ReportWire

Tag: Motivating Students

  • Help! Why Am I Doing Half My Coworker’s Job?

    Help! Why Am I Doing Half My Coworker’s Job?

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    Dear We Are Teachers,

    My 3rd-grade partner teacher is out on maternity leave for the rest of the year. Her maternity leave sub is really struggling, and my AP has gradually been asking me to take on more and more responsibilities to help make sure her class is getting what they need. First it was meeting with the sub every day. Then, my AP asked me to teach a section of her class during my planning period so kids don’t fall behind in math. Now, after a parent raised a concern about grading, I’ve been asked to take over all the grading for this teacher! I was barely getting my work done as it is, and when I tried to point out that I really can’t make this work, my AP said to try to remember why I took this job and “at the end of the day, we have to do what’s right for kids.” Oh, he also said “June is just a few months away!” How do I stick up for myself without sounding like I don’t care about the kids?

    —One Job is Enough, Thanks

    Dear O.J.I.E.T.,

    Ugh. I hate it when teachers’ kindness is weaponized to get them to perform unpaid labor. It always makes me feel like this Arthur GIF:

    What you’ve told me is all perfectly fair, and I’m sorry you’re being asked to “remember your why.” Just your initial commitment to your partner teacher’s class should be proof enough you’re very in touch with your “why.”  

    Clearly, talking about your own needs has little to no impact on your AP. Email or say this in person:

    “I understand it’s been a tough adjustment to Ms. Jackson’s long-term sub. I know it affects more than just me, and I also know we have a serious sub shortage. But at the end of the day, I have to do what’s right for my students. Quality teaching is my top priority, and I cannot offer that to my own students—or to Ms. Jackson’s—when so much of my time, energy, and work is being spread thin. This workload simply isn’t sustainable, and I’m burning out. I have some ideas for making sure Ms. Jackson’s students have what they need without sacrificing my own students’ needs.”

    If he wants to pretend that education is only about “what’s right for kids,” two can play that game.

    Dear We Are Teachers,

    My ceiling-mounted projector has been out of focus for quite some time. I submitted a tech ticket, but it hasn’t been fixed. So yesterday, I got on a chair and tried to put it in focus myself and fell. My ankle felt sore but not injured or broken, but I didn’t tell anyone because I figured it was my choice not to be safe. This morning, it looks like my ankle could be seriously sprained. Should I tell someone? I’ve heard workers’ comp is a nightmare—but I also don’t want to pay for something I wouldn’t have done if our IT department had been responsive.

    —Workers’ comp for my ankle bonk?

    Dear W.C.F.M.A.B.,

    Yikes! Do two things ASAP:

    1. Email your supervisor that you were injured from a fall in the classroom. Don’t talk about the chair or your tech ticket for the projector, though you will have to provide that information later if you decide to file for workers’ comp. In most states, you have to let them know within 24 hours for any kind of coverage, so keep that in mind.  
    2. Find the union rep at your school and talk to them about the workers’ comp process. Let their advice inform your decision. They will also have advice on how to proceed with medical care at this point.

    I’m sorry this happened to you. In the future, send your AP a “crystal ball” email warning about a potential liability.

    “I’ve had a tech ticket in for a while for my projector, but no one has come to fix it. Should I scramble up on a desk and fix it myself?”

    That’ll get things moving.

    Dear We Are Teachers,

    I had an impressive local surgeon come visit my middle school science classes on Friday as a guest speaker. Most of my classes were great, but one class was so rude I had to intervene multiple times. They asked inappropriate questions (“Did you party in college?”), talked over her while she was trying to explain something, and laughed at inappropriate times (e.g., after a student announced, “I’m bored”). I have no idea how to address it with them, and none of my instincts are school appropriate. What would you do?

    —cut it out

    Dear C.I.O.,

    Aren’t middle schoolers fun?

    I understand (and have experienced) your embarrassment. One year, after we explicitly told the entire student body not to ask boneheaded questions like “How much money do you have?”, one of our students raised his hand and asked a world-famous conductor, verbatim, “How much money do you have?” I became rage. (The lovely conductor laughed and said, “I make enough to buy Starbucks every morning—that’s enough luxury for me!” What a gem.)

    Middle schoolers can be total doofuses. But my guess is they didn’t wake up and say, “I can’t wait to make my science teacher look like an idiot today.” Maybe something hilarious was circling in their group chat just before class. Maybe they wanted to be mature and polite but their frontal lobes were standing-room only. Or maybe they were nervous, and their nerves expressed themselves as total buffoonery.

    I would recommend the following:

    • Talk to your students about their behavior using the framework of impact vs. intent. Stress that you don’t think they meant to make your guest speaker feel bad. But retell the story and invite them to imagine her perspective. This speaker was really excited to visit a middle school and talk to students about her journey to becoming a surgeon and her work. What kind of assumptions might the speaker make when met with their behavior? Maybe together, you can decide on what’s appropriate—a group apology, an invitation to try again over Zoom, etc.
    • Do email the caretakers of any students whose behaviors you can pinpoint. Not like a “Your kid is a doofus” email, but something along the lines of “We had a very important guest speaker on Tuesday, and Kai made the choice to behave in a way that didn’t represent himself in a positive way. [Note specific behavior here]. I wanted you to be aware he’s working on the skill of showing maturity during important conversations. I know he’ll need this skill since he has such a bright future ahead of him.”
    • The next time you have a guest speaker, front-loading is everything. In the days (or even weeks) before, prep your students depending on how much guidance you think they need. Etiquette and behavior for a guest speaker (including nonverbal communication), definitely. Maybe you hold a practice round and make your AP come in and talk about themselves. Depending on your trust level, I might pre-approve any audience questions. Maybe you even tap into their goofy sides and use this secret student trick.

    You’re certainly not the first teacher to have been horrified by a class’s behavior in front of an important guest, so don’t be too hard on yourself.

    I know from experience that guest speakers can be very understanding. I once had a student raise her hand and ask a district attorney who was judging our mock trial, “Are you two dating? Your name is on the receipt for both your McDonald’s drinks so I know you bought it for her.”

    He married me anyway.

    Do you have a burning question? Email us at askweareteachers@weareteachers.com.

    Dear We Are Teachers,

    I teach 5th grade in the Milwaukee area. I don’t know when this happened, but I guess wearing shorts in winter is cool now? During our 15-degree recess yesterday, I looked around and realized about half my students were in shorts, only a handful had a winter coat, and none had hats or gloves on. This is not an access issue. We have a whole “borrow” area in my classroom with cold weather clothing in a variety of sizes. My students tell me they just don’t like to wear them! Granted I tend to run cold, but this just seems unsafe to me. How can I motivate my students to dress appropriately?

    —THEY’RE REALLY MILWAUKEENG THE LINE HERE

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    Kelly Treleaven

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  • Help! My Students Insist On Shorts When It’s 10 Degrees Outside

    Help! My Students Insist On Shorts When It’s 10 Degrees Outside

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    Dear We Are Teachers,

    I teach 5th grade in the Milwaukee area. I don’t know when this happened, but I guess wearing shorts in winter is cool now? During our 15-degree recess yesterday, I looked around and realized about half my students were in shorts, only a handful had a winter coat, and none had hats or gloves on. This is not an access issue. We have a whole “borrow” area in my classroom with cold weather clothing in a variety of sizes. My students tell me they just don’t like to wear them! Granted I tend to run cold, but this just seems unsafe to me. How can I motivate my students to dress appropriately?

    —They’re really MILWAUKEENG The line here

    Dear T.R.M.T.L.H.,

    I’m a born and raised Houstonian, so I had to do extensive research here on cold problems. My Google searches have been comical.

    “When is it too cold?”

    “Is a parka a winter jacket?”

    “Are scarves required ever?”

    I have now spent a longer amount of time on this question than literally any other question in advice column history. I watched YouTube videos. Read articles. Compared a truly mind-blowing amount of contradicting information. In a fit of creativity, I developed an entire game plan including a really fun survey and a six-pack of Mylar thermal blankets, and then abandoned it altogether. I even listened to a whole podcast on this topic and have, finally, arrived at this conclusion:

    It’s a health and safety issue. Thus, your principal either needs to set a school-wide policy or, at the very least, back your classroom policy. This policy should include:

    • Below temperature XX, no outdoor activities.
    • Between these two temperatures, no exposed skin. If students choose not to bring their own clothing AND choose not to use clothing from your borrow area, determine a fair consequence together.
    • Above temperature XX, fair game. Go wild. Choose your own adventure.

    Also, the temperature range you set should be based on windchill, not actual temperature. I don’t remember how windchill and temperature are related, but I have already spent far too much time on this question and can’t be bothered, so just consult this frostbite/windchill chart I found on my journey, OK?

    National Weather Service

    It’s from the National Weather Service so it’s legit.

    And no more questions about cold ever again, please. I can’t handle it.

    Dear We Are Teachers,

    I’ll keep this short: I’m looking for another job. But on multiple websites, I’ve discovered that 1.) the fields for your current principal’s email and phone number are required and 2.) they email your principal for a recommendation survey automatically when you submit the application! I would rather not tell my principal until I’m way further along in the process than simply applying. Is there a way to skirt this that’s not shifty?

    —I Don’T want to tell my mom yet

    Dear I.D.W.T.T.M.M.Y.,

    Get the bubbliest, friendliest-sounding person you know to call the HR department of this district and ask, “Hi! I was about to apply for a position, but I noticed the contact information for my principal is required. I’m not quite ready to tell my principal I’m looking to leave. Can you tell me how I should proceed with the application?”

    That’s the best course of action since they’re the first line to get past in hiring. (Also, in the weird event they ask for a name, they won’t know it was you that didn’t want to tell their principal.) They may say to write “N/A” in those fields or put in your contact info, but this way you’ll have your response backed by HR.

    Do keep in mind that if you’re applying in your area, principals know each other really well. Since your school is listed on your application, they will likely know who your principal is and could reach out off-record even without you providing their details. That’s not to scare you away from applying—principals understand that teachers leave! Just don’t underestimate the interconnectedness of the principal network.

    Dear We Are Teachers,

    I teach middle school in a purple state but a very red suburb. About halfway through last semester, I had some students begin to test the boundaries by using inappropriate language (words that disparage minority and LGBTQ+ groups). I told them I don’t allow that language in my class. Now, these students have taken to “slipping” these words in however they can—while coughing, saying them “on accident” and correcting themselves immediately, even writing them on Google Classroom and then claiming they simply spelled another word wrong. I don’t know what to do. I’m worried that if I make too big of a deal about it or threaten them—especially when students claim it’s happening on accident—parents or administrators will think I have some kind of “woke agenda.” I just want to keep the language in my class academic! Can you help?

    —super over it

    Dear S.O.I.,

    As you’ve indicated, these are not accidents. Students are fully aware what language is inappropriate and are finding ways to use hate and biased speech in your class. You have to put an end to it.

    Start with a class discussion.

    “I have a question for you. How much does intent matter when someone does something wrong? In other words, if someone breaks a rule, should they be punished if they didn’t mean to do it?”

    Students will discuss this for a while. Knowing middle schoolers, they’ll probably start joking about how you should be able to get out of any mistake/crime by saying “I didn’t mean to.” But eventually (usually when they think about wrongs done to them), they’ll arrive at the idea that while intent can be a mitigating factor, it doesn’t excuse a wrongdoing.

    “I’ve been noticing that some of you are having trouble with requirements in our student code of conduct when it comes to inappropriate language. Let me take an opportunity to remind you of the expectations and consequences. [Read from handbook.]”

    “Does the handbook talk about intent? For example, does it say the consequences are different for students who use this language on accident?”

    Read it again if you have to, but the answer they should arrive at is no.

    “From now on, intent doesn’t matter when it comes to inappropriate language. This includes written and spoken language. If you have any questions about this, please email me at any time.”

    I would also email an administrator a note that your students have been using inappropriate language despite redirection. Document the date of your discussion, the fact that you reviewed the student handbook, and that you invited students to email you with any questions they have.

    The University of Pennsylvania’s Graduate School of Education has a great educator’s playbook on dealing with hate speech at school, too, if you need an additional resource.

    But I would say if you don’t have administrative support on curbing hate or biased speech in the classroom, I’d be looking for another district (or, at minimum, another school) ASAP. I’d also make a report with the ACLU. The defiance worries me less than a culture of not protecting the students these words impact.

    Do you have a burning question? Email us at askweareteachers@weareteachers.com.

    Dear We Are Teachers,

    I teach high school juniors. Last week, I got an email that said, verbatim and in its entirety: “Need a letter of rec from you no later than WEDNESDAY AT NOON.” This was sent on a Tuesday at 11:35 p.m. and I didn’t see it until I logged into my email at school. There was no way I could have written the letter before noon anyway, so I didn’t respond until after school. When the student’s dad complained about my late response, I reminded him that our student code of conduct says students have to give a full week’s notice when requesting a letter of recommendation from a teacher. Then the parent complained to my principal that my pettiness in ignoring his child cost him his college admissions! The entitlement is going to break my brain. Do I have to respond right away to rude emails from students? Or at all?

    —RETURN TO SENDER

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    Kelly Treleaven

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  • Make Your Own Custom “Connections” Puzzles

    Make Your Own Custom “Connections” Puzzles

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    Connections fans, rejoice! You and your students can now make your own custom Connections puzzles. TikTok creator and English teacher Laura Randazzo (@Randazzled) is here to show us how and give us examples of how this can be used in the classroom.

    What is Connections?

    If you’ve never heard of Connections, let me introduce you to your newest obsession. Connections is one of New York Times’ popular games, along with Wordle, Spelling Bee, and the Mini Crossword. Connections starts with a 4 x 4 grid of seemingly random words that you have to sort into four different themed groups of varying difficulty. Themes might have to do with the words’ meanings, their spellings, their connotations—part of the fun is not knowing!

    You can learn more about the rules and tips here, or click here to play today’s Connections game. We also made our own custom We Are Teachers puzzle you can try out!

    How can I make my own custom Connections puzzles?

    Laura Randazzo (@Randazzled) has everything you need in her TikTok. Check it out below:

    How can I use custom Connections puzzles in the classroom?

    The great thing about Connections is that it works for any content area, and with a little tweaking, it can work for any age! The younger crowd might have trouble making their own puzzles, but they could definitely handle a teacher-created one tailored for their age group.

    Laura’s expertise is high school English (we love her TikTok bio: “On a mission to prevent English teacher burnout”), so her examples include:

    • Vocab words
    • Characters from a work you’re studying
    • Important historical figures
    • Adjectives

    But there are tons of other possibilities for other subjects too:

    • Content vocabulary
    • Eras and time periods
    • Groups, categories, or types of information within your content area
    • Verb conjugations and tenses for foreign languages
    • Review for tests or quizzes
    • A fun activity for a meeting or party

    Are custom Connections puzzles “rigorous,” though?

    As an adult whose brain has been busted more than once just playing a Connections puzzle, I’d say definitely.

    What’s great about Connections is that it calls on higher-order thinking skills like identifying themes, determining common elements, and evaluating for accuracy. And if students create their own custom Connections puzzles, they’ll practice skills like designing, experimenting, and evaluating for coherence.

    Be sure to check out more from Laura Randazzo on TikTok.

    Plus, try playing our custom We Are Teachers puzzle and see how you do!

    Looking for more articles like this? Be sure to subscribe to our newsletters to find out when they’re posted!

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    Kelly Treleaven

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  • 25 High School English Activities You'll Want To Try Right Now

    25 High School English Activities You'll Want To Try Right Now

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    Engaging middle and high schoolers can sometimes be tricky. How many times have you planned (what you think is) a cool and exciting lesson, only to walk away feeling pretty bummed and discouraged when your hip activity is a bust? Believe me, I get it. I’ve tried English activities for high school that I am positive (most) of my kids will love and appreciate. I’ve attempted to make English relevant and fresh. I’ve even tried to choose vehicles like social media that fit into their lives. As I plan, I often think, “Man, I would have loved having this kind of stuff when I was in school!”

    Sometimes, my efforts fall flat. Other times, I hit a home run. After a lot of trial and error, I’ve finally figured out some techniques that consistently work. Here are my favorite English activities for high school.

    1. Pretend you are an alien from another planet

    As an alien, you don’t understand human emotions. Ask students to explain what happiness is to alien you. They will try to use other emotions to explain happiness, so you will need to kindly remind them that you don’t understand those. Someone will figure out that what you are looking for is figurative language (e.g., happiness is a Diet Coke at 11:30), and then, mission accomplished. This is one of my favorite mini-lessons to do because when I start class with “I am an alien from another planet …,” some give me weird looks, but most don’t even flinch because they’ve already witnessed enough of my shenanigans to think it may be true.

    2. Embrace the season and let it dictate your unit

    Brooke Naumoff

    I change things up every year, but most recently I created a unit around “Spooky Season.” We read “spooky” stories and watched suspenseful short videos to evaluate how authors and storytellers employ devices that heighten the suspense for the audience. In these high school English activities, we analyzed theme and character development and compared different mediums all under the umbrella of Spooky October. As always, what works for my school and grade level may not work for everyone, but some of my students’ favorite spooky short stories were “Lamb to the Slaughter” and “The Landlady.”

    3. Write your own spooky story

    Bags labelled characters/suspects, location/scene of the crime, and props
    Brooke Naumoff

    After reading from our mentor texts and learning how to create suspense, we write fictional narratives that will haunt your nightmares … just kidding—I wanted to add a bit of drama. They pull from grab bags I create of different character names, setting ideas, and props they can use to create their own terrifying tale.

    4. Turn everyone into a poet with blackout poetry

    Two examples of blackout poetry on desk.
    Brooke Naumoff
    Many examples of blackout poetry hanging on cabinet in high school English classroom.
    Brooke Naumoff

    Thanks to Austin Kleon, poetry is cool and accessible. If you haven’t heard of blackout poetry already, it’s created by taking a newspaper or loose book pages that can no longer be repaired and creating a poem using certain words on the page. Then, you black out the rest. I’ve done this every year and have changed my approach each time. Sometimes I give students free rein and let the words speak to them, and sometimes I’ll give them a specific topic I’d like them to create a poem around. I love to see 25 different variations of “courage” through poetry.

    5. Use emojis in class

    Emojis drawn on a whiteboard with labels
    Brooke Naumoff

    When teaching a complex concept like symbolism, use symbols that are already part of students’ daily life. Assign each small group a word or theme and then have them choose an emoji to symbolize that message. Have kids sketch them out on the board and explain why they chose that symbol, or turn it into a full-on art project and display them around the room. Also check out these other fun ideas for teaching with emojis.

    6. Go hunting for mechanics, usage, and grammar errors

    Doing a quick search of these kinds of fails on the internet will provide you with a great deal of content. You can turn those fails into a slideshow while the class finds the errors and corrects them, or you can assign a few to each small group to tackle. 

    7. What’s better than a one-pager?

    Drawing of a mockingbird with words
    Brooke Naumoff
    One page infographic of To Kill A Mockingbird
    Brooke Naumoff

    The name speaks for itself here. There are so many variations of one-pager assignments that you could do, but the one that I like is to use one-page as a blank canvas for them to demonstrate their understanding of developing theme and symbolism. They sketch out symbols and images that are significant to the book they are reading and include text evidence to support their inferences and takeaways. 

    8. Play reviewsical chairs

    When I first started teaching and was looking for solidarity, understanding, and inspiration, I found love,teach. In one of her blog posts, she suggested playing reviewsical chairs to prepare for a test. It is like musical chairs, but you review. When the music stops, someone is without a chair and they have to challenge someone else for their chair by answering a review question correctly. This is a fan favorite in middle and high school.

    9. Play the flyswatter game

    I love a fun review game. This one requires you to put up answers around the room (e.g., character names, dates, themes, symbols, storytelling devices, etc.). Then, you divide the class up into two teams. Have them send two representatives up to the front and arm them with flyswatters. I normally tape off a box that they have to stand in while I read the question. Then, the first person to hit the correct answer with their flyswatter wins the point. This game is intense and so fun! Make sure you move any book bags or obstacles that may be tripping hazards (for me this is just air).

    10. Listen to podcasts and discuss them together

    Not all teenagers are familiar with podcasts, but it’s a great way to introduce lessons in an interesting way. And so far, my students have reported really enjoying them. In fact, I’ve even had students come back and tell me they’ve continued to listen to a podcast series on their own after we’ve concluded our lesson.

    Podcasts encourage students to be actively engaged, because the information being shared must be processed and visualized by the students as it’s being said. I usually prepare questions for them to answer as they listen, and then facilitate a discussion afterward. In my classroom, this sometimes leads to mildly heated debates, which is a learning experience in and of itself. Check out this list of educational podcasts for ideas.

    11.  Introduce “chapter chats”

    Loose sheets of paper with writing on them
    Brooke Naumoff

    My students love being in charge of leading “chapter chats” in small groups. By encouraging them to be leaders in discussing specific book chapters, they take ownership in a whole new way. I’ve really enjoyed watching my kids come up with thoughtful questions, bring food to connect to something that happened in the text, and even create fun games that encourage their classmates to recall information from the chapter. Chapter chats are great high school English activities to assess those speaking and listening standards while also making them read critically because they are in charge of facilitating the discussion. 

    12. Let your students be podcasters

    Student drawings
    Brooke Naumoff

    Last year, I finally decided to let my students create their own podcasts. I’ve wanted to do this for years but logistically was not sure how to execute. It took a lot of planning on the front end of the assignment and organizing where to find places for them to record (makeshift sound booths), but we did it! They had to pitch their topics and get a red, green, or yellow light. Then, they had to research, cite evidence, write a script, and finally produce their own podcasts. We listened to the episodes and answered questions on the “listening guide” that they created. I loved this assignment and will definitely do it again. 

    13. Throw parties with a purpose

    We just finished reading The Great Gatsby, and since throwing lavish parties was Gatsby’s thing, we threw our own 1920s soiree. I divided my students into small groups to do research on their assigned topic (historically accurate fashions, refreshments, ambiance, guest list, etc.) and then deliver presentations. The students were responsible for assigning each other parts, complete with instructions on how to dress and what food or beverage to bring. They even provided each participant with a lexicon (specific vocabulary) to use at the party. This assignment was fun, and it also covered many standards, which is a win-win for me!

     14. Give speeches as characters

    Envelope with words speeches for speech unit
    Brooke Naumoff

    After watching a number of TED Talks and studying what contributed to an effective performance, my students wrote and delivered speeches of their own. They drew prompts for characters with different occupations giving different types of speeches (e.g., Beyoncé giving a Grammy acceptance speech). I found that my students were much more confident and comfortable speaking when given permission to act like someone else. This activity was a hands-down favorite event for my eighth grade students. Those speaking and listening standards can be tough to master, and high school English activities like this helped us get there.

    15. Read, solve, and create murder mysteries

    Envelope with words murder mystery and papers
    Brooke Naumoff
    Envelope with words Do not open until after completing objective #2
    Brooke Naumoff

    My students in both middle and high school love true crime. I’ve created murder mystery activities for high school English that fit really well with literature units and that focus on making inferences, writing, and using textual evidence. Once the premise of the mystery is determined, students create their own case files, evidence, and clues for their classmates to solve. I’ve had them pull from bags of evidence, locations, and possible suspects to add another element of fun and challenge. It’s simple, but they really like pulling things from mystery bags. This activity is also an excellent support for students who struggle with finding a starting point.

    16. Read children’s books

    I know many high school and middle school teachers who use children’s literature in their classrooms to introduce literary devices. Inspired by Ludacris, I once rapped Llama Llama Red Pajama in my creative writing class before I had students write children’s books of their own. I am sure there is footage of this out there living sneakily on someone’s camera roll, but thankfully, it hasn’t surfaced. Need ideas? Here’s a list of famous children’s books for inspiration.

    17. Use magazine clippings for found poetry

    Magazine clippings pasted on paper to make a poem
    Brooke Naumoff

    Give students some scissors and a stack of magazines, newspapers, or books to look through. Have them cut out words and phrases they like and then arrange them into their own unique work of poetry.

    18. Perform plays

    Just this week, one of my sophomore students asked me what we were going to be reading next. We just finished 12 Angry Men. She said she wanted to do another play. Then, another student chimed in and agreed. Plays are appealing for many reasons. Plays allow us to study literature without having to tackle the entire length of a novel. Plays allow students to become characters and perform. Plays invite students to let out their inner thespian. My students take on roles and commit to them. 

    19. Pique interest by doing First Chapter Friday

    Row of popular books
    Brooke Naumoff

    It may seem uncomfortable reading aloud to your secondary students, but I am telling you, they still enjoy it! Read an exciting first chapter from books that you hope they pick up and read on their own. First Chapter Fridays are especially great activities for high school English if you have an expansive library of books for them to choose from.

    20. Have them create SNL-style satirical sketches

    Box of wigs and hats
    Brooke Naumoff

    When I teach my students satire and parody, I show them examples of school-appropriate satire. Then, we discuss why it is satire. After we get the hang of it, I have them write and perform them. I also happen to have a weird collection of wigs and costumes in my room that may help them get into character. Funny wigs are always an asset!

    21. Write a summary of what they are reading incorporating teen slang

    Crucible book next to sheet of paper with a teen slang version of the book printed on it.
    Brooke Naumoff

    My juniors are reading The Crucible and the language can be tricky for them. After a long weekend, I was worried they would forget what we read so I decided at 1 a.m. to write a Gen-Z summary of Acts 1 & 2. They may have called me cringey and told me to burn my paper but it made them laugh and they understood it so it was a W (as the kids say.) Afterwards, I thought it would be a fun assignment to have them write the same style of summary for Acts 3 & 4. It forces them to go through and truly understand the dynamic relationships in the play and how the events are unfolding. Then, they get to flex on everyone with a summary that slaps. 

    22. To build background knowledge, create fun stations

    High school English classroom set up with station activities.
    Brooke Naumoff

    At the beginning of a short story or a novel, give your students the background knowledge they need by setting up stations for them to visit. When I had planned for my students to read Cask of Amontillado by Edgar Allan Poe, we had some ground to cover before diving in. I set up stations that gave background information on who Poe was, what Carnival was, information about the Catacombs, vocabulary that they’d encounter and need to know, and finally questions that focused on heavy topics they’d see dealt with in the story.

    Some of these stations were videos they watched that were posted as QR codes, some were articles they had to read, and some were discussion questions they chatted about and then wrote down their consensus. To make it vibey, I added dollar-store battery-operated candles, scattered plastic skulls around, and turned down the lights with a spooky playlist playing.

    23. Get them talking and thinking by using anticipation guides

    Anticipation Guide worksheet on desk with blue pen.
    Brooke Naumoff

    An easy way to get your students excited about the next story you’re going to read is to have them complete an anticipation guide. This is a great way to preview the topics that will point to themes in the story they’re about to read. It’s also a great way to start some good discussions before getting into the text. They’ll have a better idea of what they’re supposed to be taking away from the literature if you guide them in a way that’s engaging before reading. My favorite anticipation guide is from The Most Dangerous Game. I teach at a school where hunting is very popular so when we go over the questions, I’ll have them sit or stand if they agree and then each side will share their explanations as to why they chose what they did. 

    24. To teach figurative language, create a weird grab bag

    White paper bag filled with objects to describe with personifcation.
    Brooke Naumoff

    When my students struggle with figurative language, I put them into groups of three or four. Then I throw weird things in a bag, and one member of their group chooses an object from the bag. Once they pull out their fake mouse or rubber duck or whatever item they’ve selected, they have to write a few sentences using personification that is inspired by the object they grab. Then, they choose their favorite sentence and write it on the board for the class to see. We’ll then go through everyone’s sentences to check to make sure we’re using personification correctly and to inspire creativity! If they can write incredible sentences using personification about an Expo Marker, they can definitely challenge themselves in their own writing. 

    25. For all the Swifties out there, analyze Taylor Swift

    Print out of Taylor Swift song lyrics with notes analyzing them.
    Brooke Naumoff

    Will there be haters? Yes. Be prepared to shut them down swiftly. In my poetry unit, we analyzed “All Too Well.” Taylor Swift is an incredible songwriter. Her songs are an English teacher’s dream. I’m sorry, I shouldn’t speak for all English teachers but any and all Swifty English teachers will agree. You can choose other music too! We’ve also analyzed Sam Cooke’s “A Change Is Gonna Come.” 

    If you liked these activities for high school English, check out these 10 Playful Tricks To Engage High School Students.

    Plus, sign up for our free newsletters to get all the latest teaching tips and ideas, straight to your inbox!

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    Brooke Naumoff

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  • This One Small Change Can Boost Student Collaboration in Math Class

    This One Small Change Can Boost Student Collaboration in Math Class

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    Excitement, engagement, collaboration. These are words a teacher might use to describe their ideal math lesson, but struggle to make a reality. TikTok user and math teacher Tim Brzezinski has managed to make this dream class come to life. The good news is, it’s not magic or wizardry. Tim is using research-based thinking classroom strategies that can be implemented in any math classroom at any grade level. Let’s see them in action.

    I was blown away by Tim’s students. The scene in his room was far from the orderly rows and note-taking that characterized my middle and high school math classes. In his room, every student was standing, participating, and taking turns writing on a variety of surfaces (including windows!). Looking and listening closely reveals each group in the video had a different approach to the problem. No one was mimicking a pre-taught strategy, and the discussion around their approaches was authentically varied. In other words, a teacher’s collaborative-learning dream. Are you curious about how to re-create this scene in your own middle or high school math classroom? Let’s dive into the key strategy Tim uses to create the space for high-level mathematical thinking. Plus, we’ll take a look at the smaller strategies he uses to keep his students moving forward.

    Vertical non-permanent surfaces

    Did you do a double take when you saw students writing on the windows? There’s actually a special term for this! Tim’s students were using what thinking classroom teachers refer to as vertical non-permanent surfaces. VNPSes are exactly what they sound like—any vertical surface that students can write on while standing and easily erase. Wondering why these two features make such a difference? Professor and author of “Building Thinking Classrooms in Mathematics” Peter Liljedahl has your answers.

    Liljedahl’s research spans 40+ classrooms over several decades and provides some convincing results. He found two key reasons shifting students to a standing position dramatically increases engagement. Students who are asked to work on vertical surfaces as opposed to horizontal whiteboards or paper took less time to initiate the task, spent more time on task, and showed increased participation of all group members. Liljedahl found this increase in engagement has to do with the anonymity students feel when stationed behind a desk. “Having students stand,” Liljedahl reports, “immediately takes away that sense of anonymity, and with it, the conscious and unconscious pull away from the tasks at hand. … When students are working on vertical whiteboards, they don’t feel unsafe. They just don’t feel safe to get off task.”

    Additionally, the “non-permanent” part of VNPS is also crucial. Making it easy to erase mistakes promotes academic risk-taking. Students are far more likely to attempt a novel strategy if they feel their mistakes won’t be on display.

    If that’s not enough to convince you to get your students out of their seats, there’s an additional benefit to the vertical aspect of these surfaces. It’s easy for students and teachers to look around and see how different groups approach a task when kids display their work on walls and windows. While this might create a concern over cheating or copying, Liljedahl’s work shows this is extremely rare, and it actually promotes a unique aspect of thinking classrooms: knowledge mobility.

    How they promote knowledge mobility

    Did you catch that one group in the TikTok had completed the initial problem, “how many ways can we arrange four people in a row?” This group had moved on to an extension task and were trying to figure out how many different ways they could arrange five people in a row. Thinking-classroom pedagogy recognizes that all student groups will work at different paces and will not be ready to move to a more challenging task at the same time. Because groups are working asynchronously, Tim is able to give the next piece of the task out as needed.

    This is where knowledge mobility comes in. If a group across the room completes the four-person portion of the task, the vertical nature of the work surfaces means they can look around and see what their classmates have moved on to tackling. This allows students to continue making progress without waiting for Tim to check in with their group. Students see their peers as a resource to keep them moving forward and are less reliant on their teacher to continue thinking.

    Pro tip: Color-code for marking work

    OK. So now you’ve got students working vertically, looking to other groups to get new ideas and extensions to the task. But the surfaces they’re working on are non-permanent, meaning they can be easily erased. Wouldn’t this erasability risk some critical pieces getting removed, disrupting the flow of knowledge between groups?

    In the middle of the video, you might have noticed Tim circling a portion of a group’s work in green marker. Following thinking-classroom protocol, green would be the “teacher color.” Work Tim wants his students to preserve would be outlined in green as a signal not to erase it. It also provides him with a visual record of the groups he has checked in with.

    In addition to preserving work for knowledge mobility, Tim ensures that problem-solving strategies he wants to highlight will be visible in student work. Following the conclusion of work time, Tim likely asked student groups to explain the approach they used in work he outlined. Alternatively, he could also ask groups to visit another work station and try to explain their peers’ approach to solving the problem by deciphering their work. Both approaches are mainstays in thinking classrooms and allow students to see one another as resources for learning.

    For more content like this, be sure to subscribe to our newsletters!

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    Amy Hetherington-Coy

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  • 125 Positive Words of Encouragement for Kids

    125 Positive Words of Encouragement for Kids

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    Every student needs to hear words of encouragement. Students believe what we tell them, so positive words can be a powerful tool for all students, not just those who are struggling. And what we say to kids helps them develop their internal “voice.” Research shows that kids who grow up hearing encouraging words have strong self-motivation and are less concerned with pleasing others. Using words of encouragement today helps kids’ self-confidence tomorrow.

    How To Use Encouraging Words

    Sometimes how you say something is as important as what you say. Use these three tips when using encouraging words for kids.

    Focus on Effort

    Kids need to know that they have influence over outcomes in their lives. This builds their growth mindset and helps them develop the persistence they need to tackle challenges.

    Be Specific

    General encouragement (good job, that’s great) doesn’t give students any information that they need to understand what they are doing that’s good and how they can get better. Add statements that tell the student what you appreciate, like “You are being so creative” or “I love how you stuck with that problem.”

    Avoid Overpraising

    Praise can be too much of a good thing. If a child hears too much praise, or too much praise that is general and not related to what they are doing, it can lose the effect you want it to have. And when children are overpraised, they may think they don’t have to try anymore.

    Words of Encouragement for Everyone

    • You make me smile.
    • I love having you in my class.
    • Your choices matter.
    • Your opinion matters.
    • You are an important member of this class.
    • I am proud of you.
    • I know you can handle it.
    • You are creative.
    • Trust your instincts.
    • Your ideas are valuable.
    • You are capable.
    • You are deserving.
    You are deserving.
    • You are strong.
    • You make a difference.
    • Your words matter.
    • Your actions make a difference.
    • Your feelings matter.
    • You are a good friend.
    • You are kind.
    • You can change your mind.
    • You can learn from your mistakes.
    You can learn from your mistakes.
    • I believe in you.
    • You are interesting.
    • You are valuable.
    • You are important.

    Words of Encouragement When Students Are Working

    • You can do anything when you put your mind to it.
    • I’m excited to see you learn something new.
    • Keep up the good work—it shows.
    Keep up the good work—it shows.
    • Look how your hard work has paid off.
    • Don’t be afraid to try something new.
    • Your ______ is improving because you are not giving up.
    • I can see your practice is paying off.
    • I appreciate your ______ [insert skill they are working on].
    • You are putting a lot of hard work into this project.
    You are putting a lot of hard work into this project.
    • I noticed that you ______ [skill they are working on] better today than yesterday.
    • You are really giving this task your all. I’m impressed!
    • You are using your time really well.

    Words of Encouragement for Students Who Are Struggling

    • Nobody is perfect, and that’s OK.
    • That was a hard assignment, but I know you can improve.
    • Everyone makes mistakes, but you can learn from them.
    Everyone makes mistakes, but you can learn from them.
    • I believe in you.
    • I believe you can do ______.
    • I am happy you asked for help when you needed it.
    • Take a break if you need it, and then go back to it with fresh eyes.
    • Mistakes prove that you are trying.
    • If you need help, remember I am here for you.
    • I’m proud of how you handled this challenge.
    • Everyone feels overwhelmed at some point. It doesn’t mean you are weak or a failure.
    Everyone feels overwhelmed at some point. It doesn’t mean you are weak or a failure.
    • I’m so proud of you for trying so hard.
    • No matter what happens, I’m proud of you.
    • You’ve made me think about ______ in a new way.

    Words of Encouragement for Students Who Are Having a Bad Day

    • Your day might have been bad, but that is not a reflection of you.
    • Today was a tough day. Let’s make tomorrow better.
    • Even when you have a bad day, I still like you.
    • I’m here to help you.
    • You’re not alone in this.
    • We all have bad days. Tell me about yours.
    We all have bad days. Tell me about yours.
    • You did a great job handling a really hard day.
    • If you tell me about your bad day, I can help you think about how to approach it in the future.
    • I understand what you are going through and I know you can do it.
    • Remember this is just one day out of your whole life.
    • Tomorrow things will look so much better.
    • Everyone has bad days, and it’s OK to feel that way.
    Everyone has bad days, and it's OK to feel that way.
    • You can learn so much from making mistakes.
    • Whenever you have a bad day, know that I am here for you.
    • I am really proud of how you handled this difficult day.

    Words of Encouragement for Older Students

    • You have a unique sense of style.
    You have a unique sense of style.
    • You are quite wise and mature, even at your age.
    • You brought a positive change in my life.
    • ______ is the best thing about you.
    • Thanks for making me laugh!
    • You make me proud.
    • You have a strong and powerful voice.
    • You are a good leader.
    You are a good leader.
    • You’re such an original! I love your ______.
    • Thank you for ______ [task they completed, fact they told you, etc.].
    • I really like that you ______. It shows me that you are [kind, capable, interested].
    • You are such an interesting person. I love that you ______.

    Words of Encouragement Before a Competition, Test, or Performance

    • You will do amazingly well. Just keep going!
    • You’ve put in the work, now it’s time to apply it.
    • You are someone who does not give up.
    • Your effort is what’s important, not the grade at the end.
    Your effort is what’s important, not the grade at the end.
    • You’ve got this.
    • No matter what happens, I’m proud of you.
    • Take a deep breath. You are prepared for this.
    • Take your time and do your best.
    • I know you’ll try your hardest.
    • You’ve worked really hard and are prepared for this.
    • A test score is a grade, it’s not who you are.
    • A game win is one game, it’s not who you are.
    • You are ready for this.
    • You’re part of a team. You’ll work together.
    • Get out there and show the other team what hard work looks like.
    Get out there and show the other team what hard work looks like.
    • Your training is paying off.
    • You’re already a winner for your hard work.
    • I admire your determination.

    Words of Encouragement for Students Who Are Facing a Problem

    • It may seem like there is no solution, but every solution was once someone’s problem.
    • You’re the only one who can decide how this story ends.
    • If a door of opportunity opens for you, you have to decide to go through it.
    If a door of opportunity opens for you, you have to decide to go through it.
    • Making mistakes gets you closer to your goals.
    • Don’t let chance decide how you are going to achieve your goals. 
    • What you are capable of doing right now is much more than you may think.
    • If you make a mistake, it means you tried, and that’s more than many people can say.
    • Nobody can do everything they want to do, but right now, in this moment, you can do anything you want to do.
    Nobody can do everything they want to do, but right now, in this moment, you can do anything you want to do.
    • Nobody is perfect. If you don’t like something you’ve done, delete it and move on.

    Words of Encouragement To Inspire Kids

    • Keep coming up with those creative ideas of yours.
    • I love hearing about your ideas.
    • You are never afraid to try something new.
    • You are really improving at _____. That’s because you didn’t give up when it was tough.
    • You have a big imagination!
    You have a big imagination!
    • I can’t wait to see what you come up with next.
    • I’d love to see your next [story, artwork].

    More Words of Encouragement

    Anyone can be the same as everyone else. It is courageous to be yourself.
    • Don’t be embarrassed to stand out. That’s what makes you special.
    • I’ve seen how you approach problems. You always think them through. I’m sure you will make a good choice.
    • You can trust your instincts. You have a good sense of right and wrong.
    • You cannot control other people, but you can control how they make you feel.
    • Sometimes the most important thing is to be a good friend.
    Sometimes the most important thing is to be a good friend.
    • Celebrate what makes you different—it’s what makes you you.
    • Don’t follow the crowd, lead it.
    • If everyone was the same, the world would be very boring.

    Plus, get this 25 Things To Say Instead of “Good Job” poster.

    What are your favorite words of encouragement for students? Come share in our We Are Teachers HELPLINE group!

    Words of encouragement make all the difference to kids. Here are phrases you can use to encourage and inspire your students.

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    Samantha Cleaver

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  • 15 Clever Yo-Yo Tricks for All Skill Levels

    15 Clever Yo-Yo Tricks for All Skill Levels

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    Regardless of your age, everyone probably remembers receiving a yo-yo as a gift at some point in their childhood. You might picture the classic red plastic Duncan yo-yo, but there are also wooden and even aluminum options, and they come in a variety of designs too. Some yo-yos are best for beginners while others like this Green Merlin professional responsive trick yo-yo are best handled by more advanced yo-yo masters. Ready to get started? We’ve rounded up the best yo-yo tricks for all skill levels!

    Jump to:

    Benefits of Learning Yo-Yo Tricks

    Yo-yos have a vast history, likely originating in ancient Greece or perhaps even earlier in China. They didn’t take hold in the United States until the mid-nineteenth century. Duncan’s version of the yo-yo was even inducted into the Strong National Museum of Play. Besides being fun, yo-yos have plenty of educational benefits too, such as:

    • Builds social skills
    • Teaches perseverance
    • Develops presentation skills
    • Enhances creativity
    • Builds confidence
    • Improves fine motor skills
    • Improves hand-eye coordination

    Beginner Yo-Yo Throws

    1. Breakaway

    1. Begin by holding the yo-yo in your hand and bending your arm as if you are showing off a muscle.
    2. Swing your arm while releasing the yo-yo and bringing your elbow down quickly. This should make the yo-yo move out and down.
    3. Swing the yo-yo in front, opposite your body, and then let it hang midair at the end of the string for less than a second. As the yo-yo slows down, pull on the string and draw the yo-yo back to you.

    2. Sleeper Throw

    This throw is a jumping-off point for many yo-yo tricks.

    1. To begin, hold your yo-yo hand out in front of you with your palm facing upward.
    2. Using a whipping motion, grab the yo-yo and flick it sharply toward the ground. This should cause the yo-yo to stay down spinning at the end of the string.
    3. While the yo-yo is spinning, turn your yo-yo hand over with the palm facing down. With the correct tension, the yo-yo should spin at the end for a few seconds.
    4. Give the string a quick jerk that results in the yo-yo returning quickly to your hand.

    Tip: Make sure the string comes off toward the top and front of the yo-yo.

    Easy Yo-Yo Tricks

    3. Walk the Dog

    1. Throw a fast sleeper.
    2. Swing the yo-yo forward slightly, letting it touch the ground lightly. Let the yo-yo’s spinning motion gently pull it across the floor.
    3. Give the yo-yo a slight tug before the yo-yo stops spinning so the doggie will come back to your hand.

    4. Gravity Pull

    When you think of playing with a yo-yo, you probably think about this classic trick.

    1. Begin by holding the yo-yo in your yo-yo hand in front of you. Your palm should be down just above your waist.
    2. Open your hand and release the yo-yo toward the ground.
    3. Right when the yo-yo reaches the end of it’s unwinding, just before it hits the floor, give it a firm upward jerk.

    This video includes three yo-yo tricks that are easy enough for beginners. Below are descriptions of the tricks along with the times in the video when the tutorial for each starts and ends.

    5. The Pinwheel (0:23 – 0:45)

    1. Throw the yo-yo in a fast sleeper.
    2. Grab the string about two-thirds of the way down using the thumb and middle finger of your free hand.
    3. Move the free hand up and to the side away from your body while simultaneously moving your hand that is holding the yo-yo down.
    4. Swing the yo-yo in several pinwheel circles.
    5. Finally, finish the final turn by throwing the yo-yo forward and up while releasing the string with both hands. Catch the yo-yo in your hand, palm facing upward.

    6. Brain Twister (0:46 – 1:05)

    1. Throw a very fast sleeper and then take your index finger on your free hand and push it forward into the string.
    2. Bring your yo-yo hand down and then thread the string into the notch of the yo-yo, creating a double string.
    3. Pull the double string upward and toward you using your yo-yo finger. Then, take your free hand and push it forward and down. This should leave the yo-yo moving upward and then quickly swinging away from you.
    4. Move your yo-yo hand toward you while also pushing your other index finger out in front of you. This will result in the yo-yo’s spinning direction reversing.  

    7. Rock the Cradle (1:06 – 1:24)

    1. Begin with a sleeper. While the yo-yo is spinning, put your free hand halfway down the string. Be sure to keep your palm facing toward your body with the string between your body and hand.
    2. Next, take the yo-yo hand and grab the string about 3 inches above the yo-yo by moving it forward and down.
    3. Then, put the yo-yo hand back above your free hand, moving away from the body and up.
    4. Finally, move your free hand palm down with your fingers pointing forward, creating the cradle. Rock the yo-yo back and forth with your yo-yo hand.

    8. Elevator

    1. Throw a nice hard sleeper.
    2. Push right into the string.
    3. Lift the yo-yo up and you want to put it on the string just above your yo-yo finger.
    4. Finally, make the yo-yo climb the string by pulling your hands apart.

    9. Around the Corner

    1. First, throw a hard sleeper.
    2. Then, swing the string of the yo-yo behind the upper part of your yo-yo arm. The yo-yo should hang behind you over your yo-yo arm, just above the elbow.
    3. Next, reach your yo-yo hand down and grab the string right above the spinning yo-yo with the thumb and index fingers of your yo-yo hand.
    4. Quickly jerk the yo-yo upward. It should go up over the top of your arm as it winds up.
    5. The yo-yo should continue downward toward the ground before you retrieve it as if you are doing a gravity trick.
    6. Finally, while the yo-yo is spinning quickly, tug the string and bring the yo-yo home.

    10. Man on the Flying Trapeze

    1. Begin with a side mount.
    2. Once the yo-yo is mounted on the string, your goal is to have three even lengths of string before you as it wraps back and forth.
    3. With your hands close together, swing the yo-yo back and forth to create the trapeze.

    Tips: You can try throwing a breakaway into a side mount to create more strength. Also, be sure you’re landing the side mount close to your non-dominant finger for better aim.

    11. Double or Nothing

    This trick uses a move and a trick that you have already learned earlier on our list—the breakaway and the trapeze.

    1. Begin with a breakaway, letting the yo-yo swing over to your free hand.
    2. Let the index finger of your free hand go into the path of the string and then let the yo-yo swing around it. Let the yo-yo continue upward from there.
    3. Once it comes around, give it a bit of string by moving your hands closer together.
    4. Once it reaches the other side, let it continue around your throw-hand index finger without giving it anymore slack.
    5. Let the yo-yo go back up again and then once more around the index finger of your free hand.
    6. Eventually it should land on the string in a small trapeze.

    12. Eiffel Tower

    1. Begin by making an L with your yo-yo hand. The string should be over your thumb.
    2. Make a slingshot by grabbing the string with your free hand and pulling it backward toward you.
    3. Put your free hand through the loop you’ve created in step 2.
    4. Then, pinch the string coming off the yo-yo between the middle and ring fingers of your free hand.
    5. Next, pull that one single string through the loop.
    6. Then, keep your yo-yo hand in an L formation as you take that hand and move it down and toward yourself.
    7. Once you’ve moved your yo-yo hand as outlined in step 6, take the pointer and middle finger of the yo-yo hand and pinch the string.
    8. Finally, turn it to actually display the Eiffel Tower shape.

    13. Three-Leaf Clover Trick

    1. First, throw a vertical loop up and above your head.
    2. Then, as the yo-yo comes back to you, send it out straight in front of you.
    3. Next, as the yo-yo comes back, send it out again, this time angling it down toward the throw.
    4. Finally, catch it as it comes back up.

    This video includes two yo-yo tricks that are a bit more difficult than some of the others on our list. Word of warning: You’ll want to be wearing just the right pants for these tricks! They may look easy, but they are trickier than they appear. Below are descriptions of the tricks along with the times in the video when the tutorial for each starts and ends.

    14. Dog Bite (0:50 – 1:17)

    1. Start by throwing a fast sleeper.
    2. Then, with your feet spread wide apart, swing the yo-yo between your legs below the knee.
    3. Finally, jerk the string so that the yo-yo sticks to the fabric of the underside of your pants, essentially biting your leg.

    15. Bank Deposit (1:21 – 1:53)

    1. Before beginning, pull your left pant pocket open widely.
    2. Then, throw a hard sleeper, propelling the yo-yo between your legs.
    3. Finally, shoot for getting the yo-yo to swing around your leg and into your pant pocket.

    Looking for ways to add more magic in the classroom? Try these 25 Easy Magic Tricks That Will Amaze and Surprise Everyone.

    Plus, get all the latest teaching tips and tricks by signing up for our newsletters!

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    Kristy Zamagni-Twomey

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  • This Teacher Was Funding Her School’s Treasured Coffee Cart Herself

    This Teacher Was Funding Her School’s Treasured Coffee Cart Herself

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    Listen. We love a story about a fabulous teacher. Even better is when that story involves coffee. And when snacks get involved? Come on, now.

    Chelsea Anderson-Ball, an assistant principal at Prairie Winds Middle School in Mankato, Minnesota, posted in our Principal Life Facebook group about how a local company recognized an exceptionally dedicated teacher on her staff. Check out the sweet story below:

    Source: Facebook
    Source: Facebook

    Of course, we wanted to know more about how this all went down! Gratefully, Chelsea was willing to give us the scoop.

    Tell us a little bit about your school. How long have you been a principal there?

    I have been an assistant principal at Prairie Winds Middle School since last year and was the dean prior to that. This is my fourth total year in the Mankato Area Public School District.

    What can you tell us about this special teacher?

    Kristin Edwards is the textbook example of a teacher that will do anything for her students. She has been at Prairie Winds as a Life Skills teacher since 2019 and not only provides the academic components that her students need, but the nurturing, understanding, and creativity that it takes to ensure students that are primarily in her classroom throughout the day still feel included and known throughout the building. Outside of her own classroom, she is also a huge advocate for each and every one of our Prairie Winds students. She serves as a member of our PBIS team, is integral in the success of the athletic concession stands from which the funds are used to keep our student PBIS store going, and is routinely popping in with new ideas and ways that she can envision her students being involved in our everyday activities or special events. 

    How did this idea start?

    Kristin was searching for a way to help her students feel more integrated into the school community while also building their communication, task management, and real-life money math skills while practicing routine. Cups of Kindness, or as it’s more commonly known in our building, “Coffee cart!” meets each of those needs. While the cart started in a few places within the building, it’s grown to be building-wide (and we have a huge building!). As one of two administrators in a building with just under 1,000 students, we are BUSY! Although we try to get to all areas of the building to greet students and check in on classrooms, it’s rare we make it into places that do not have a behavior concern popping up. Because Kristin’s room runs smoothly, we are not in the Life Skills classroom often.

    However, with the coffee cart, I now get to see Kristin’s students every day. For the first time since starting at PWMS, I not only see her students, but I get a chance to have actual conversations, see their excitement to be out and about, and check in on the amazing paraprofessional team that helps Kristin and her students keep the cart going. 

    How has Cups of Kindness positively impacted your school?

    Cups of Kindness is quite literally the cart that brings sunshine and energy into every wing of the building, every day. The students come in to help prepare the cart (restock, organize, etc.). They then take turns rolling the cart throughout all of our wings along with one or two of the paraprofessionals from their team. The cart comes around every single day! This past week, the cart made a special visit to our Veterans Day Ceremony, where veteran and community guests could grab coffee on their way in. They also brought the cart personally to the ROTC battalion of soldiers that were there to post and retrieve the flags.

    How did Heavenly Hunks get involved?

    Heavenly Hunks is owned by a Minnesota local named Casey Webber. Casey has been a silent supporter of Prairie Winds Middle School families for the past several years. He has anonymously donated money for families facing homelessness to be housed in local hotels until apartments are available, sponsored Christmas presents for multiple families for multiple years, and sent money for grocery orders to be sent to families facing food insecurity—there’s no other way to say it than that Casey Webber has used his successes to spread comfort, joy, and support to those that need it most, in some of their deepest moments of crisis, and all while asking for zero recognition and complete anonymity. He is one of the most pure human beings that I know.

    Late this summer he reached out and asked what Heavenly Hunks could do, specifically for teachers in Mankato, Minnesota. He has several employees that live in our area and wanted to make a local impact. Who in our building needed something that he could support? My mind immediately went to Kristin and the coffee cart. Casey and his team were immediately on board once they heard about the purpose of the cart. They gave Kristin an unlimited budget and complete freedom in the design of the cart. 

    While Kristin knew about the cart itself, she didn’t know that Casey wanted to stock the cart top to bottom with all new gear, nor that he is going to finance everything that the cart needs to run for the next two years. It was important that Kristin be involved in the design of the cart, because she knows the physical needs of her students best, but we wanted to keep the financial support a surprise.

    Was the cart reveal a surprise? Tell us everything!

    The cart reveal was the BEST surprise we have ever pulled off and it was a full-team effort. The cart took a few months to build, because it had custom features for the safety of Kristin’s students. The longer it took for the cart to arrive, the better, because I think somewhere deep down, Kristin expected the new cart was too good to be true, and that she hadn’t heard anything because the idea had fizzled out. It was in full gear, behind her back!

    A huge thank-you to Kristin, Chelsea, Casey, and everyone else who had a hand in this sweet story.

    P.S. Check out Heavenly Hunks on their website or on Instagram!

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    Kelly Treleaven

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  • Teachers and Parents: Stop Telling Kids You’re Bad at Math

    Teachers and Parents: Stop Telling Kids You’re Bad at Math

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    In fourth grade, I struggled with subtraction. But instead of branding me as “bad at math” or saying, “You must have more of a language arts brain,” my teacher’s patience and belief in me changed everything.

    By fifth grade, thanks to dedicated teachers, I was acing every math assignment. I would later major in mathematics and teach eighth grade math, and I now use econometrics in research. My journey was shaped by mentors who believed in me and were careful in the way they spoke about my abilities.

    But is everyone this lucky? Not by a long shot.

    What it sounds like

    Part of why this situation is so tricky is because adults make comments about how hard math is with good intentions. They don’t sound mean. Sometimes they’re delivered with a humorous, self-deprecating tone. Other times it’s an effort to make a child feel better or validate their feelings. And sometimes, they might not even be talking to kids—just making a comment within earshot to another adult.

    Here are some examples.

    • “Oh, I only gave you a 20? Sorry! I’m so bad at math.”
    • “I’m just not a math person.”
    • “Sorry, kids—looks like I numbered your tests wrong. Just another reason why I’m not a math teacher!”
    • “[Child] has so many gifts. Math just isn’t one of them.”
    • “I stopped being able to help her with her math homework in, like, second grade.”
    • “The left brain is more logic while right brain is more creativity. You’re more right-brained, which is why math is harder for you.” (Not true, by the way.)
    • “My husband is great at math, and I’m not. [Child] must take after me.”

    When we say we’re bad at math, it might feel true—like we’re simply acknowledging the reality that we can’t be equally skilled at everything. But there’s a difference between saying, “We all find certain skills easier to learn than others,” and “I am inherently lacking skills related to an entire field of study.”

    Interestingly, when I ask adults who say they’re bad at math if they’ve always felt this way, the answer is almost always no. They felt capable in math until it got harder in junior high and they were too embarrassed to ask for help. Or they liked math until a teacher or parent made them feel like it wasn’t their “thing.” Yikes!

    Why this hurts

    All humans have beliefs about themselves that can change the way we handle difficult tasks, and psychologists refer to these as “entity theories.” This study in particular had girls and boys playing a matching game. After an initial round, some children were told that the other gender was really good at that game (so girls heard that boys were more competent, and boys heard that girls were more competent). Then, each child went on to play another, more difficult round.

    Here’s the thing. The kids who were told that the other gender was better? Their scores dropped by an average of 12.8%. The scores of the kids who weren’t told anything dropped by only 2.8%.

    Another study finds evidence of this impact on students, too; here is another study that finds adult statements impact student performance, and another study with similar findings.

    These findings go beyond relationships or correlations—these findings are causal. In other words, these experiments are set up to point directly back to the effect of adults’ words on children. Even if the adults making the statements had good intentions, those good intentions don’t matter when the impact is negative.

    Who this hurts

    From the study above, we know that entity theories aren’t good for kids. But when it comes to math in particular, negative comments hurt girls more than boys.

    Educators and parents have to be careful with what they say about math in front of girls. In the studies cited above, the effects were exacerbated more for females compared to males. Girls tend to have lower self-beliefs about their mathematics abilities compared to boys. A girl who hears women mindlessly touting they are bad at math—no matter how casually or jokingly—could internalize the message as, “Wow, the women I look up to keep saying they are bad at math. This must be true for me, too.”

    What to say instead

    So maybe you’ve read this and you thought, “Rats, I’ve said that before, but I didn’t mean it to be so detrimental. What can I do now?”

    When a student is struggling with math, here are some ways to respond:

    • Validate their feelings (without creating an entity theory). “I hear you. Learning any new skill can feel hard at first. But that’s not a permanent feeling.”
    • Teach students about growth mindset. “None of our abilities are set in stone. When we lean in to struggle, we’re expanding those skills.”
    • Normalize failure. “We have to mess up in order to learn. The biggest minds in math—or any field—had to get very comfortable with getting the answers wrong first.”
    • Encourage perseverance. “I know you can do this. And I’m here to help every step of the way.”
    • Offer perspective and connection. “Math is about numbers—but it’s also about pushing through discomfort until you figure something out. What other skills are like that?”
    • Demystify “hard.” “I believe you that solving systems of equations feels hard right now. You know what feels super challenging to me? [Insert relevant skill you know they excel at]. What advice would you give me?”
    • Emphasize hard work and learning over performance. “Grades and test scores are just one measurement for learning. Let’s talk about some of the other ways I measure success.”

    Our beliefs about ourselves are shaped by the voices we hear, especially during our formative years. As educators, parents, and role models, we hold a responsibility in modeling these beliefs. Let’s champion a narrative where challenges are embraced as opportunities for growth, where the process of learning is celebrated more than the outcome, and where every child believes in their math potential. As I would tell my students: Learning math is not just about numbers but the stories we tell ourselves about our capabilities, perseverance, and power to overcome.

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    Sarah Morris

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  • 50 Differentiated Instruction Strategies Every Teacher Can Use

    50 Differentiated Instruction Strategies Every Teacher Can Use

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    As a teacher, you already know that every student in your classroom is different. They have their own personalities, their own likes and dislikes, and their own ways of learning best. That’s why differentiated instruction strategies are so important. They give every kid a chance to succeed by adapting the learning to fit their needs. Add these examples of differentiated instruction strategies to your teacher toolkit so you can pull them out and use them as needed.

    What is differentiated instruction?

    Differentiated instruction (DI) means tailoring your teaching so all students, regardless of their ability, can learn the classroom material. During the 1990s, Carol Ann Tomlinson introduced the concept of differentiation, and it quickly gained traction. She identified four elements (content, process, product, and learning environment) that teachers could customize in their classrooms. Her work opened the door to a wide array of differentiation approaches and techniques.

    So, what does this mean for teachers? Are you expected to create an individualized lesson plan for every student in your classroom? Fortunately, that’s not necessary. What you do need to do is ensure your lesson plans include a variety of activities, and provide options when students need them. Tomlinson recommends teachers consider how they can customize their teaching in four different areas: content, process, product, and learning environment. The differentiated instruction strategies and examples below all fit into one or more of these categories.

    Learn much more about the details of this concept here: What Is Differentiated Instruction?

    General Differentiated Instruction Strategies

    You can use these DI strategies in almost any classroom or learning environment. For each, we’ve indicated which differentiated instruction areas apply (content, process, product, or learning environment).

    Stoplight system

    The Ardent Teacher

    An important part of using differentiated instruction strategies is knowing when they’re needed in the first place. Try an easy way to check for understanding by giving students a nonverbal way to show where they are. Green means they’re good to go, yellow means they’re struggling, and red means they’re stuck entirely. Try this with sticky notes, folded desk tents, colored cups, and more. (DI Area: Process)

    Learn more: Stoplight System at the Ardent Teacher

    Pre-teaching

    Getting ready to tackle a really tough topic? Try pre-teaching a smaller group of students first. This gives you a chance to try out your lesson plan, plus it creates a built-in group of “experts” to help you out when the whole class is learning. Use this strategy regularly, but switch up the student experts. Teaching others helps kids learn too. (DI Area: Process)

    Learn more: Pre-Teaching at 3-Star Learning Experiences

    Cooperative learning structures

    Cooperative learning describes a strategy where students work together in small groups under supervision to accomplish a goal. These groups are carefully constructed based on student needs, abilities, and learning styles. It means knowing your students well, but once you do, you can put these groups together quickly depending on your current activity. (DI Area: Process)

    Learn more: Top 10 Cooperative Learning Structures at Continually Learning

    Projects with choices

    When you offer choices, students feel more comfortable with the assignment. Plus, they often get a sense of ownership—being allowed to pick and choose encourages kids to take responsibility for their choices. To make this work, determine what goals all students need to achieve. Then, let them come up with ways to demonstrate those goals, or give them a few options that appeal to different types of learners. (DI Area: Product)

    Learn more: How I Use Choice Boards To Increase Student Engagement at We Are Teachers

    Self-paced learning

    One of the best things technology has given us is a better ability to use self-paced learning in and out of the classroom. When you use computer programs and games, kids can advance at the pace that makes sense to them. Of course, you’ll need to ensure students stay on task when they’re working independently. Also, remember that a computer program may only have the ability to explain things one way, so be ready to step in and give kids information in other ways when needed. (DI Area: Product)

    Learn more: How To Create a Self-Paced Classroom at Cult of Pedagogy

    Color coding

    Writing worksheet with different parts highlighted in different colors (Differentiated Instruction Strategies)
    We Are Teachers

    One of the best differentiated instruction strategies is color coding. It can work in all sorts of classroom applications, including organization and routines. But you can apply it to learning strategies too. Color helps kids see things more clearly, especially when the subject is complex. (DI Area: Process)

    Learn more: Color-Coding in the Classroom

    Small groups

    Elementary teachers have been using small reading groups as a differentiated instruction strategy for years. Really, they work in any subject, offering teachers a chance to get more face time with their students. You can group students by skill level, but that’s not necessarily the best way to help learners. Consider grouping by learning styles instead, so you can tailor a lesson’s delivery specifically for those styles. (DI Area: Learning Environment)

    Learn more: Small Group Instruction Strategies and Tips for Success

    Student-led lessons

    Assign students a topic or let them pick their own, then ask them each to become an expert and plan a lesson to share with the class. This goes beyond just giving a presentation. Encourage them to think of creative ways to share the information, planning interactive activities they themselves would like to do in the classroom. You’re bound to get a lot of new teaching strategies yourself! (DI Area: Process)

    Learn more: Student-Led Lessons Rather Than Student Presentations at Faculty Focus

    Question wait time

    This one is all about teacher patience. When you ask your class a question, don’t immediately call on the first person to raise their hand. Instead, wait a few more seconds, and call on someone whose hand came up a little later. This allows slower, more thorough thinkers a chance to get their ideas heard too. (DI Area: Process)

    Learn more: Wait Time: Making Space for Authentic Learning at Kent State University

    Classroom environment

    When you’re reading a book, what’s your favorite position? Curled up on the couch with a pillow under your head? Stretched out on your stomach on your bed? Sitting upright at a table with a cup of tea? Can you handle background noise like music, or do you prefer it to be completely silent? Your students’ choices would be just as varied as your own. Whenever you can, allow them to sit, stand, or even stretch out. Help them control distractions with noise-cancelling headphones, or let them listen to music with earbuds if it helps them concentrate. (DI Area: Learning Environment)

    Learn more: 8 Types of Learning Spaces to Include in Your Classroom

    Anchor charts

    Collage of anchor charts (Differentiated Instruction Strategies)
    2ndgradeponderings.blogspot.com / teachertrap.com

    Good news! Those anchor charts hanging all over your walls are a popular differentiation strategy. They help visual learners succeed, giving them strong images to relate to key skills and topics. You don’t need to be an artist to make great charts, but the more color, the better. (DI Area: Process)

    Learn more: Anchor Charts 101

    Co-teaching

    Just as students have different learning styles, teachers have different instructional styles as well. Use this to your advantage! You don’t necessarily need to co-teach full-time. Work as a team with your fellow teachers to learn what their styles are like, and consider switching things up from time to time by trading duties for certain lessons or subjects. (DI Area: Process)

    Learn more: 8 Things Successful Co-Teachers Do

    Peer buddy program

    Pairing students of varying levels as buddies benefits all kids. Some schools pair those with disabilities with a buddy to help them as needed. Others pair older students with younger ones. Whatever you choose, plan your program carefully and monitor pairings to ensure they’re working out. (DI Areas: Process, Learning Environment)

    Learn more: A Win/Win for All Students: Expert Q&A on Peer Buddy Programs at Brookes Blog

    Must-dos and may-dos

    Not all students need extra time; in fact, some finish everything up too quickly! That’s where the ability to provide enrichment activities comes in handy. For any lesson, be prepared with “must-do” and “may-do” activities. This helps kids prioritize the most important items and gives fast finishers meaningful work to do too. (DI Areas: Content, Process)

    Learn more: The Case for Must-Dos and May-Dos

    Multiple intelligences

    You don’t necessarily need to create multiple activities to cater to your students’ multiple intelligences. For example, if you’re reviewing a timeline of the American Civil War for an upcoming test, give each student an index card with a major event (e.g., Fredericksburg, Gettysburg, etc.), and while playing Civil War–era music, ask students to line up in front of the class to put the events in order. This single activity activates brain stimulation for six different learning styles:

    • Visual-spatial learners use a mental image of the lineup as a mnemonic device.
    • Kinesthetic learners get to move around and create a life-size timeline.
    • Interpersonal learners communicate with one another to decide where to stand in line.
    • Musical-rhythm learners benefit from the background music.
    • Logical-mathematical learners thrive on creating a chronological line.
    • Verbal-linguistic learners review notes and their textbooks during the activity.

    Learn more: Understanding Multiple Intelligences for the Classroom at ASCD

    Audiobooks

    Reading is a key skill, no doubt about it. But when a student struggles with it, it can often affect their learning in other areas too. Unless reading itself is key to the topic you’re presenting, consider letting students listen to an audiobook instead. This lets them focus on the content, rather than just the words and sentences. (DI Area: Process)

    Learn more: 10 Places Kids Can Listen to Free Audiobooks

    Pre-assessments

    Before you present a new topic, take a few minutes to find out what kids already know. Their responses might change how you decide to teach, especially if you find they’re lacking in prerequisite knowledge or already understand the new subject pretty well. Tip: Save time by checking out Kahoot! for pre-made quizzes on your topic. (DI Areas: Process, Product)

    Learn more: 6 Benefits of Pre-Assessment at Minds in Bloom

    Alternative assessments

    Written tests aren’t the only way to check for learning, as teachers well know. Alternative assessments provide ways to differentiate in your classroom by giving students multiple ways to show what they know. For students who struggle with writing, consider a discussion instead (unless you’re specifically working on writing skills). Instead of a traditional book report, have students turn the story into their own graphic novel. Find ways to help students shine! (DI Areas: Process, Content)

    Learn more: 25 Alternative Assessment Ideas

    Universal Design for Learning (UDL)

    UDL offers educators a way to reduce the need for differentiation strategies and scaffolding, by building curriculum and lessons that include multiple means of engagement, representation, and action and expression. Look for learning materials that use UDL to use in your classroom, or take the time to design your own lessons using the UDL principles. (DI Area: Multiple)

    Learn more: What Is UDL and How Do Teachers Make It Work in the Classroom?

    Accommodations

    An outside-of-the-box way to find more differentiated instruction strategies is to explore lists of the classroom accommodations used to created IEPs and 504 plans. These include terrific ways to differentiate, even when students don’t have specific written plans. You don’t need to be diagnosed with dyscalculia to benefit from using graph paper to line up your math problems. Typing is easier than handwriting for lots of people. Reviewing an example list can spark ideas for all of your students. (DI Area: Multiple)

    Learn more: 80+ IEP Accommodations Every Teacher Should Bookmark

    English Language Arts Differentiated Instruction Examples

    Screen shot of Newsela showing ability to change reading level (Differentiated Instruction Strategies)
    Newsela
    • Leveled Reading Materials: Leveled books have been around for a long time, but today teachers can also use leveled reading sites like Newsela. (DI Area: Content)
    • High-Low Books: High-interest, low-readability level books keep readers engrossed page after page, without leaving them feeling frustrated or bored. Find a list of our favorites here. (DI Area: Content)
    • Literacy Centers: Center work allows kids to go at their own pace and work privately, without feeling the need to keep up with others. Explore our big list of literacy center ideas here. (DI Areas: Process, Learning Environment)
    • Varied Spelling/Vocabulary Lists: Offer shorter or longer lists depending on aptitude, using more-advanced words to challenge kids who excel in this area. (DI Area: Content)
    • Book Report Options: Give students a variety of ways to report back on the book they’ve read, including written papers, presentations, posters, skits, and more. Find 40+ book report ideas here. (DI Area: Process)
    • Writing Tools: If handwriting is a challenge, explore options like special pencil grips or try one of these easy hacks. When handwriting isn’t the learning goal, offer kids options like oral responses or typing instead. (DI Areas: Process, Product)
    • Reading Spaces: Provide spaces in your classroom where students can get comfortable while they read. Vary the lighting, seating, and noise levels to create areas for different styles. See some of our favorite reading nooks here. (DI Area: Learning Environment)
    • Diverse Materials: Ensure your reading choices include diverse and multicultural characters, settings, and authors. (DI Area: Content)
    • Flexible Groups: Instead of leaving students in the same-leveled reading groups at all times, mix up your groupings by interest, readiness, or learning styles. (DI Area: Learning Environment)
    • Writing Conferences: Meet with students individually to identify strengths and challenges. Or try peer writing groups that partner stronger writers with those who need more help. (DI Areas: Process, Learning Environment)

    Math Differentiated Instruction Examples

    Child writing a dollar amount next to a pile of coin math manipulatives
    We Are Teachers
    • Manipulatives: These aren’t just for little kids! Make math manipulatives available to older students too, to help those who benefit from kinesthetic learning. (DI Area: Process)
    • Evens or Odds: When giving homework assignments or practice worksheets, give students who need extra time the option to complete only the even or odd questions. This gives them effective practice but keeps them motivated. (DI Areas: Content, Process)
    • Math Centers: Just like literacy centers, math centers let kids choose their pace and learning process. Try these 10 activities for secondary math centers. (DI Areas: Learning Environment, Process)
    • Small Groups: After teaching a concept, put kids in small groups to tackle practice problems together. Many times, students will show each other new ways of learning that teachers might not think of. (DI Areas: Learning Environment, Process)
    • Open-Ended Questions: Students think of math as having one cut-and-dried answer, but you can encourage more creative thinking with broader questions. Learn more from My Teaching Cupboard. (DI Areas: Process, Product)
    • Math Books: We’re not talking about textbooks. Use storybooks with a math theme to engage reluctant learners. (DI Area: Process)
    • Assessment Options: Give students different ways to demonstrate their knowledge, whether it’s answering flash cards out loud, writing an explanation of their solution methods, or drawing pictures to explain their thinking. (DI Areas: Product, Process)
    • Real-Life Math: Whenever possible, use real examples to show kids why math matters. Money activities can be especially effective in engaging students. (DI Area: Process)
    • Active Math Games: Many students learn best when their bodies are involved. Use active math games to engage students on a variety of levels. (DI Area: Process)
    • Pre-Teach Vocabulary: This may be especially important for ESL speakers. Ensure they know specialized terms (e.g., shape names) before tackling math concepts. (DI Area: Process)

    Science and Social Studies Differentiated Instruction Examples

    A variety of graphic organizers with pens and a clipboard
    @thecomfortableclassroom via Instagram
    • Graphic Organizers: This note-taking method encourages students to organize information visually. Kids might draw pictures or diagrams instead of writing words—whatever works for them. Learn about graphic organizers here. (DI Area: Process)
    • Audiobooks and Videos: Reading is an important skill, but it can hold students back in other subjects. Give kids the option to use audiobooks or videos that cover the same content. This is also helpful for different learning styles. (DI Area: Process)
    • Project Choices: Let students choose from different options to demonstrate their knowledge on a subject. They might write a paper, perform a skit, create a picture book, draw a poster, give a presentation, or more. (DI Area: Product, Process)
    • Diverse Materials: Use videos with diverse presenters, read books or articles by diverse authors, and explore stories of many cultures. (DI Areas: Learning Environment, Content)
    • Pre-Teach Vocabulary and Concepts: Just as in math, it’s important to ensure all students are on the same basic page before you begin instruction. Pre-assessments can help you learn which vocabulary terms or foundational concepts some (or all) students need reinforced. (DI Area: Process)

    Examples of Special Education Differentiated Instruction Strategies

    Note: Special education students usually have Individualized Education Plans (IEP), with a variety of required accommodations and modifications. Always be sure to follow a student’s IEP requirements and recommendations. Learn more about special education here.

    • Time or Workload Modifications: Reduce the amount of work expected from a student, or increase the amount of time they have to complete it. The use of “evens and odds” for math worksheets is a good example of differentiated instruction for special ed students. (DI Areas: Product, Assessment)
    • Scaffolding: Provide support for students by breaking down learning into manageable chunks. Find multiple ways to scaffold instruction here. (DI Area: Process)
    • Tailored Learning Spaces: Some students need complete silence while they learn; others prefer background noise. Headphones can be a solution for both. Explore small environmental changes you can make to differentiate learning for all students. (DI Area: Learning Environment)
    • Routines: Special education students often benefit from established routines. Keep their learning schedule the same each day, and use proven instruction methods that they know and are comfortable with. (DI Area: Process)
    • Peer or Teacher Assistance: When possible, extra attention from a teacher, teacher’s aide, or peer can provide the support special ed students need. They might read questions aloud for students to respond to, explain things in a new way, or help them stay on task as they work. (DI Area: Process)

    Resources for Differentiated Instruction Strategies

    What are your go-to differentiated instruction strategies? Come share your ideas and ask for advice in the We Are Teachers HELPLINE group on Facebook.

    Plus, read What Is Scaffolding in Education?

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    Jill Staake

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