child feels secure, learning can move into long term memory.
From the start of the school year find out what your students are interested in. What do they want to know more about? Use an interest inventory. Share your hobbies, favorite sports, songs, movies. Take time to establish an atmosphere of security and respect.
Class meetings are a good way to teach social skills, establish community and foster open communication. Regularly check the status of the class. Encourage problem-solving with teacher guidance.
Give sincere compliments. Model how to show appreciation.
Teachers, I hope you have a safe, productive, positive school year!
Always tap into a student’s prior knowledge, building on what they know. Help them make connections by using visuals, engaging in partner share, review previous lesson. Moving forward to new subject matter requires assessment to determine if there is a need to reteach.
Know your students! Some can take leaps while others require review and rehearsal. There is much to be gained by assessing exactly where your students are.
Students flourish when they are recognized and appreciated. There are so many ways to help a student feel great about their success. I like to honor each improvement with a visual representation of their accomplishment. When done selectively, this is a way to boost self-esteem in students, particularly those who don’t generally get recognized.
A medal that a student can wear on the playground lets other children know of successes. It can be worn home so parents can also acknowledge improvement.
This book should be on every teacher’s desk as a resource for promoting an inclusive classroom. It is important to remember that dependent does not mean deficit. We want all students to work to their full potential. Here is just one sampling of the valuable guidance from acclaimed author, Jaretta Hammond:
Relies on the teacher to carry the cognitive load most of the time
Unsure how to tackle a new task
Needs scaffolds to complete a task
Sits passively until teacher intervenes
Poor retention of information
“I don’t get it.”
Relies on the teacher to carry some of the load temporarily
Uses strategies and processes for tackling a new task
Will attempt new tasks without scaffolds
Has a way to get unstuck
Has learned how to retrieve information from long-term memory
After you teach a lesson, even a mini-lesson, always make sure you scan your group to insure they have a clear understanding of what you have taught. Moving on without a check does a disservice to students. Form a small group to reteach the lesson. The hand method is a good visual that goes a step further than “thumbs up, thumbs down.”
Check For Understanding Strategy
3‐2‐1/ Fist to Five/ Thumbs Up, Thumbs Down
4‐3‐2‐1 Scoring Scale
Students communicate their level of understanding to teacher using their fingers
Students should get in groups of four where one student is A, the n next is B, etc. Each student will be asked to reflect on a concept and draw a visua l of his/her interpretation. Then they will share their answer with each other in a zigzag pattern within their group.
The capacity matrix is a charting technique used to break down topic areas into steps for achieving a specific result. It identifies tasks, knowledge levels, and understanding of the topic area.
Circle, Triangle, Square
(Circle) Something that is still going around in your head, (Triangle) Something pointed that stood out in your mind, (Square) Something that “Squared” or agreed with your thinking.
Electronic surveying devices that give instant feedback and data
Decisions, Decisions (Philosophical Chairs)
Given a prompt, class goes to the side that corresponds to their opinion on the topic, side share out reasoning, and students are allowed to change sides after discussion
Each student will be given a ticket to complete before leaving the room answering: What is the most important thing I learned today? What questions do I still have? These tickets can be given to the teacher when exiting the room or upon entering the next day. The teacher uses this information to guide the instruction.
Every Pupil Response
Each student receives a pink and yellow card. Each color represents a specific response. Students raise the card to provide the correct response to a teacher directed question.
Given a concept, students sort or write various examples/non‐examples
Given examples/non‐examples, students determine concept
Fill In Your Thoughts
Written check for understanding strategy where students fill the blank.
Check For Understanding Strategy
Flag It Function Aerobics
Handprint Human Graph Interlocking Paper Plates
Students use this strategy to help them remember information that is important to them. They will “flag” their ideas on a sticky note or flag die cut…
Students demonstrate their knowledge of transformations of functions by physically moving their arms and body
Draw your handprint. In each finger, write one thing you learned today.
A kinesthetic activity where students in the class physically move to create a histogram, where each student represents a data point rating their view .
Give One, Get One
Cooperative activity where the students write response to a prompt, meet up with another student and share ideas so that each leaves with something to add to their list
Students form an inner and outer circle facing a partner. The teacher asks a question and the students are given time to respond to their partner. Next, the inner circle rotates one person to the left. The teacher asks another question and the cycle repeats itself.
Pop It (Bubble Wrap)
Students write what they want to know about a topic on a dot sticker. Place each sticker on the bubble wrap. When a topic is covered, the student pops the bubble.
Project Study Group
Analyzing incorrect responses in multiple choice questions
Quick Writes Rubric Say Something
Student Data Notebooks
A timed writing in response to a question or prompt (can be used before, during, or after instruction)
A scoring guide using subjective assessments that is generally composed of dimensions for judging student performance.
Students take turns leading discussions in a cooperative group on sections of a reading or video
Students are divided into two teams to identify correct answers to questions given by the teacher. Students use a fly swatter to slap the correct response posted on the wall.
Check For Understanding Strategy
Timed Pair Share
Triangular Prism (Red, Yellow, Green)
Given a prompt, students pair up and share their perspective for a given amount of time, taking turns (A talks, B listens, then B talks, A listens)
Students give feedback to teacher by displaying the color that corresponds to their level of understanding
Given a set of vocabulary terms, students sort in to given categories or create their own categories for sorting
Take and Pass
Cooperative group activity used to share or collect information from each member of the group; students write a response, then pass to the right, add their response to next paper, continue until they get their paper back, then group debriefs.
Teacher poses a question and students list three items. All students stand. Teacher randomly calls students to share , if their topic is called they sit. Teacher continues til all students are sitting.