The Teacher's Guide to Total Awesomeness

If there is any book that should be read and re-read by teachers it is this one: The First Days of School, How to be an Effective Teacher by Harry and Rosemary Wong.

You don't even need to read this post, just go buy the book. Buy it! Read it! Try it!

In this book we have:

The Four Stages of Teaching:

1. Fantasy
2. Survival
3. Mastery
4. Impact

Most teachers, especially new teachers, hang out in the Fantasy and Survival areas. I remember that time, when I was absolutely horrible as a teacher... I wanted to teach well and have fantastic labs! I wanted students to say that they learned.

Instead, I had students plugging my plastic lab tubing with hot glue and coloring my turtle tank with red food dye.

I got frustrated. I'd try a new lab or new lecture style, only to have it fail and I would resort back to worksheets-survival. Then feeling bad would try another complicated and fun (to me) lab-fantasy, again followed by more failure.

But from that I learned. I figured out what works and what doesn't. I improved my classroom management.

The Three Characteristics of an Effective Teacher
1. Has positive expectations for students success
2. Is an extremely good classroom manager
3. Knows how to design lessons for student mastery

I discovered that I had to show respect for my position and for my students. I lived by the motto, "You're the teacher, act like it." I lost my fear of authority (fear of asking other more experienced teachers for help), and gained authority instead (but not in an overbearing manner).

As I said before, I improved my classroom management.

I also discovered that student mastery can only be accomplished through a variety of lessons. Everyone learns differently and each concept will need to be taught in a variety of ways to be effective.

Which leads me to the discussion of today....and a student named Ty*.

Ty was a 9th grader in full special ed. He had been in special ed since elementary school. Considered low functioning, Ty struggled to read, write and draw. He had outbursts of anger in the middle of class. He screamed and threatened at times. Life was rough for Ty.

It wasn't my first year of teaching---if Ty had been in my classroom the first year, I would have failed him. The special ed. teacher approached me and asked if I would allow Ty into my class. I agreed and decided into which class section he should be added.

To understand you need to know how my classroom was organized. Students on IEP's were assigned helpers. I would painstakingly research my students and on the first few days of class I would pull aside students and tell them, "I have a student in my class who needs some extra support. I'm wondering if you would volunteer to sit next to him/her and help them out. This doesn't mean that you tell them the answer. Instead, if they are having a hard time focusing encourage them to focus. If they are behind let me know." 

Students would agree and I would tell them that I would put the struggling student next to them, but then I wouldn't tell them which student it was that struggled.

Ty was a different case. I knew that he would need more support than one.

I asked my class if they knew Ty. Surprisingly several had seen him in hallways and had attended elementary school with him. I told them that he was being moved into our class. I ASKED them if it would be okay for him to join our class. I warned them that he might shout and that if he became a danger that we may need to immediately put away a lab or other equipment.

I had the entire class vote, telling them that it was okay to say no.

The vote was unanimous, Ty was going to join our class.

Then I asked for help, "I need a volunteer to sit next to Ty. You must be extra positive with him. If he does nothing that's okay. If you have a team project and he does nothing your scores will not be affected."

My student Jess* volunteered. Then to the rest of the class I said, "I need you to be extra positive with Ty. Tell him, 'Nice to see you today.' 'Ty, I'm glad your in class.' If he shouts, ignore it, I'll handle it if he's angry. Your job is to keep things positive."

Ty came to our class with a personal nurse. Day 1 was not pretty and he left the class with his nurse.

Day 2 started by Jess saying to Ty, "Ty, I'm glad to see you in class today." and Ty responded by shouting, "Why did he say that!" the rest of class. The nurse asked me, "Should I take him out?" I replied no.

Day 3 and more my students praised Ty, just for being in class.

He didn't do much work, but he shouted less and less.

Then he got sick.

Really sick.

Ty was hospitalized.

I was sent a notice to send homework to him in the hospital. I greeted my class the following day with a  huge poster. "Ty is sick. He's in the hospital. I'm supposed to send him homework, but instead I want to send him a get well note. Please, if you have something good to say, write to Ty."

Everyone wrote a note. No one mentioned his shouting, his lack of work. They all told him, "We miss you Ty. Get better, take care of yourself." "See you when you get back Ty. We love having you in class."

When asked where the homework was I presented the card. And told the counselor, "I'll wait on homework when he gets back."

(This may sound like a nightmare to some parents and teachers. But really, when you're sick, horribly sick... you only get worse by not resting.) In this moment my students were shown, that I treated them like human beings. Not drones expected to accomplish tasks without any understanding of their abilities or lack of abilities. I would treat with with positive expectations. --Realistic Expectations.

In a hospital bed not far from the school, for two weeks a stack of homework sat piling higher, and a gigantic get well poster card was covered in fingerprints. I was informed that Ty read his card everyday.

He returned and very respectfully asked his nurse to leave. She did. He never shouted again.

When I gave my students their next assignment (a detailed drawing of the inside of the earth, the atmosphere etc from what we had learned over the course of the year) Ty presented me with the largest, most detailed picture in the entire class.

The following year, Ty was moved out of special ed. into all regular classes.

Last I heard, he was graduating from High School on time with his friends....some of which were together in my class.

There is a change that occurs when you impact the life of a student.

It's worth making it to that impact/mastery stage. It's not easy, but it's worth it.

Keep trying teachers.

*as always, names are changed.

Wong, H., & Wong, R.T. (2015). The First Days of School: How to be an effective teacher.

Apples Falling from the Trees

When it comes to teaching, classroom management is one of the hardest bits of teaching finesse to observe. You can read articles, books, information on all the techniques. (I'll even describe a few of them for you later.) However, it's difficult to notice that teacher who is standing inches closer to a chatting student. Proximity, speech, etc. are teaching cues that we take for granted which a teacher has learned to keep their class on topic.

(Classroom management:  It's sorta like standing under a ripe apple tree and at any moment several apples are going to fall, and you have to catch them all.)

However interesting, I'd prefer to discuss a different management:

Parent/Guardian Management. 

What? You thought you were only in charge of a classroom full of students?

True. You can't see those parents/guardians in your classroom. But parents are a dynamic and integral part of any class.

Cue my classroom management course: 
My classroom management professor decided to have us role play various scenarios. One student was given the role of the teacher and the other students was given the role of the parent/guardian.

Liz*, the student in training opposite me, was given this prompt: "You have called in a parent to discuss a student's behavior. The student's scores are good, but not perfect. But he is constantly disruptive, audibly yawns in your classroom and pretends to be asleep."

My prompt: "You are a parent who has been called in to talk to a teacher. Your child is a good student but is sometimes bored. You tell the teacher that the apple doesn't fall far from the tree, if your child doesn't enjoy a class, it's the teacher's fault."

(This was going to be fun!) *names have been changed*

Before role play started I asked my fellow student, "What's your name?" -Me

"Liz."

"No. What's your teacher name? Ms....?" - Me

"Oh! Ms. Clark." - Liz aka. Ms. Clark

"What subject do you teach Ms. Clark?" - Me

"Math." - Ms. Clark, grinning and clearly excited.

I slouched far down into my chair, planted my legs and glared. "So, my son James is in your class. He says it's booorrrring..."-Me

"Okay. Well, if he's bored..." - Ms. Clark

"He has a B in your class. What's wrong with that?" - Me

"Well, I've been having some struggles..." - Ms. Clark

"I know all about your classroom Ms. Clark, my son's told me all about how you stand up at the whiteboard writing equations, blah blah blah, lecture lecture all day long. And I know about that stupid paper you want him to sign." - Me

"But..." - Ms. Clark

"APPLE DOESN'T FALL FAR FROM THE TREE! If my son is bored in your class, it's YOUR fault!" - Me

At this point our professor stopped us and explained that at any point during a parent/teacher argument you can request help from administration. In other words, if you find a parent being unreasonable you can have the principal or vice principal proctor or even take over the discussion. 

But Liz Clark turned to our professor and with tears in her eyes asked, "What if I really am boring?" 

"Liz," I replied, "Do you enjoy your subject? Do you really love teaching math?"

"Yes." she cried.

"Then no matter what you'll find the ways to reach your students, and if you enjoy it, you won't be boring." - Me

I could end here. 

But, I haven't explained my favorite techniques for classroom management, or in this case:  Parent/Guardian Management. 

1. Contact parents frequently through email, phone etc. 

Make sure you're on the same page as the parents and that the parents fully understand your grading policies or the policies of your school in general. Make sure your communication is not all negative. Positive communication is just as important. (Sending positive notes home is also effective for teaching. See my post on Letters from School.)

2. Enjoy your subject 

Show that you enjoy the subject you teach, and if possible allow your students to show what they care about in the way they present in your classroom. (i.e. If a students loves drawing, have them draw their next report.) When you enjoy teaching the class, the students enjoy being in the class, the parents see their student enjoying to learn.

3. Fess up when you're wrong

Teachers are human too. There will be times when you lose a paper, score something wrong, accidentally teach a misconception. Or spill that cup of juice all over a student's report. Apologize, work through it, it's okay to make a mistake, it's not okay to let the mistake linger.

4. Stand your ground when you're right

Lastly, you may not always get along with a parent. Don't worry, I've been there too. Sometimes things don't work out and you may need help from an administrator. If this happens, don't fret too much. Education is rarely a solo activity. It really does take a village to raise a child--parents and administrators are included in that village.

Multicultural Course

One if the most memorable college courses I ever took was on teaching in a Multicultural classroom. The class covered sensitive topics of race and culture. It also covered ways to assist any E.S.L. students.

For that class I attended several cultural events. I was able to visit a Hindu temple. (I was bitten by a parrot and attacked by a llama while at the Hindu temple.) I visited a Mexican family in their home and interviewed them through a translator. 

The final included a written test and a book report with an oral presentation. I read a book written by a black woman who hated all white people and eventually became an English teacher.

Rather than read my book report to the class; I decided that I wanted the class to experience the book.

This is approximately how the presentation went, and FYI, names have been changed:

"You have to promise me that you won't be offended by anything I do. First, is there anyone in our class today who is attending college but not paying for school personally? You're being supported either by parents or a spouse, but you personally are not working at all."

I guy named Eric raised his hand.

"Tell us your story Eric."

Eric: "I am attending school but not working. My wife financially supports me entirely. She pays all the bills too and she just delivered a baby that she takes to work with her."

"Oh, that's nice. FOOL!!! What are you doing??! Your wife works her tail off and you just sit here doing nothing! Baby has to go to work with her?? You can't even handle bringing your own kid! What are you doing!? What are you DOING!?"

Eric, a bit shell-shocked: "Uh, I don't know."

"Imagine waking up every morning to this. Fool. What are you doing? This is what happened to my protagonist everyday. She was told that going to school, finishing homework was worthless. She was a fool for not going straight to a job.

 Turn to the person next to you, and real quick, find out which of you is the oldest."

*class chatting*

"You that are the oldest. What if I told you that you are now in charge of financially supporting the younger person. You're in charge of paying for their schooling, clothing, housing, food, everything. Can anyone here pay for it without a problem?"

(Luckily I had an older woman in my class.) Darla raises her hand.

"Oh! You can pay for it. No problem?"

Darla: "Yes, I can pay for it."

"What if I told you that the only job you're qualified for is to collect cans? 25 cents each on a good day, usually you only get 10 cents. Can you do it now? Or how about this, (I emptied a bag of mixed sand/popcorn kernels on the ground) we'll let you be a sweeper, you can sweep the dirt, maybe make a little more. If you're hungry you can pick out the popcorn kernels. Can you afford to pay for the other person now?"

"These were the options provided for my protagonist. She could collect cans for a living, or sweep. And she was in charge of providing and caring for a younger sibling. Yet everyday instead of going to work to provide that meal, those few bits of popcorn kernels, she went to school. She was called FOOL! and she went to school. She had to beg for food. But she still went to school."

"You as a teacher will have this child in your classroom. Tell me, can you afford a single day that it not planned out? You only get one chance daily. If you fail that child isn't going to come back to school. That child is going to go to work instead. Can you afford to be unprepared? Can you afford to stand in front of a class and read a book report? (Everyone when presenting in my class up to this point had just read their book report.) Is that teaching?"

"Everyday you have to be prepared, because otherwise you're going to lose someone."

After a few questions my presentation ended.  

Good luck to you teachers.  I hope I can help you be prepared.

The Introvert Teacher

 Wouldn't it make more sense that all teachers were extroverts?

 I mean, teachers spend their entire day fueled by the energy supplied by students---lots of students. They get into a students brain by asking questions continually. They exhume excitement for their subject matter, or should. Teachers participate in discussions with other teachers, share lesson plans, present in front of large groups. Overall, a teacher's job would be impossible if--like a normal introvert--they had an audience of one.

Believe it or not introverts can be teachers too!

Hello everyone, my name's Amy. I am an introvert and I am a teacher.

You can see the support group already.

Introverts can become extroverts when they have a cause to support.

Allow me to take you back, I was in High School presenting in my Mythology Class (yes, mythology is amazing). I'd prepared an awesome presentation on Pan Flutes. (Go ahead and laugh, I can take it.)

My presentation started, I was explaining the history of the pan flute. Keep in mind, I'm an introvert. Quiet in class, unless called on. A good student who doesn't stand out. I have a soft voice and wear glasses. Braces and fuzzy hair...feel my pain yet?

Suddenly a very extroverts student blurts out, "SPEAK UP! I CAN'T HEAR YOU!"

I was instantly crushed. I'd worked so hard on my presentation, but my voice couldn't make it past my lips into the ears of fellow students. I was humiliated by my own inability. All my insecurities rushed front and center; my hair was fuzzy, voice too soft, 4 eyes. Phrases from other teachers continually requesting that I "speak up", "louder Amy!", "I can't hear you.." resonated in my mind.

My teacher eyes filled with vibrance, I thought I knew what was coming- another lecture on how my voice was too soft.

"Some people are born with soft voices," my teacher spoke, "Amy doesn't need a louder voice." she turned to the student who had yelled at me, "You need better ears!"

I had never had my soft spoken manner defended in my life, ever!

Think about it. In your life how many times do you ask someone to "speak up!" instead of telling everyone else to listen?

I knew I wanted to become a Science Teacher when I was 15. I told a junior high teacher once and was told, "You can't do that, your voice is too soft." For years when I shared this precious dream of mine it was cut short by well-meaning teachers, and school counselors.

The statement, "You need better ears!" helped me find my teachers voice better than anything else.

How does being an introvert work as a teacher?

Introverts work best when its for a cause. The cause in this case being the education of others. Because of the belief in the cause, introverts do well stepping into the role of Teacher.

Introverts can entertain a class, keep student interest high, and ask questions continually. Introverts can step out of their comfort zone and be fueled (instead of drained) being around so many students and fellow teachers.

In front of a class, introverts can be loud. An introvert can project their voice with or without a microphone to assist if they want to teach that way. They can also rock a classroom with a soft voice.

In the moments of frustration, when a student doesn't understand, a soft voice of encouragement can do wonders.

Parents usually will respond to a soften voice better when they are frustrated too.

You may not win every battle, you may not handle every incident, homework argument, or teacher presentation perfectly.

But never let anyone tell you that your voice is too soft.

For the Love of Learning

There are multiple learning models available for teachers. Today I share my two favorites. I personally used these learning methods in my classroom. 

First: 

When I view this particular learning pyramid, I notice instantly the bottom layer. 90% of what a student says and does is retained in memory. As a teacher, this makes me want to instantly assign presentations for every teaching unit. Technically, according to this model, if I have my students present only, they should pass all final exams with a minimum score of 90%! Awesome! But, do our students actually retain 90% of learning when they create a presentation? If you've taught for longer than a year you should know that isn't true. 

However, as a public school teacher who taught multiple class periods of the same topic, I could've taught that last class period in my sleep. Okay, not really, but after presenting a topic several times in a row, you tend to master it in your brain. On occasion I felt bad for that first period of the day, they were my first daily experience of teaching, my students on whom I was experimenting new lesson plans. Whereas, the last class period of the day, I had ironed out any wrinkles, patched any holes and overall presented a better lesson.   

There are other ways that is same pyramid is presented. 

Notice two things, "Doing a Dramatic Presentation" and "After 2 weeks we tend to remember". Hmm... interesting. Dramatic presentation doesn't necessarily mean that we are looking at a powerpoint/keynote or Prezi. It means that we are dynamically engaging our students in the presentation, this could be through asking higher order questions, having students teach, experimenting with real life applications (i.e. doing something a real scientist/historian/mathematican would do.). In reality, each of the steps of the cone/pyramid of learning are important and you can dramatically engage students in a reading activity, hearing lesson, seeing exercise, etc.  

Also, think of the timeline required, 2 weeks to master 90% of the subject: 2 weeks, or 14 days, appoximately 3 weeks in a standard k-12, M-F, non-year round school is the minimum time needed for each unit or subunit according to the Cone of Learning by Edgar Dale.

Second:  

  

The inquiry method learning model. This model makes all steps equally important. Learning is a cycle in which one relection leads into a new wonder. The cycle builds on itself; student learning should lead into the next area of understanding.  But sometimes as teachers figuring out the bridge between one subject to the next is difficult.

Which learning models are your favorite?


Dale, E. (2014) Cone of Learning: http://acrlog.org/wp-content/uploads/2014/01/learningpyramid5.jpg

Dale, E. (1969) Audio Visual Methods in Teaching 3rd Ed. http://wiki.monroe.edu/images/7/7b/MediaConeLearning.png

Embi, M. (2016) Inquiry Learning Cycle Image: https://www.tes.com/lessons/Ur6rBJ5tyb5dcg/technology-enhanced-deep-learning

Of Dreams & Futures

Teachers come across a variety of students. Confident A+ workers, apathetic F, average C. Today's discussion will be on a unique student who most of you don't like. 

I'm referring to the student who chats all throughout class. Off topic conversation is continual. Other students are disturbed by their unleashed enthusiasm. You set them up with a peer to keep them on task after 1 day the peer asked to be moved. They aren't necessarily rude but they are continually on your radar as a student that you almost need to send to the office.

During reading they tap their pencil. In frustration you move their seat, first up front, then when you can't stand them any longer you move them as far away from you as possible. They don't necessarily have an IEP or any specific learning disability.

But they do have a passion.  An obsession.  Whatever it is, they eat, breathe and live for it. 

Parent/Student/Teacher conferences go like this:

Teacher: "Your child won't stop talking about (insert passion here). That's why he's failing my class." 

Student: "I know right? haha!" 

For many a frustrated teacher or parent these students are deemed impossible. We allow them to fail because we don't understand how to teach them. Do we really want an entire class of perfect students who do their work and leave no lastly consequences on our psyche? Maybe. 

However, these students were my favorite. 

You're joking right? 

Nope. 

No seriously, you're joking? 

Nope. 

I recall a certain Parent/Student/Teacher conferences going like this:

Teacher: "I really like (student name) in my class." 

Student: "Yeah!" 

Parent: "How much did he pay you to say that?" 

Teacher: "No really. I wish more students were like him." 

Parent: "Seriously. He paid you to say that." 

Teacher: "Look, (student) already knows what he wants out of life. That can be extremely intimidating to everyone around him. Teachers are frustrated because he has learned what he wants to be at a very young age, younger than many of the teachers figured out. His peers are frustrated because it doesn't fit the normal mold expected for a student." 

They are dreamers. 

Passionate about football, reading, drawing, paint ball, hair styling, vacuums.

Teacher management courses teach you how to get students back on topic. I was left with this glowing impression from my college courses that every student wants to be off topic.  Books and papers about 'Keeping student discussion on track' are discussed in classrooms and between teachers constantly.

Admit it. Getting a teacher off track is hilarious. I did it when I was younger. (I also rolled small fuzzy grey balls across classroom floors to get substitutes to scream about mice...but that topic is for another day.)

But one of the most profound learning experiences I ever had was in 8th grade. 

My world history teacher, a thin lady with grey hair and a wide smile assigned us a country report. With a group of 4-5 students we were required to put together a presentation on a country of our choice with the intentions that our presentation would be made into a website and launched online. She promised that we would be working with our friends on this particular report.

I was ecstatic! This was a huge treat! My best friends were in that class. A good group of other girls, each of us with high ambitions for receiving good grades. We were the ideal students, the ones who always paid attention, and always turned in assignments on time.

I happily turned in my paper listing my friends as the ones with whom I wanted to work with on this assignment. This paper also included those whom I didn't want to work.

The following day we received our group assignments. I pleasantly read down the list as all my friends were listed together in the same group, ALL, except me. Shocked I thought that a mistake had been made. I had been assigned as group leader over the losers, the students I had listed as "I will never work with them." If they were consistent with anything it was their propensity of having straight F's.

Since I was an obedient student I sat with the losers in my 'group'. As their disgruntled leader I asked them what country they wanted. The answer was quick, "Columbia! The drug capital of the world."

"Great." I thought. "F students on drugs."

We gathered together books on Columbia. I was determined to tell my teacher after class that I refused to work with this group. As the students left I lingered. I approached my teacher but she spoke first.

"Amy, thank you so much for your willingness to take over that group. It's a difficult task, but I know you can do it."

I left the classroom and prayed.

I knew that there was no possible way that they would work unless they picked their own research topics. "Alright." my brain recanted, "I'll work with them."

Day two in class I asked them what they wanted to research. We needed at least 5 different topics such as: location of country, climate, special holidays, etc.

Each student in my group picked topics. Columbia: marijuana import/export, gorilla warfare, marijuana arrests, how to grow marijuana, and day of the dead. (Guess which one was mine.)

I told them to research and bring back 5-7 interesting facts that we could type into our web page.

Then, while researching Eric* (the guy in my group), started talking about basketball. He loved basketball. He wore a jersey and basketball shorts daily, even on snowy days. Sentences ended with him shouting "He shoots, he scores!" Or "Nothing but net."

I went home and researched basketball.

The next day while working we had a discussion about basketball. Eric told us, "When I grow up I'm going to have a son. And he'll be dressed in a tiny jersey and tiny basketball shorts, oh and those Nike shoes. Man, its gonna be awesome."

My response: "What if you have a daughter instead?"

Leaning over his desk he looked at me with absolute sincerity and said, "Then she's gonna have the most adorable darn pink jersey in the whole world."

I laughed.

"What? You don't believe me?" Eric scowled.

"Nope." I replied, "Live your dream. I want to see that pink jersey."

After that whenever someone in the group finished a research sentence we shouted, "score!"

That night I got sick. I stayed home from school for 2 days. I worried about that project. Still convinced that they wouldn't do much.

I was wrong.

When I got back to class my group presented me with finished research. Since I was faster at typing, I pulled out a laptop and typed up what they wrote as they looked up pictures for the website.

When our project was complete we took a break. Eric spoke about basketball. The girl next to me was into hair styling. I told them I planned to attend University, they laughed at first, until Eric said, "Hey, it's her dream. Don't dis."

The next day in class we were the only group finished. After our presentation my teacher handed me a paper 'Grade the students in your group.' I was pleased to put down a solid A for everyone.

"Amy are you serious?" she asked me later.

"You honestly think that I wanted to learn about drugs?" I responded, "Yes, I'm serious about the A's."

The next day I asked Eric. "Hey Eric, you don't do any work in any class. I know you fail everything. Why, of all the reports or homework, did you choose to work on this project?"

With the same sincerity as he told me about the pink basketball jersey Eric leaned over and said, "Because we knew that you would work your tail off for us. So, we decided to work our tail off for you too."

Do you work your tail off for your students? I'm not talking about the endless nights of grading, lesson planning, the way your feet burn when you've been standing for 10 hours straight, or how much your throat hurts because you needed to project your voice.

Do you know who in your class wants their future daughter to wear a pink jersey? Do you laugh or encourage when you hear that the only thing they want for Christmas is a brand new Kirby vacuum?

These students are my favorite. They have a passion which they know they want to pursue. Discouraging them by laughing or making them feel undervalued will only make them work against you. If you want them on your side, you need to learn the art of off topic. A quick shout of "score!" instead of the bland "good work everybody."

In order to teach these students you must tap in to their passion. This does not mean that you lead an entire class discussion on football(unless you are a football coach), it means that you show an interest, you don't laugh or tease a students for their quirks. When you care about their unique interest, you'll find them caring for your subject. Just make sure, teacher, that your passion is the subject you teach.




 

Welcome

Welcome to the Science Classroom!

I love teaching. Seeing the spark of understanding in a student thrills me. I'm very excited to share my Science Labs/Activities with you and to provide you extra support in your classroom.

Whether you are a Public, Charter, Private or Home School Science Teacher I hope that you will be able to find intriguing lesson plans to use wherever you teach.

This website is made with help from teachers and professions in the community. If you have an excellent lesson plan or web link that you would like to share I invite you to contact me. 

Science is constantly changing as new things are discovered.  Lesson plans are continually updated to reflect current educational and scientific models. If you find a misconception or have a question about any of the content, again contact me.