What is a interrogative pronoun examples?

Interrogative pronouns are used to ask questions. They do not stay constant but change to match the number, gender, and case of the noun they are inquiring about. Here are some common examples of interrogative pronouns:

1. Who – Used to ask about people.
* Example: “Who is going to the party?”

2. Whom – Formal variant of “who,” often used in written English or formal situations, usually after prepositions.
* Example: “With whom will you go to the event?”

3. Whose – Used to ask about possession or ownership.
* Example: “Whose book is this?”

4. What – Inquires about things, not people.
* Example: “What is your favorite color?”

5. Which – Asks for a specific choice among a defined set of options.
* Example: “Which dress do you like better?”

While these examples give a basic outline of how interrogative pronouns are used, keep in mind that some of them may have variations or different forms based on the context and the construction of the sentence in which they appear.

Acrostic Poems Teaching Resources

Acrostic poems have been a staple in classrooms for many years, serving as a creative and engaging way to introduce students to poetry. Acrostic poems are a form of writing where the first letter of each line spells out a word or message, giving structure and theme to the poem.

One of the benefits of using acrostic poems in education is their versatility. They can be adapted for any age group or subject matter. For instance, younger students might create simple acrostic poems using words like “FRIEND” or “SPRING,” while older students could tackle more complex themes or even use acrostic poems to summarize chapters of a book or elements of a historical event.

Teachers looking for acrostic poems teaching resources have a wealth of options:

1. Acrostic Poem Worksheets: These often include prompts related to subjects that are being taught and spaces for students to plan and write their poems.

2. Online Acrostic Poem Generators: There are various websites that offer tools for creating acrostic poems. These can be particularly motivating for tech-savvy students and can add variety to the writing process.

3. Interactive Whiteboard Activities: Educators can create interactive lessons where students come up to the board to contribute to a class-wide acrostic poem, making it a collaborative learning experience.

4. Lesson Plans: Dedicated lesson plans walk you through how to introduce acrostic poetry to your class, often including objectives, examples, and extension activities.

5. Videos: Short instructional videos can illustrate the process of creating an acrostic poem and serve as an engaging visual aid for students.

6. Poetry Books: Collections of poetry can provide examples of acrostic poems within them, showing the range and diversity of techniques and topics possible within this poetic form.

7. Creative Writing Software: Some software offers templates for writing different kinds of poetry, including acrostics, which can help guide students through the creative process.

Incorporating these resources into teaching makes learning about acrostic poems accessible and enjoyable for both teachers and students. The key is not just to teach students how to create them but also to understand how they fit within broader literary contexts and how they can be used to express personal feelings, tell stories, or present information creatively.

Taking Account of Emotions in Student-Teacher Relationships


Education transcends the mere dissemination of knowledge. It involves creating an environment that promotes effective learning experiences for all students. One significant aspect that is often overlooked during this process is the role emotions play in student-teacher relationships. Teachers and educators must recognize the importance of emotions in these relationships as they directly impact a student’s cognitive, social, and emotional development.

Understanding Emotional Intelligence

Emotional intelligence (EI) refers to the capability of individuals to identify, understand, and manage their own emotions as well as those of others. In the context of education, EI has increasingly become a focal point due to its correlation with overall academic performance and personal growth. Individuals with higher emotional intelligence tend to establish more meaningful connections and effectively communicate with others, promoting well-being and satisfaction.

Importance of Emotions in Student-Teacher Relationships

Emotions harmonize the social interactions between teachers and their students. Positive emotional exchanges generate rapport and trust, which strengthens engagement and participation from both parties. Below are some key reasons why emotions are essential in student-teacher relationships:

1. Formation of a Safe Learning Environment: A classroom environment that fosters positive emotional exchanges between students and teachers promotes collaboration, openness, and participation. Students feel safe to express their thoughts without fear of ridicule or embarrassment.

2. Improved Academic Performance: Students who experience positive emotions often display higher motivation levels, translating into better academic performances. They feel supported, are keen on taking calculated risks in their learning pursuits, and develop resilience towards setbacks.

3. Effective Conflict Resolution: Conflicts may arise in any learning environment due to differing opinions or misunderstandings. Addressing them through a caring lens that takes emotions into account can lead to successful conflict resolution while maintaining dignity and respect for all involved.

4. Nurturing Social Skills: Acknowledging emotions in student-teacher relationships enables students to develop crucial interpersonal skills such as empathy, perspective-taking, and effective communication. These skills are vital for cultivating healthy personal and professional relationships in the future.

Practical Tips for Teachers

Teachers can incorporate the following strategies to nurture emotional intelligence in their classrooms:

1. Self-awareness: Teachers should reflect on their own emotions and thought processes during interactions with students, ensuring that they recognize how their emotions could influence these exchanges.

2. Active Listening: Listening to students with full attention and empathy paves the way for trust-building, rapport, and enhanced understanding of their unique perspectives.

3 Emotional Validation: Validating students’ emotions means acknowledging their feelings without judgment, offering support, and guiding them through appropriate emotional management strategies.

4. Modeling Emotional Intelligence: Teachers should lead by example by demonstrating empathy, effective communication, and balanced emotional responses.


Taking account of emotions in student-teacher relationships empowers both parties to construct a secure learning environment that nurtures academic growth, personal development, and emotional well-being. By fostering emotional intelligence in our classrooms, we pave the way for generations that are better equipped to navigate interpersonal relationships and contribute meaningfully to society.

Why I Turn “Romeo and Juliet”—and Other Books on My Syllabus—Into a Murder Mystery

As an English literature teacher, it’s my responsibility to ensure my students gain an appreciation and understanding of the literary works in our syllabus. However, I’ve often found that getting students interested in the classics can be quite a challenge. This is why I decided to turn “Romeo and Juliet”—and other books on my syllabus—into a murder mystery.

Adding an element of mystery and intrigue to these literary works creates an exciting atmosphere in the classroom, sparking the students’ curiosity and encouraging them to engage with the material. Transforming what may have seemed like outdated stories into thrilling adventures helps keep their attention and opens up their imagination.

To turn “Romeo and Juliet” into a murder mystery, for example, I introduce a new character who plays the role of a detective tasked with investigating the unfortunate deaths of the young lovers. This detective delves deep into the relationships between different characters, uncovering hidden motives and deceit along the way.

By reimagining this classic tragedy as a whodunit, my students are encouraged to question everything they know about “Romeo and Juliet.” They must examine the text closely and search for clues that might reveal who could potentially be responsible for the tragic events that unfold. This approach encourages critical thinking while promoting an active engagement with Shakespeare’s themes.

Similarly, when tackling other books on our syllabus like Jane Austen’s “Pride and Prejudice” or Harper Lee’s “To Kill A Mockingbird,” I adopt this murder mystery strategy. Whether it’s finding out who is plotting against Elizabeth Bennet or investigating racial prejudice in Maycomb County, my students eagerly embrace their roles as detectives seizing on textual evidence to build their cases.

Furthermore, this approach allows me to integrate various elements of creative writing into our lessons. As students work to piece together the unfolding mystery, I encourage them to develop alternate endings and re-write pivotal scenes. This not only develops their writing skills but also reinforces a deep understanding of the characters, plot development, and themes present in each literary work.

By turning “Romeo and Juliet” and other books on my syllabus into murder mysteries, I have witnessed a marked improvement in my students’ enthusiasm for reading and discussing these stories. They have developed a newfound appreciation for classical literature and engaged with the material in a way they never had before. Sharing their findings, interpretations, and theories about these new mysteries has become a rewarding and entertaining part of our learning experience.

5 English Assignments I’m Not Giving Anymore

As a veteran English teacher, I have assigned countless essays, projects, and group activities over the years, all in an effort to engage my students and inspire them to develop their writing skills. However, as times and educational pedagogy evolve, I find myself reevaluating which assignments hold the most value. Here are five English assignments I’ve decided not to give anymore.

1. Book Reports

Traditional book reports are tedious and often fail to excite students about literature. Instead of assigning generic summary-driven reports, encourage students to explore novel ways of expressing their thoughts about a text. Ideas might include delivering a podcast or creating visual presentations discussing themes or character analysis.

2. Grammar Worksheets

While it’s essential for students to understand grammar rules, mindlessly filling out worksheets doesn’t provide essential context for applying these rules in real-world situations. Instead, incorporate grammar lessons into writing tasks that matter to your students, such as editing their own stories, workshopping peer essays or even revising social media posts.

3. Memorizing Vocabulary Lists

Although strengthening vocabulary is an integral part of English courses, assigning long lists of unrelated words for students to memorize does little to build genuine comprehension. Encourage students to find new words on their own within reading materials and bring these words back to class for discussion or quizzes customized by the students themselves.

4. Five-Paragraph Essays

The standard five-paragraph format has long reigned supreme in English classes but arguably limits student creativity and expression when used too frequently. Diversify your writing assignments by giving students creative prompts or asking them to experiment with different forms of writing like poetry, journalism or personal narratives.

5. Silent Sustained Reading (SSR) Time

While SSR provides a quiet space for independent reading, it doesn’t foster active engagement with the material or provoke thoughtful conversation among peers. Replace SSR with book clubs or literature circles where students can read together, discuss ideas and question their understanding in a supportive environment.

Overall, the key to successful English assignments is making them relevant, engaging, and adaptable to students’ unique interests and learning styles. By scrapping these outdated and often uninspiring tasks, you can foster a love for language and literature while challenging students to become better writers and communicators.

26 Beautiful and Inspiring Spring Poems for the Classroom


As the days grow longer and warmer, and nature begins to awaken from its winter slumber, there is a renewed sense of rejuvenation and vitality in the air. Spring is a season of growth, renewal, and beauty, making it the perfect time to introduce your students to inspiring poetry that captures the essence of this magical time. In this article, we present 26 beautiful and inspiring spring poems that will make a great addition to any classroom.

1. “Loveliest of Trees” by A.E. Housman

2. “Spring” by William Blake

3. “Lines Written in Early Spring” by William Wordsworth

4. “A Light Exists in Spring” by Emily Dickinson

5. “The Trees” by Philip Larkin

6. “Today” by Billy Collins

7. “April Rain Song” by Langston Hughes

8. “To Spring” by Robert Herrick

9. “In Just-” by E.E. Cummings

10. “Spring Quiet” by Christina Rossetti

11. “The Enkindled Spring” by D.H. Lawrence

12. “Song of Solomon 2:11-13”, an excerpt from the Bible’s Old Testament

13. “A Prayer in Spring” by Robert Frost

14. “Spring and Fall” by Gerard Manley Hopkins

15. “Nothing Gold Can Stay” by Robert Frost

16. “Spring Morning” by A.A.Milne

17. “The Great Lover” by Rupert Brooke

18. “Easter Wings” by George Herbert

19. “Awakening” by James Wright

20. “Miracle Fair” by Wislawa Szymborska

21. “Daisy Time” by Marjorie Pickthall

22. “April Love” by Ernest Dowson

23. “It’s Spring” by Ntozake Shange

24. “The Flower Garden” by William Bryant

25. “A Meeting” by Robert Browning

26. “Spring” by Edna St.Vincent Millay

Each of these spring poems offers a unique perspective on the season, exploring themes such as renewal, beauty, and the fleeting nature of time. By sharing these inspiring works with your students, you not only expose them to a variety of poetic styles and voices but also help them develop an appreciation for the natural world.

In conclusion, incorporating these lovely spring poems into your curriculum can create an atmosphere of creativity and inspiration in your classroom. As your students delve into the verses and metaphors that capture the essence of spring, they will surely be encouraged to explore their own creative expression, developing a deeper connection with the world around them and the power of poetry itself.