Teachers Archives - Page 56 of 107

Matthew Lynch published in Education Leadership, Teachers April 12, 2023

13 Hacks to Motivate Kids to Attempt New Tasks

Are you looking for hacks to motivate kids to attempt new tasks? If so, keep reading.

1. Do not require the learner to finish the task in one sitting.

2. Minimize distracting stimuli (e.g., place the learner on the front row, give a carrel or “office” space away from distractions, etc.). This is used as a way of reducing distracting stimuli, not as a punishment.

3. Organize their surroundings to give the learner increased chance for help or assistance.

4. Select a peer or volunteer to help the learner begin a task.

5. Assess the clarity and quality of directions, explanations, and instructions given to the learner.

6. Get the learner to question any directions, explanations, or instructions not grasped.

7. Talk with the learner to explain (a) what the learner is doing wrong (e.g., not trying a new task) and (b) what the learner should be doing (e.g., asking for assistance or clarification, following instructions, staring on time, etc.).

8. Praise the learner for trying a new task: (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.).

9. Praise those students in the classroom who attempt a new task.

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

11. Praise the learner for trying a new task within the duration of time they can be successful. As the learner shows success, slowly decrease the amount of time to begin the task to be reinforced.

12. 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.

13. 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 trying a new task/task at school.

Matthew Lynch published in Teachers, Teaching & Learning Theories April 12, 2023

Departmentalized Scheduling: Everything You Need to Know

This involves teachers who only teach a single subject to several classes. This classroom organization is generally found in junior, middle, or high school settings. It might also be found at the elementary level in science, mathematics, art, music, and physical education classes. Departmentalized scheduling has both advantages and disadvantages.

The advantages include:

· Departmentalized scheduling gives students multiple teachers they can approach to get support in academics. Sometimes many students don’t click with one teacher but they’ll with another one.

· While consistency is very important for young students, they’re better able to adapt to change as they get older. Departmentalizing with a team of two or three teachers in elementary school prepares students for the future and eases the transition later on.

· Teachers can delve deeper into the standards and create a teaching specialty by focusing on one subject area.

· As teachers need to spend less time on lesson planning, they get more time to develop new lesson activities for students. They can also work together to develop cross-curricular lessons that help meet standards for different subjects.

· Transitions make great brain breaks, and students truly need a little downtime between lessons. The transition from one teacher or class to another provides a break and an excellent visual for the mental switch.

· Departmentalized scheduling allows multiple teachers to get first-hand insights into problems a student might be having. Teachers can work together to help resolve learning struggles or behavior issues. They can also collaborate on what’s working well in a class to help the students in other areas.

The disadvantages include:

· Many teachers feel that with departmentalized scheduling, they lose time and activities that help to develop relationships with students.

· Students may lose routine and consistency that they thrive on by changing teachers multiple times throughout the day. They tend to struggle more than in a self-contained classroom due to the differences amongst teachers, classroom environments, and expectations.

· By only focusing on one subject area, the teacher may become out of touch with other areas’ best practices and standards.

· Transitioning from one class to another wastes a significant amount of time, no matter how well-prepared the students are.

· Teachers may lose flexibility when they need to stay on a particular schedule. In a self-contained class, if teachers finish early, they can move on, or if a lesson runs a little over, they can adjust the activities or schedule.

Matthew Lynch published in K-12, Teachers April 11, 2023

21 Hacks for Teaching Students to Use Their Study Time Wisely

Are you looking for hacks for teaching students to use their study time wisely? If so, keep reading.

1. Provide visibility to and from the learner to make sure the learner is attending. The teacher and the learner should be able to see each other at all times. Make eye contact possible at all times.

2. Get the learner to organize tasks by dividing them into small segments. Establish deadlines and reward the learner after finishing each segment of the task.

3. Talk regularly with the learner to keep their involvement with class tasks (e.g., ask the learner questions, ask the learner’s opinion, stand in close proximity to the learner, seat the learner near the teacher’s desk, etc.).

4. Get the learner to prioritize tasks by importance (e.g., task A must be done today, task B can be done today, and task C can wait until tomorrow).

5. Observe the learner during study time to keep on-task behavior.

6. Take proactive steps to deal with a learner’s refusal to perform a task to prevent contagion in the classroom (e.g., refrain from arguing with the learner, place the learner at a carrel or other quiet space to work, remove the learner from the group or classroom, etc.).

7. Get the learner to question any directions, explanations, and instructions not grasped.

8. Give the learner a schedule of daily activities, so they know what and how much there is to do in a day.

9. Get the learner to repeat the instructions orally to the teacher.

10. Select a peer to model appropriate use of study time for the learner.

11. Provide sample letters, reports, forms, etc., as references for written communication.

12. Select a peer to model an appropriate conclusion of tasks for the learner.

13. Choose a specific duration of time (e.g., the last fiveminutes of study time, after finishing a task, etc.) when it is permissible for the learner to converse with their peers.

14. Urge the learner to ask for clarification of the instructions for classroom tasks to be finished during study time.

15. Talk regularly with the learner to help them follow instructions for the tasks.

16. Let the learner have access to pencils, pens, etc., only after instructions have been given.

17. Provide a consistent daily routine (schedule).

18. Provide consistency of expectations while keeping expectations within the capacity and ability level of the learner.

19. Make sure that the learner is paying attention to the teacher when instructions are given (e.g., making eye contact, hands free of writing learning materials, looking at task, etc.).

20. Make sure that your remarks are in the form of constructive criticism rather than criticism that could be perceived as personal, menacing, etc. (e.g., instead of saying, “You always make the same mistake,” say, “A better way to do that might be . . .” ).

21. Consider using assistive technology designed to help students to attention deficit hyperactivity disorder to concentrate. Click here to view list of assistive technology apps that we recommend.

Matthew Lynch published in Teachers April 10, 2023

The Best Gifts for Teacher Appreciation Week

Teacher Appreciation Week is the perfect time to show your appreciation and gratitude towards the dedicated and hardworking educators in our lives. Teachers have tough jobs, and it is always essential to honor their hard work and dedication to their profession.

What better way to honor the tireless efforts of our favorite teachers than with a thoughtful gift that shows them how much they are valued and appreciated? Here are a few of the best gifts that you can give to your favorite teacher:

1. A Personalized Gift

A personalized gift is a fantastic way to show your teacher that you are thinking of them. Personalized gifts can range from custom-made mugs and water bottles to personalized notepads or even customized desk organizers with their names on them. These gifts show your teacher that you care enough to put some extra thought and effort into their gift.

2. A Gift Basket

A gift basket is always a great way to let your teacher know that you appreciate everything they do. You can create a gift basket filled with their favorite things. For example, if your teacher loves coffee, you could include a bag of their favorite coffee, a mug, and some biscotti or other treats. Or, if your teacher loves reading, you could include a few of their favorite books, bookmarks, and a cozy blanket.

3. Classroom Supplies

Teachers are always in need of classroom supplies, and getting them a gift that will be useful in the classroom is a great idea. You can consider buying supplies such as pencils, erasers, whiteboard markers or even a new bulletin board. You could even ask your teacher if there is anything specific they need for their classroom before buying anything.

4. Gift Cards

Gift cards are always appreciated and can be used at their favorite store or restaurant. This gift gives your teacher the flexibility and freedom to choose what they want or need, and it is always appreciated.

5. Hand-Written Notes

Finally, one of the best gifts that you can give to your teacher is a heartfelt, hand-written note of appreciation. Sometimes, a simple thank you note for everything they do can mean more than anything else. You can also consider having each student in the class write a note to the teacher, which can be put together in a special book or gift.

In conclusion, appreciating teachers should be a year-round effort, but Teacher Appreciation Week provides an excellent opportunity to show them that they are valued and appreciated. Whether it is a personalized gift, a gift basket or classroom supplies, gift cards, or hand-written notes, whatever gift you choose to give your favorite teacher, it is important to show them how much they are appreciated every day.

Matthew Lynch published in Teachers April 10, 2023

Best Teacher Appreciation Week ideas in 2023

As we enter the new year of 2023, it is important to start planning ahead for special events, such as Teacher Appreciation Week, which is celebrated annually in early May (8th -12th in 2023). Teachers are some of the most important people in a child’s life, helping to shape their future by providing education, guidance, and support. This is why it is crucial to take the time to show our appreciation for all that they do. Here are some of the best Teacher Appreciation Week ideas for 2023.

1. Personalized Gifts: One of the most meaningful ways to show appreciation for a teacher is to give them a personalized gift. This could be a custom mug, tote bag, or a notepad with their name or initials on it. You can also get creative with gift ideas, such as a plant, a gift card to your favorite restaurant, or a subscription to a magazine they enjoy.

2. Student-led Activities: Teachers appreciate it when their students take the lead in organizing events that celebrate them. This can range from creating a special breakfast or lunch for the teachers, putting on a talent show, or even hosting an awards ceremony. Get creative and involve the whole school in showing their appreciation.

3. Notes and Cards: Nothing says “thank you” like a heartfelt note or card. Encourage students to write personalized notes to their teachers, expressing their gratitude and admiration for them. These can be displayed in the classroom, shared during an assembly or given to the individual teacher during a surprise visit.

4. Creative Decorations: Teachers will be delighted when they walk into a classroom decorated just for them. You can get creative with decorations, such as creating a balloon arch, hanging up inspiring quotes or using colorful confetti to celebrate the occasion.

5. Food and Treats: Everyone loves delicious treats, and what better way to celebrate Teacher Appreciation Week than with a catered meal or snack bar? You can also set up a popcorn bar, candy buffet, or breakfast buffet to show your appreciation for the teaching staff.

In conclusion, Teacher Appreciation Week is a special time to celebrate the wonderful work of our educators who help shape the future of the world. There are many creative ways to show our appreciation, whether it be through personalized gifts, student-led activities, notes and cards, creative decorations, or delicious treats. Let us make sure to take the time to show our appreciation for these essential members of our community who make such a significant impact in our lives.

Matthew Lynch published in Child Development, Teachers April 10, 2023

19 Hacks to Encourage Kids to Participate in Learning Activities

Are you looking for hacks to encourage kids to participate in learning activities? If so, keep reading.

1. Teach the learner appropriate ways to interact with peers in classroom learning activities (e.g., share learning materials, problem-solve, take turns, converse, etc.).

2. Observe classroom learning activities closely so peers with whom the learner interacts do not encourage unacceptable behavior.

3. Make sure that the classroom learning experience is not so stimulating as to make successful interactions with peers complicated.

4. Teach the learner problem-solving skills to better deal with problems that may happen in interactions with peers in classroom learning activities (e.g., talking, walking away, calling upon an arbitrator, compromising, etc.).

5. Restrict chances for interaction in classroom learning activities on those occasions when the learner is not likely to be successful (e.g., when the learner has experienced academic or social failure prior to the scheduled classroom learning experience).

6. Choose nonacademic learning activities designed to enable appropriate social interaction between the learner and peers during classroom learning activities (e.g., board games, model school building, coloring, etc.).

7. Always treat the learner with the utmost respect. Talk objectively at all times.

8. Using observation and interviews with other students, determine those characteristics of the learner that interfere with successful interactions during classroom learning activities. Utilize information gained to ascertain skills or behaviors the learner needs to create for successful interactions.

9. Get the learner to practice appropriate interactions with the teacher(s) in classroom learning activities (e.g., simulations, role-playing, etc.).

10. Make sure, beforehand, that the learner can successfully take part in the classroom learning experience (e.g., the learner knows the rules, is familiar with the learning experience, will be compatible with peers engaged in the learning experience, etc.).

11. Make sure the learner has the appropriate learning materials for the classroom learning experience.

12. Designate the learner duties to perform during classroom learning activities to enable peer interaction (e.g., being a leader, passing out learning materials, acting as a peer tutor, etc.).

13. Make sure the learner knows how to use all learning materials for the classroom learning experience.

14. Do not punish the learner for not participating in classroom learning activities or special activities.

15. Do not force the learner to interact with someone with whom they are not entirely comfortable.

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

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

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

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

Matthew Lynch published in New Teachers, Teachers April 9, 2023

Collaborating/Mentoring Teacher: Everything You Need to Know

This is a teacher that monitors and supervises aspiring teachers during their field experience placement. The mentor teacher is often an experienced teacher within the institution. The objective of mentor teachers is to provide aspiring and new teachers with support, advice, and guidance to improve their teaching skills. Mentoring works best when it’s performed as part of a structured developmental program. It may involve all or any of the following:

· Identifying strengths and weaknesses

· Identifying developmental needs and interests

· Observing lessons and arranging peer observations

· Action planning

· Coaching on aspects of teaching practice

· Reviewing progress

Mentor teachers’ activities benefit everyone involved in the process: the mentee, the mentor, and the institution.

For the aspiring teacher:

· Opportunities to reflect on their present teaching methods

· Opportunities to explore new ideas and try out different methodologies and approaches

· Support in finding solutions to problems

· Opportunities to perform action planning

· Opportunities to better the classroom experience of students as they become more knowledgeable and confident

For the mentor teacher:

· Opportunities to develop experience, knowledge, and skills in coaching and mentoring

· Opportunities to improve feedback skills, methods, approaches, and delivery techniques

· Opportunities to enhance the level of insights into problems teachers face

For the institution:

· Identification of training needs to meet educational policies and standards

· Insights into the strengths and areas for development of the teaching team

· Improved standards as aspiring teachers develop expertise

The top qualities of good mentor teachers include:

Active listening: Active listening is an important skill for all teachers, and it’s particularly crucial in mentor-mentee communication. Good mentor teachers pay close attention to the verbal, non-verbal, and emotional messages they receive from the mentees and provide feedback.

Intervention: New teachers are typically expected to hit the same high targets for professional responsibilities and student learning outcomes as their experienced counterparts. Good mentor teachers intervene to ensure that new teachers’ responsibilities are aligned with their experience and equitable. This may mean that the mentor interferes when the mentee is overloaded, requests additional resources, or offers help that takes some items off the new teacher’s to-do list.

Connecting new teachers to communities of practice: In education, a community of practice is usually a group of teachers committed to teaching and their students. Members regularly interact and share their teaching practices to develop collective competence. Good mentor teachers bring aspiring teachers into their communities of practice and encourage them to build their own.

Matthew Lynch published in Reading & Literacy, Teachers April 8, 2023

How To Support Reading In Social Studies

Social Studies revolves around the behavior of humans. While these subjects often involve the use of images and other visual representations, it is imperative that teachers also make use of various texts and reading materials. In this way, the students will improve their reading skills while simultaneously completing the social studies syllabus.

In this article, we will be discussing a few ways in which teachers can support reading during social study lessons.

Use Various Texts And Reading Resources

To promote reading during lessons, teachers should make use of various materials and resources. For example, while the students may enjoy watching videos based on the work, it is also vital to refer to a textbook now and again.

More so, the teacher could create handouts or worksheets to introduce a new topic. This also makes it much easier for the students to study, as they will have one resource to refer to.

However, instead of only using the textbook, there are plenty of articles, stories, and books related to the work taught in social study classes. In this way, the teacher will also be able to keep students’ attention by using unique and exciting reading materials.

Make Use Of Reading Comprehensions As Assessments

Many teachers make use of simple tests and exams when testing the knowledge of students. However, to promote reading in the classroom, they could also use reading comprehensions from time to time.

These assessments are great for incorporating various skills into a single lesson. For example, they test students’ reading and writing abilities while simultaneously assessing their work knowledge. More so, these articles can be a great way to introduce new work to the students.

Make The Students Complete Research Projects

Research projects are another great way in which teachers can promote reading outside of the classroom. For these assignments, the students will have to research a particular topic to answer various questions.

In this way, they will be improving their reading, researching, and writing skills. More so, this type of assessment will expose them to valuable information on the topic that may have been missed in the classroom.

Concluding Thoughts

Teachers must promote the development of reading skills during social study lessons. This can be done in various ways – for example, they could use different reading materials, including texts and textbooks. They could also assess the knowledge of students through reading comprehensions and research projects.

Matthew Lynch published in K-12, Teachers April 8, 2023

20 Hacks to Help Student Lower Their Unexcused Tardies

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

1. 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).

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

3. Include the learner in extracurricular learning activities.

4. Talk regularly with the learner positively throughout the day.

5. Provide the learner a responsibility to be performed at the beginning of each learning experience.

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/tardy.

8. Begin each day with a fun learning experience that should cause the learner to want to attend and be on time for class.

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/promptness.

10. Draft an agreement with the learner stipulating what behavior is required (e.g., coming to school/ class on time) and which reinforcement will be implemented when the agreement has been met.

11. Praise the learner for arriving at a learning experience within a given period. As the learner becomes more successful at being punctual, slowly lessen the amount of time the learner has to arrive at a learning experience.

12. Praise those students in the classroom who come to a learning experience at a specific time.

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., coming late to a learning experience) and (b) what the learner should be doing (e.g., arriving at a learning experience at a specific time).

15 Praise the learner for 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.).

16. Select a peer to model arriving at a learning experience at a specific time for the learner.

17. Consider using a classroom manageme

nt app. Click here to view a list of apps that we recommend.

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

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

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

Matthew Lynch published in Education Leadership, Teachers April 7, 2023

How to Implement the Rapid-Fire Writing Teaching Strategy in Your Classroom

Description

Rapid-fire writing is a highly formatted way to get learners thinking and writing about a topic. This method helps learners clarify their thoughts by alternating between thinking and writing. It can uncover the feelings and emotions behind our initial reaction to a piece of content, and it also builds the skill and practice of iteratively reviewing and revising during the writing process. This method is often helpful in both brainstorming and beginning to narrow the focus for discussion, and it can be used to develop a thesis statement for a formal essay or report.

Implementation

Select the Text/Media: Select thought-provoking text/media to which learners will likely have varied and sophisticated responses. For instance, the reading “Talking about Religion” introduces a story, emotions of shame and fear, and ideas about democratic participation.
Gather Supplies and Introduce Protocol: Have learners get out paper and pens before they start reading or viewing so that they can instantly begin the rapid-fire writing process. Let them know that they will be following a structured protocol to guide their writing so that they aren’t surprised when you ask them to stop writing.
Learners Read/View Content: Have learners read the content or view the chosen content.
Think, Write, Read, Repeat: Use a timer to lead learners through this series of steps:
One minute: Quiet thought; no writing.
Three minutes: Write.
One minute: Read and circle three main ideas from what you have written. No writing during this time. You can read, reread, and think, but do not start writing again.
Two minutes: Write.
Thirty seconds: Read and put a square around one word or phrase.
One minute: More Writing.
Reflect on the Learning Activity: At the commencement of the reflective time of rapid-fire writing, the ensuing clarity of thought can be a great discussion piece.

Modifications

Abbreviated Learning activity: Depending on learners’ capability and writing experience, the duration of the time blocks may be shortened at the beginning and then increased to the times listed.