Education Leadership

Are you looking ways to teach students to assume responsibility for their shortcomings? If so, keep reading.

1. Do not put the learner in a situation where the learner feels that they must blame others for their mistakes.

2. Assess the appropriateness of the task to ascertain (a) if the task is too easy, (b) if the task is too complicated, and (c) if the duration of time scheduled to finish the task is sufficient.

3. Refrain from arguing with the learner about whether they are making excuses; simply explain that they are not being entirely honest about a situation.

4. Make sure that consequences delivered for unacceptable behavior are not extreme and are causally related to the unacceptable behavior(e.g., things that are destroyed must be replaced, work not done during work time has to be made up during leisure time, etc.).

5. Refrain from arguing with the learner about whether they are telling the truth. If you do not have proof, it is better to avoid blaming someone who might be innocent.

6. Always determine the accuracy of the learner’s claim that someone or something caused them to have a problem or to fail. In some cases, someone or something may legitimately be causing the learner to experience problems or failure.

7. Make sure the learner knows that not being honest when confronted will result in more negative consequences than telling the truth. Be very consistent in this approach.

8. Show the learner that they should be happy with their personal best effort rather than perfection.

9. Attempt to have an open, honest relationship with the learner. Urge the learner to tell the truth, and do not use threats to make them tell the truth (e.g., “You had better tell the truth or else!”).

10. Praise those students in the classroom who accept responsibility for their own behavior.

11. Connect with parents (e.g., notes home, phone calls, etc.) to disseminate information about the learner’s progress. The parents may reinforce the learner at home for accepting the responsibility for their behavior at school.

12. Draft an agreement with the learner stipulating what behavior is required (e.g., accepting responsibility for their own mistakes) and which reinforcement will be implemented when the agreement has been met.

13. Praise the learner for accepting responsibility for their own behavior based on the duration of time the learner can be successful. As the learner shows success, slowly increase the duration of time required for reinforcement.

14. Create classroom rules: • Complete every assignment. • Complete assignments quietly. • Remain in your seat. • Finish tasks. • Meet task expectations. Examine rules often. Praise students for following the rules.

15. Talk with the learner to explain(a) what the learner is doing wrong (e.g., failing to take responsibility for their behavior, blaming other persons or learning materials, etc.) and (b) what the learner should be doing (e.g., accepting responsibility for their own behavior, accepting outcomes, etc.).

16. Praise the learner for accepting responsibility for their own behavior: (a) give the learner a concrete reward (e.g., privileges such as leading the line, handing out learning materials, 10 minutes of free time, etc.) or (b) give the learner an informal reward (e.g., praise, handshake, smile, etc.).

17. Take the learner away from the learning experience until the learner can accept responsibility for their behavior.

18. Consider using a classroom management app. Click here to view a list of apps that we recommend.

19. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

20. Consider using Alexa to help the student learn to behave appropriately. Click here to read an article that we wrote on the subject.

21. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

Are you looking for ways to help students lower their unexcused absences? If so, keep reading.

1. Set a time for the learner to leave their home in the morning.

2. Require that time spent away from class/school be made up at recess, during lunch, or after school.

3. Make sure the learner is properly placed according to capacity and ability level in those classes in which they are enrolled (e.g., the class is not too complicated; the class is not too easy).

4. Minimize the emphasis on competition. Repeated failure may cause the learner to be absent to avoid competitive situations.

5. Assist the learner in creating friendships that may encourage their attendance in school/class.

6. Provide open communication with the learner’s family to make sure that the learner is leaving for school at the designated time.

7. Do not force the learner to interact with others or do things that make them feel awkward and cause the learner to want to be absent.

8. Make sure the learner and parents are aware of the laws involving attendance in school.

9. Connect with the parents(e.g., notes home, phone calls, etc.) to disseminate information about the learner’s progress. The parents may reinforce the learner at home for school attendance.

10. Draft an agreement with the learner stipulating what behavior is required (e .g., being in attendance) and which reinforcement will be implemented when the agreement has been met.

11. Praise those students who attend school/class.

12. Praise the learner for coming to school/class or arriving at a learning experience at a specific time: (a) give the learner a concrete reward (e.g., privileges such as leading the line, handing out learning materials, 10 minutes of free time, etc.) or (b) give the learner an informal reward (e.g., praise, handshake, smile, etc.).

13. Create classroom rules: • Complete every assignment. • Complete assignments quietly. • Remain in your seat. • Finish tasks. • Meet task expectations. Examine rules often. Praise students for following the rules.

14. Talk with the learner to explain(a) what the learner is doing wrong (e.g., being absent from school/class and (b) what the learner should be doing (e.g., being in attendance).

15. Consider using a classroom management app. Click here to view a list of apps that we recommend.

16. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

17. Consider using Alexa to help the student learn to behave appropriately. Click here to read an article that we wrote on the subject.

18. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

Are you looking for ways to teach students not to retaliate? If so, keep reading.

1. Urge the learner to think through the idea of “getting back” at others: (a) think about the thoughts and feelings of others (e.g., the person who is the focus of the “get even” reaction, family members and friends of both parties, classmates, school administration, etc.) if revenge occurred; (b) think about the potential consequences to themselves if revenge occurred; (c) find positive alternatives to revenge; (d) find thoughts/feelings of others should the positive alternative be attempted; and (e) find thoughts/feelings of himself/herself should the positive alternatives be attempted.

2. Give the learner a clear chain of command they and others in their surroundings need to use to process complaints, grievances, etc. Practice each communication link and praise the learner for resorting to the chain of command.

3. Working alongside the learner, create coping techniques tailored to individual preferences and abilities (e.g., taking two slow, deep breaths; moving to another part of the classroom to calm down; head on table or desk for 20 seconds; etc.).

4. Give the learner the chance to connect with role models from the community who have success stories to relate. Enlist these community heroes in identifying revengeful behavior as damaging and undesirable.

5. Give positive learning activities to (a) give the learner matters of interest to focus upon, think through, and act upon other than revenge; (b) give the learner chances to experience success (this may help decrease stress related to frustration); and (c) give the learner positive, structured chances to work with others to urge productive teamwork and hopefully render vengeful thoughts/ behaviors counterproductive.

6. Allow the learner to focus on their actions and behaviors by developing a daily schedule with them. Praise the learner for (a) initiating schedule development, (b) beginning scheduled learning activities independently, (c) following their schedule, (d) finishing scheduled learning activities, and ( e) making positive attempts at working on the schedule and on scheduled learning activities.

7. Give the learner frequent, natural chances to feel successful daily.

8. Minimize the emphasis on competition. Competitive learning activities may encourage unacceptable behavior. Let the learner work in small groups or teams on learning activities, but structure team learning opportunities, so these are not competitive by establishing ways of providing merit for each group’s efforts.

9. Monitor the learner who is sensitive to failure and who may voice or attempt retribution. Give positive alternative learning activities instead of ongoing learning activities when the learner indicates signs of frustration or overstimulation.

10. When a schedule has been created with learner involvement, make sure the learner receives assistance to achieve success the first few days. As the learner shows success, slowly decrease assistance.

11. On occasions where providing the learner with the chance to work with others, try to assure that they will complement the group based upon the unique interests and skills they will contribute. Refrain from grouping students totally by capacity and ability, and give small groups structure and monitoring.

12. Consider using a classroom management app. Click here to view a list of apps that we recommend.

13. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

14. Consider using Alexa to help the student learn to behave appropriately. Click here to read an article that we wrote on the subject.

15. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

Description

Identity charts are a tool that can help learners consider the many factors that shape who we are as individuals and as communities. Utilize identity charts to deepen learners’ comprehension of themselves, groups, nations, and historical and literary figures. Sharing their identity charts with peers can help learners build relationships and break down stereotypes. In this way, identity charts can be used as a useful classroom community-building tool.

Implementation

Brainstorm: Prior to creating identity charts, require that the class discuss categories that we ponder when thinking about the query, “Who am I really?” If it doesn’t come up in the conversation as you generate your group list of categories, prompt learners with questions that help them think about the following ideas:

• Some facets of our identities are consistent over our lives; others change as we gain skills and have different roles in life.
• Some facets of our identities feel very central to who we are, no matter where we are; others may feel more like background or depend on the situation.
• Some facets of our identities are descriptions that others put on us. It is often helpful to show learners a completed identity chart before they create one of their own.

Alternatively, you could begin this learning activity by having learners create identity charts for themselves. If you plan to require that they share their identity charts with a partner or in groups, they must know in advance. Any learners who don’t feel comfortable sharing their identity charts can elaborate on one or two facets of their identity but keep their charts private. After discussing their charts, learners can create a list of the categories they have used to describe themselves and then apply this same list of categories as a guide when creating identity charts for other people or groups.

Create Identity Charts for a Person or Group: First, ask learners to write the name of the character, figure, group, or nation in the center of a piece of paper. Then learners can look through the content for evidence that helps them answer the question: “Who is this person/group?” Encourage learners to include quotations from the content on their identity charts, as well as their interpretations of the character or figure based on their reading. Learners can complete identity charts individually or in small groups. Alternatively, learners could contribute ideas to a class version of an identity chart that you keep on the classroom wall.

Utilize Identity Charts to Track New Learning: Reviewing and revising identity charts during a unit is one way to help learners keep track of their learning.

Modifications

Starburst Identity Chart: Utilize a starburst identity chart to help learners visualize the difference between factors that they feel make up their identities (arrows pointing out from the middle) versus labels that others place on them (arrows pointing into the middle). Because we may agree with several of the ways that the outside world views us and disagree with others, there may be some overlapping ideas between the two sets of arrows. Learners can also utilize examples from content to create starburst identity Charts for characters and historical figures to help express the complexity of their identities. 

Prioritizing Factors on Identity Charts: After learners create an identity chart, you can ask them to select the five items they think are most significant in shaping this person or group’s identity. As learners compare their lists, this often deepens their comprehension of the person being studied.

Identity and Context: Personal and group identities are composed of multiple factors, some having more significance in particular contexts. To help learners appreciate this concept, you may ask them to think about the five factors that are most significant to shaping their identity in one context, such as school, and then in another context, such as home or with friends.

Description

In a learning activity based on the living images method, learners work in groups to recreate historical photographs by performing a series of “freeze frames” that captures the moments depicted in the photos. Such an activity helps learners develop a deeper comprehension of a particular moment in history, while providing them with an opportunity to practice collaborating with their peers as they brainstorm, direct, and perform their scenes.

Implementation

1. Select Images: Find a compendium of photos that reveal valuable information about the time the class is studying. These pictures must have enough figures so that each member of the group is involved in each “living image.” Usually, instructors give groups of learners a set of four to six photos. This learning activity works best if groups receive different pictures. Through the performances, learners learn about the images that the other groups have been assigned. While this method is often used with pictures, you could also use paintings, political cartoons, or other photos for the activity, as long as the images contain people.
2. Provide Learners with Directions: Here are directions you can put on the board or print out for learners to refer to as they engage with this activity.

Examine each image, separately, and answer the following queries:

• What is the context of this image? When and where was it taken?
• What do you see? In particular, what do you observe about the people in this image? Who are they? How are they feeling? What are they thinking?
• What does this image reveal about the time?

After answering these questions for each image, create a “living image” for each one. A living image reimagines the scene from the picture in a real-life environment. Think of yourself as actors who must presume the physical positions, gestures, and facial expressions of the figures in the photo. Each image must have a director who helps to organize the scene. The image must be a freeze-frame, where actors hold their position for at least ten seconds.

After you have developed your living images, figure out which order you would like to display your creations. Next, work on transitioning from one image to the next so that your group can present these images seamlessly to their classmates.

Modify these instructions to fit your own classroom needs. To help groups work more autonomously through these steps, you may want to have them assign roles.

3. Learners Perform: Next, groups share their work with the entire class. Groups must present their living images in silence. The class interprets the scenes as they see them. After each group presents, they must take questions from the class. Between performances, learners can record what they learned about the historical time from seeing these living images.
4. Debrief: After each group has performed, you can facilitate a class discussion about what the living images reveal about the time. Learners may arrive at different interpretations of what they viewed. Encourage learners to utilize evidence to defend their interpretations and invite learners to change their interpretations as they hear their peers’ ideas.
5. Learners Reflect: Allow learners to write in their journals about their experience with this activity.

Modifications

1. Abridged Version: Instead of having groups act out several images, you could assign one photograph to each group.
2. Learners Find Their Images: Instead of selecting images for learners, you could add a research component to this exercise by having learners find and select their photographs. The assignment could include adequately citing sources and explaining the significance of the image or images they chose.
3. Add Music: To highlight the feelings expressed by each image, you could have learners select music to accompany their performance.

Description

Direct instruction is an instructor-centered approach in which the instructor uses simple, straightforward language to explain concepts to learners. The instructor is in full control of the pace, content, and structure of the lesson at all times, and learners are required to follow.

Advantages

• Provides clear and direct knowledge to learners.
• It is sometimes the only way to teach something, especially when introducing a new idea.

Disadvantages

• Learners cannot reconcile their knowledge and skills with direct instruction alone. Direct instruction must be followed by other teaching strategies that involve more active learning, so learners can practice and demonstrate their knowledge.

Implementation

1. Introduction/Review: You set the stage for learning. This is the opening of the lesson, and it’s intended to engage learners, get their attention, and activate their prior knowledge.
2. Present the new material: Utilize clear and guided instructions, so learners can begin absorbing the new material. The lesson content must be carefully organized step-by-step, with the steps building on each other.
3. Guided practice: Here, the instructor and learners practice the concept together. The student attempts the skill with the assistance of the instructor and other learners.
4. Feedback and correctives: If learners don’t understand the lesson material, the instructor corrects them and gives feedback.
5. Independent practice: After guided practice and receiving positive feedback, learners are ready to apply the new learning material on their own.
6. Evaluation/review: Check whether your learners know everything before moving on to a new concept that builds upon what they’ve just learned.

Description

Project-based learning requires learners to spend an extended period on a single project to gain in-depth knowledge about the task. As such, project-based learning usually involves more complex situation and is designed to challenge learners more than problem-based learning in which learners are developing a solution to a problem. Projects must be of interest to the learners and give them the freedom to go in-depth.

Advantages

• Learners have the opportunity to become “experts” on topics. By going in-depth on an item, learners may become very knowledgeable and feel empowered.
• A balance is struck between ensuring that learners focus on curriculum-linked projects and giving learners the latitude to explore the details of a subject that is of personal interest to them.

Disadvantages

• Learners tend to have increased freedom using this approach. So, learners need to learn self-regulation skills before beginning the task.
• Project-based learning is time-consuming and can take weeks and even months to complete.

Implementation

1. The instructor assigns learners a research question, such as “What are the key characteristics of mammals?”
2. Learners work in small groups to come up with an idea for a poster, diagram, or presentation project on the topic.
3. The instructor approves or asks for amendments to learners’ proposed projects.
4. Learners are provided a series of lessons over two weeks in computer labs and in resource-rich classrooms to complete their projects.
5. The instructor checks in intermittently to ensure standards are upheld and to motivate learners to improve upon their projects.
6. The project concludes with learners presenting their projects to their parents.

Description

The close reading protocol method asks learners to carefully and purposefully read and reread a text. When learners “close read,” they concentrate on the author’s message, what the author’s purpose is, what the words mean, and what the format of the content tells us. This approach ensures that learners understand what they’ve read. We ask learners to carefully investigate the content to make connections to essential questions about history, human behavior, and ourselves. Skillful close reading is also a crucial foundation in helping learners to develop the ability to back up their claims in class discussions and writing assignments with corroborating evidence. A typical close reading activity utilizes some or all of the steps in the implementation section below.

Implementation

1. Read Aloud Text: You or a confident learner reader can read the content aloud. Learners must follow along with the reading. Ask learners to circle unfamiliar words as they listen. After the read-aloud, as learners share these words with the class, decide which words to define instantly to limit confusion and which descriptions you want learners to uncover through careful reading.
2. Learners Read Silently: Ask learners to read silently and write down words or phrases that seem striking to them for any number of reasons: because they are strange, interesting, confusing, funny, troubling, challenging, etc. Share some of these as a class. Particular questions to ask learners at this stage of the reading are:
   • What can you deduce about the author of this content?
   • How is the content formatted?
   • Does this format make it easy or difficult to make meaning?
   • Does this format tell us anything about the author’s style or purpose?
3. Learners Answer Text-Dependent Questions: In small groups, have learners read the content in chunks and answer a set of content-dependent questions. Content-dependent questions are those that can be answered based only on careful analysis of the content itself.
4. Learners Create a Visual Image: In small groups, have learners create a visual image on paper that captures the essence of the content. Ask learners to include a three-word or one-sentence summary of each section of content. Groups can be given either the entire content or parts of the content for this section of the close read.
5. Learners Participate in a Gallery Walk: Ask learners to complete a gallery walk of the pictures that have been created.
6. Transition to Discussion: Consider organizing a class discussion so that learners can make connections beyond the content. This discussion can be informal, or it can utilize the format of the Socratic Seminar or Save the Last Word for Me strategies. You can prepare some questions, use the essential questions from the classroom, or have learners create the questions for a discussion. To do this, you may guide the learners by asking them to find connections between the essential questions and the content or to write questions based on what resonates with them.

Description

A chunking activity involves breaking down a complicated text into more manageable pieces and having learners rewrite these “chunks” in their own words. You can utilize this method with challenging texts of any length. Chunking helps learners identify keywords and ideas, develops their ability to summarize, and makes it easier for them to organize and synthesize information.

Implementation

1. Preparation: Chunking can be used with challenging content of any length. A paragraph can be chunked into expressions and sentences, while a reading of several pages can be chunked into paragraphs or sections. It is often helpful to have learners record information regarding each “chunk” in a graphic organizer, which you must create in advance.
2. Review of Reading Strategies: Before having learners work on paraphrasing the content, it is helpful to go over specific decoding strategies. You may want to post the following reminders on the board:
   • Circle unfamiliar words.
   • Use context clues to help define words.
   • Look up the meaning of words that are unfamiliar.
   • Write synonyms for unfamiliar new words in the content.
   • Underline essential places and people and identify them.
   • Read aloud.
   • Read multiple times.
3. Chunk the Text: “Chunking the text” means breaking the content down into smaller parts. Sometimes, instructors chunk the text in advance for learners, especially if this is the first time they have used this method. Other times, instructors ask learners to chunk the text. Learners can work on chunking texts with partners or on their own. Depending on the learners’ reading level, the lengths of chunks can fluctuate. A struggling reader will probably work with phrases rather than sentences. A more reliable reader can often work with longer pieces.
4. Learners Summarize Meaning: Learners must rewrite “chunks” in their own words. By the end of this activity, learners must have a summarized version of the original text.
5. Assess and Share: Summarized content can be used to assess learners’ comprehension and reading ability. You can also have learners compare their versions of the content. This step often leads to interesting conversations about interpretation—how people can often find various meanings in the same words.

Modifications

1. Identify and Define Key Words: To help learners move from reading the content to paraphrasing, ask them first to identify and define the keywords found in that chunk. You can add space to a graphic organizer for this part of the activity.
2. Create a Visual: To improve comprehension of ideas, have learners visually represent the selected chunk as a picture or symbol. They can create a symbol or image, or they can find one in a magazine or online.
3. Paragraph Shrinking: To help learners clarify main ideas, ask them to summarize the meaning of a paragraph in ten words or less.
4. Identify Significance and Connections: After learners summarize a portion of the content, ask them to respond to these ideas. Questions you may use to prompt their thinking include: What do these ideas remind you of? What questions do they raise? Why is this idea important? To whom?
5. Jigsaw Chunking: You can divide longer content into parts and have groups work on summarizing a paragraph or two each. Groups can reveal the meaning of their part with the class by utilizing the Jigsaw method or by having small-group presentations. This variation works well with content that has divided parts, such as the Bill of Rights because learners need to be able to summarize their section without having read prior sections.

Description

Graphic organizers that use a drawing of an individual, along with queries connected to the individual’s symbolic qualities, are called character maps. They can be used to trigger reflection on fictional or historical people.

Implementation

1. Select a Fictional or Historical Character: You can base this learning experience on a character or historical figure in any resource that you believe will prompt engagement and excitement from your learners. Once you have chosen the character, give learners time to read, watch, or observe.
2. Learners Create Character Map: Learners use evidence from documents, images, video clips, and other resources to respond to the following prompts as they annotate the illustration:
   • Head: How does this person view their society?
   • Mouth: What is this person articulating?
   • Heart: How does this person feel?
   • Hands: What has this person done in their lives, what choices have they made?
   • Feet: What may be some outcomes of this person’s choices?
3. Debrief: After completing their character maps, learners can place them in the classroom and participate in a brief gallery walk to see what their classmates have made and reflect on the similarities, differences, and patterns in their character maps.