New
Teachers Niche:
Ideas for Student Teachers |
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Emergency Lesson Plans:
Real Lifesaving Tools
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Everyone gets those situations in life where an
emergency has come up, and you don't have the time (or sometimes
the ability) to get a good lesson plan in to school for your
students. Maybe you have a family emergency or a disrupted travel
plan and you just cannot get into school to leave detailed
lessons. That is why it is essential for you to have an emergency
lesson plan available and handy. |
The emergency lesson plan should be able to be used at
ANY point in the year. It doesn't have to fit in with what you're
currently doing (nor should it - it is to be used when you cannot leave
normal sub plans). The lesson should be related to your normal
curriculum, but it could be a supplement or an enrichment activity.
Get a folder (or a three-ring binder), and label it appropriately on the
outside cover. There are even folders you can purchase (some schools
even make these available to teachers) labeled 'sub folder' or
'emergency plans'. Also make sure you have an appropriate spot for your
emergency folder on or in your desk area. Some schools will ask you to
keep an emergency plan in the office. In either case, make sure it is
easily accessible by a substitute teacher.
Think about keeping class activities to 10 to 15 minute
increments. This way the sub will have better control of your
kids. Students have difficulties adjusting to changes in their routines,
and you don't want to have to return to discipline referrals.
Keep the information organized and easily accessible for a sub.
Remember, the sub won't know where you normally keep things, and they
can't read your mind. Spell out exactly what you want done, where it can
be found, and what you want done with it when they're finished.
Make sure you have made enough copies of any worksheets so the sub
doesn't have to. And be sure to leave answer keys. Many subs will
actually even grade your assignments for you if you ask them in your
plans.
Get this done early in the year, and you can save yourself many
headaches later, not to mention worries about what will happen in your
room if you are unable to be there.
EMERGENCY LESSON PLAN IDEAS:
Language Arts: Include short writing activities involving students
opinions. Thus they don't have to have 'background' information, and
they can write from their own experiences. Parts of speech review can
include mad-libs or easy, fun worksheets.
Math: Leave a calculator activity. These could even be puzzles or
partner games. Or give review problems.
Science: Copy a science article and have students read carefully and
answer questions. Make speculations and use the scientific method. Or
have students create the plans for a lab activity.
Reading: Leave students a copy of a short story or article, and
questions to answer. You could even set up a 'test-taking' exercise, and
discuss appropriate answers and strategies.
Social Studies: Map activities are great for emergency plans. You can
even set up a one-day unit on any area/region of the world, including
your own town or city.
Everyone gets those situations in life where an emergency has come up,
and you don't have the time (or sometimes the ability) to get a good
lesson plan in to school for your students. Maybe you have a family
emergency or a disrupted travel plan and you just cannot get into school
to leave detailed lessons. That is why it is essential for you to have
an emergency lesson plan available and handy.
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Writing
Every Day in Class
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For your students to be good at any skill,
they must practice it on a daily basis. This is true for any
skill, and writing is an excellent example.
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Regardless of whether your goal is to improve your
students' abilities, or to raise test scores, you need to structure and
designate specific time to practice this skill every day. As the
classroom instructor, it must be YOUR goal to have your students
practice the skill daily.
Now, you don't have to spend your entire class period on writing. There
are many activities you can use that take anywhere from five to ten
minutes and will accomplish this goal of writing daily. We should
briefly describe the parts of the writing process, so we can then
develop activities to improve each step. There are many different terms
educators will use to name the parts of the writing process. Undoubtedly
you have seen several different ways to name each step. Your school may
even have a specific set of terminology you need to use. That's fine,
especially if your students are hearing the same terms through different
classes and grade levels. However you decide to designate each step of
the writing process, there are several distinct parts.
The first is brainstorming and organizing information. This is the
'prewriting', thinking of topics and ideas about which the students will
write. The second is drafting, writing out a first copy which we know
will not be perfect but will need more work.
The third is revising, adding in more information, changing information
around, or removing information not pertinent to the topic. The fourth
step is to proofread and edit for surface errors and mistakes. The last
step is to rewrite the draft making the corrections from steps three and
four. This last step may be another draft, or it may be a finished,
published piece. Now, you may want to add more steps to these basic
five, and that's up to you. You'll get no resistance from me. The
important thing is to fully understand what you're teaching and to make
sure your students understand it!
Before we get into activities, you will want to create a special,
specific place for the students to keep their work. I choose to keep
this work in class so I know it will ALWAYS be there. No more losing it
in folders, at home, or in lockers. Each student is provided a hanging
file in a cabinet drawer (each class gets its own drawer). If you do not
have an extra file cabinet, you can pick up plastic storage crates or
boxes fairly cheaply. When I want the students to work with previous
writes, they simply need to grab one out of their file. And best of all,
the work is already in class.
Ok, so lets examine a few exercises to practice at each step. First for
brainstorming and organizing. This is one of the most important steps,
and it can be practiced in any subject area. You are going to want to
have your students practice this two to three times each week. Have your
students brainstorm in lists, in graphic organizers, in webs/maps, and
by freewriting. Give them topics and a time limit and turn them loose.
Use ideas from your text, from reading activities, and from real life
situations that involve your students. You can create games and contests
to encourage them to generate long lists.
There are many ways to draft. We've covered several in past newsletters
(see the links below for more information on each) including FREEWRITES,
JOURNAL WRITES, and PARAGRAPHS. You will probably have other forms and
styles to use too. Drafting does not have to take a long time, either.
Give your students a specific time limit and the minimums you want them
to write. Be very clear about your expectations and rules so the
students will have clear understanding of what you're looking for. Feel
free to impose minimums such as a time period, length of paper, or
number of words. Remind yourself you are working with activities with
shorter time slots. You want your students to really push themselves,
and you may have to push them at the beginning to get them up to the
speed you want!
Editing activities work well when your students already have several
pieces finished to look over. You can have students edit their own, or
peer edit by trading writings. I usually hold off for a month to collect
enough drafts so students can choose their own writing to edit. Normally
students like this step the least, and try to resist editing. So you
will want to make this a fun activity, and be sure to give it a grade.
I also try to give out extra credit so they will want to do these
activities. We practice question writing with our SQ3R reading
techniques, and we apply this to editing too. Some of the best editing
is done by students posing questions, looking for more information, or
needing clarification of ideas. This is not proofreading, remember! We
use overheads (again so they can be re-used) with guiding questions and
thoughts that will help students generate questions of the writing in
front of them.
Undoubtedly you'll have a handful of students who think their first
draft is perfect and needs no additional work. And you may even agree
that some of these students are very good writers. But don't fall into
the trap of letting them avoid editing. Even professional writers go
through many stages of editing (as of this time, I've already edited
this article four times!). Keep your kids following the writing process
- no short cuts! Allowing one or more students to cut corners will lead
to more asking, and then hard feelings among classmates ("Why
doesn't so-and-so have to edit?") None of your students will be
experts, none are perfect, even if you have seniors. There are always
things you can adjust, clarify, or add to writings. And all of the
students will benefit from good editing activities, whether they like it
or not.
Another issue you will deal with at this step is a fragile student ego.
Some students will fear having criticism of their work. And there will
also be students who fear writing criticism on their classmates' papers.
You will have to have some heart-to-heart talks with your students and
convince them (or persuade them) that they are helping their classmates
and themselves when editing. They're not there to rip on each other,
just make everyone better writers.
Having your students write on a daily basis may seem like a
homework-checking nightmare waiting to happen. You will need to create
an administrative plan to make your life simple. In our class I use the
random choices technique (See our website for more details) A white chip
indicates we don't grade it, just file it. A blue chip is a peer check
and immediate grade. And a red chip is a collection of the papers so I
can read and score them. This keeps me from having to read and grade
every paper every day. And for paragraph drafts, we use FCAs (focal
correction areas) for grades (look for more on FCAs on our writing
website) These administrative strategies help keep my sanity while
allowing my students to practice a lot of writing on a daily basis.
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Modeling Student
Behavior
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Whether you as a teacher realize
it or not, you are the best model of behavior in your classroom. A
large part of your proactive behavior plans should include your
own behavior you demonstrate to the students every day. |
You must set expectations for your students,
demonstrate the behaviors, and be vigilant to correct the kids. Don't
waver on your expectations; inconsistencies will only confuse the
students and cause you more problems.
If you stay calm, collected, and in control, your
students will exhibit the same behaviors. The same is true about
enthusiasm; if you are excited about your lesson and truly believe in
its importance, the kids will respond in kind. Conversely, the kids will
know when you are tired, bored, don't want to be there, or are 'winging
it.'
If you are late to class, or don't start on time, the
kids will pick up on it and be more likely to do the same. The same is
true about the way you dress, the way you act, the language you use, and
your 'body language'.
If you want your students working from 'coast to
coast', or from bell to bell, you need to set the expectation of
activity all hour. Start with a warm up, and ensure the kids are doing
it. Keep them busy on activities with transitions between each. Don't
let there be any down time. Work them to the end of the period, and have
them pack up when you say so, not whenever they want to.
If you want your students to quietly read in class,
but you are spending that time working on other things, it sends the
message that you don't value the activity personally. Modeling the skill
for the kids reinforces your belief that it is important. It show you as
a lifelong learner who values the skills you're teaching them.
The same is true for writing. Students rarely have the
chance to see real people writing - for many, the only examples (and
role models) are their classmates. Work along with your students. Now
this doesn't mean you have to do this the entire time. You must also
supervise, coach, monitor, and actively support their learning. But you
can spend at least a few minutes 'at their level'.
Be a positive role model for your students. Don't just
explain and show the behavior; be the example day in and day out.
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Randomizing Class Choices:
Breaking Up the Monotony
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Much has been said and written lately about
providing students with choices. I'm all about any methods which
will improve student involvement in class, giving them ownership
in their learning. There are many ways to give students choices,
options, or just to provide random results and change up the
monotony. This article will discuss how to use random results in
typical class situations. |
One technique I use is drawing from a hat (or mug,
box, basket, or other container). You can choose anything to put in the
hat, and decide if you or the students will do the drawing. You can
draw, or let your students pick. I try to keep the 'hat' above the
chooser's head so there is no possible way to cheat on the draw.
In the hat I like to use different colored poker chips: white, red, and
blue. We will use these for many applications, or at least any that
involve three different outcomes. When grading freewrites, for example,
drawing a blue chip means I take an immediate grade on the assignment
A white chip means "thank you for writing today", but we
aren't going to grade it, just file the writing into your folder. A red
chip indicates I'll collect the papers, read over them, grade them, and
select a few to write comments upon. By drawing a chip, the students
don't know if the assignment will be graded or not, so they must do
their best. However, for the teacher, the students are writing more but
you don't have to grade every paper!
We will also use the chips for minor homework assignments. Same idea -
white is a no grade, blue goes immediately to the grade book. But on red
chips, I'll allow a minute or two to fix mistakes before I collect them.
It depends on the situation. It's that simple. And the students never
know if the assignment will be graded or not, so they have to do their
best just in case. Another technique is to use strips of paper in a
coffee mug for completely random choices. This is great for games like
charades where students draw random words, topics, or choices.
This could be used to randomly discuss class topics or answer questions.
I like to use this for choosing project topics. Put slips of paper
numbered 1 through however many students are in the class. Fold the
slips and then have students draw their own place in the waiting line.
Whoever has the slip #1 gets first choice of topics, #2 chooses second,
and so forth. No one can claim a biased order of selection! This
is great for research paper topics, where you don't want students
choosing the same topics. We will also use small slips of colored paper
to form random groups of students. If I want four different groups,
figure how many students you want in each group and tear that many small
slips of colored construction paper. Do this for each group, using
different colors. I find this is a good use for scraps of paper left
over after an art project (the thick paper holds up better). Then go
around the room and let the students 'choose' their group. Collect the
slips back after recording the groups & names so you can re-use the
slips again.
You could use all sorts of everyday items to get random choices. Flip a
coin in a two-choice situation. A die or pair of dice can give you even
more choices. You could even use a deck of playing cards.
To randomly call upon students, we utilize note cards filled out with
student names and personal information. At the beginning of the year,
students write their name, parents' contact info, text book numbers,
hobbies/interests, and other information on a regular 3 x 5 index card.
I then collect these and pull them out, shuffle, and select a random
card (with the student's name on it.) Voila! Random selection of
students.
And if you want to ensure you call upon everyone equally, just don't
shuffle the cards, and place the used card at the back of he deck. You
can cycle through the card deck over and over, ensuring you're calling
upon every student equally.
Cards, dice, coins, poker chips and simple slips of paper can be easily
used to make random selections in class. We'd love to hear any other
'random acts' ideas and techniques you may have. We'll add them to this
article and post them on our website with credit to you!
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Preparing for
Emergency Situations in School
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We know emergency situations can (and will at
some point) happen in your class. It may be minor, such as a
student becoming sick in your room, or even a practice event like
a fire drill or tornado drill. Hopefully you won't encounter a
real life-threatening emergency. But you should always be prepared
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Fire drills are probably the most common situations
you will encounter. The best way to handle these is to teach your
students what to do in the event of a drill or an actual evacuation.
Yes, you can teach this to your students. Fire drills are to be
surprises only WHEN they occur, not a surprise in WHAT to do. It is good
practice for your students to know exactly what the procedure to follow
is. The most important part is to be sure YOU fully understand the
school's fire drill procedure and you can confidently teach it to your
students.
Making sure all of your students are accounted for is your main
responsibility. Thus, your attendance taking is very important. You want
to make sure you have a means of carefully checking attendance when you
and your students reach your destination. Have your grade book,
attendance sheets, or a class roster easily accessible and always in the
same location so you can grab it as you leave the room. I use the
class roster file on my handheld because it's always with me. Teach your
students to exit the room carefully yet quickly. Instruct them in
which direction to turn from your doorway, and what exit is to be used.
Always have your kids line up and stay organized so you can take
attendance easily.
And let them know why it's important to maintain composure and control,
not playing or wandering around. If you are new to the building, your
students will probably already know where to go! The trick will be
getting them there quickly and maintaining order.
You'll want to let the students know how to react to different
situations. They may find themselves in the hallway heading back from
the library, in the rest room, or involved in a group activity in a far
corner of your classroom.
Obviously more urgent matters will constitute true emergencies, and it
is very difficult to prepare for these. Hopefully your school has a
comprehensive plan to cover bomb threats, intruders, inclement weather,
and other emergencies. Take time to carefully read through and
understand these procedures, so when an emergency does occur, you can
confidently lead your students. The students will respond to you when
you give direct, confident directions.
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Preparing
For Your Student Teaching Experience
(part 1)
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This is the first in a series of articles
designed for college interns getting ready for their
student-teaching experience. Student teaching is the final step
for most teaching programs, and having a positive experience is
vital for new teachers. This series of articles will provide many
ideas, tips, and suggestions for young educators to make the most
of the experience.
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There are many questions you'll want to pose to
yourself far in advance of your student teaching experience. It is
important to think carefully about them, as they will help to guide the
actions and decisions you make. What kind of teacher do you want to
become? Are there other teachers who have been a positive influence on
you? Who have been your role models? Are there teachers you've had whose
style you want to emulate? Are there teachers you know you don't want to
be like? What has worked for some teachers that you want to implement in
your own practice?
Who do you see yourself as? What style will you create for your own
teaching? How will you balance the subject matter with the care for kids?
How do you want the students to see you? How do you want your students to
remember you five, ten, or twenty years later on? Will they remember you
as a positive influence on them? Could you potentially change their lives?
Create a plan to become your dream. Do it now. Talk with teachers you
admire and respect: those you want to model yourself after. Discuss the
techniques and ideas that work for them, and use or adapt what you feel is
useful. You can also check out the FREE teacher "Who I Want To
Be" inventory available on our website. It gives ideas, provides
guidance, and helps to create a plan for starting out on your teaching
career.
Click here for the "Who I Want To Be" plan:
http://www.starteaching.com/studentteachers.htm
Meeting your mentor teacher as early as possible is very important.
The two of you must form a bond, a cohesive unit in the classroom.
Your co-op teacher will become the most important contact for this point
in your career. They provide you not only with support, guidance, and
structure, but also critique. Your co-op teacher's evaluation and
recommendation is vital to your resume and to interviewing.
Planning will become very important to every aspect of your life, from
school to your personal life. One huge difference is planning for class.
Not anymore are you just setting up an activity or a day's lesson plan.
Now you must think in terms of the long haul. It becomes a campaign where
you must have an overall picture of what you'll cover with your students.
Also within this overall framework, you must have weekly and then daily
plans. You'll also have to reflect daily and adjust and (re- adjust) your
plans depending upon how each lesson or activity goes (or doesn't go!) The
daily grind is often interrupted by school-wide activities, fire drills,
and those 'teachable moments' that happen on the spur of the moment.
You'll need to be flexible and able to adapt on a daily (or even hourly)
basis. But that's a part of teaching!
Another concern many new teachers and student teachers have is becoming
involved in extra-curricular activities. There are several ways to look at
this. First, it is a good idea to become involved in extra-curriculars at
your school. These are good resume' builders, and your involvement shows
potential employers you are a team player and willing to go the extra mile
for your school and job. Extra curriculars also set you up in a new and
different relationship with those students. They are able to see you in a
different role too, and many times you're able to create in-roads with
students whom you might not otherwise make a connection. Of course, taking
part in extra-curriculars means more time and efforts put in, especially
when you're already pulled in all directions. However, it is in your best
interest to find an activity you can join, even if just as an assistant.
You will also need to carefully plan your personal time while student
teaching. In addition to the increased teaching and planning load, your
time will be further divided by your college, which undoubtedly has course
work or projects for you to accomplish. There are always hoops to jump
through. If you have a family, you'll be pulled in even more directions as
you find the new balance between home and work.
Our next articles will focus on the duties of student teachers, including
observing, team teaching, and flying solo. We'll get you started in
becoming accustomed to your class and school, and what specific steps you
can take right now and this summer to prepare.
Be sure to check out our website for the FREE teacher Who-I-Want-To- Be
plan and other great Freebies for new teachers. Simply click the following
link: http://www.starteaching.com/free.htm
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Preparing
for Your Student Teaching Experience
(part 2)
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This
is the second in a series of articles by Dr. Peter Manute
designed for college interns getting ready for their
student-teaching experience. Student teaching is the final step
for most teaching programs, and having a positive experience is
vital for new teachers. This series of articles will provide
many ideas, tips, and suggestions for young educators to make
the most of the experience.
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Being
an intern is an interesting position to be in. The university treats you
as a student, making you jump through hoops completing projects and
meeting deadlines sometimes seeming totally irrelevant to the
internship. The school district you are working in expects you to be a
professional educator with all the secrets of innovation and new
technologies fresh from the university 'think tank'. Parents think of
you as someone who really doesn't know what they are doing yet and don't
understand why you are practicing on their kids. They are always quick
to point out their perceptions of student teachers when a problem arises
about grades or behavior.
Hopefully I will provide you with some practical information presented
in a no-nonsense form.
First and foremost, make sure all of your personal chores and plans are
in order before you begin your assignment. Once you start it is vital to
focus all of your energy and time into your placement.
Secure your housing well in advance and establish a routine of
daily tasks. Plan to arrive at school early and plan to stay late.
Student teaching is absolutely relentless; you will be exhausted after
your first day. The mental and physical strain is unbelievable. Make
sure all of your details are taken care of in advance; you don't want
anything to interfere with your teaching. Do create some time for
yourself or you will self-destruct. You need to keep your mind clear in
order to make effective teacher decisions. Plan to have some time each
day for your self - it may only be a few minutes, but it is very
important. You may think you don't need it, but all veteran teachers
will tell you differently.
Secondly, be a sponge. You are new to the profession and regardless of
how well your university has prepared you, nothing measures up to being
on your own in a classroom. When the door shuts for the first time you
will know what I am talking about. Glean as much from your mentor and
other teachers as possible, and by all means, don't come across as an
expert.
You have not paid your dues and therefore you are really not an expert
at anything. Learn from your observations and reflections; don't be
afraid to make mistakes. As you progress and you become more effective,
take risks and try different methodologies and teaching strategies. By
all means keep in close contact with your mentor and always remember -
no surprises. Ask questions before you do something; your mentor knows
the ropes and will offer excellent advice. Make it your responsibility
to learn the routines and specifics of the district and building you are
working in. Don't rely on someone to tell you; find out on your own,
take the initiative.
You can learn many things from both effective and ineffective
teachers. Unless asked, keep your opinions to yourself, being new and
having all the energy of youth will be a threat to some, so tread
lightly.
If there is any down time in your room, ask your mentor for tasks to
accomplish. Help out anywhere you can. Ask to take on something
difficult and work with your mentor to accomplish it. Save as many
artifacts as possible and use them in your professional portfolio.
Creative lesson plans and examples of student work are excellent things
to have. Ask for feedback and listen and process. Create an open dialog
with your mentor; remember that is the person who will be called first
when a district wants to know about you. Your mentor will be able to
talk about strengths and weaknesses, so what do you want to them to say
about you?
Finally, enter the internship with the idea there will be a teaching
opening that you will be qualified for in the very building you are
student teaching. Create positive relationships with staff, parents, and
students. You do that by demonstrating professional behavior. When your
internship is completed you want everyone to say - "We would really
like to have you become part of our team!" Prove to people that you
are the type of teacher that would be a perfect fit for their district.
School districts are looking for candidates who are 'low maintenance'
teachers who can come into their buildings and have an immediate impact.
Confidence, solid work ethic, and exemplary professional dispositions
are words you want people to use to describe you. Your internship is an
excellent place to begin!
Be sure to check out our website for the FREE teacher Who-I-Want-To-Be
plan. Simply click the following link:
http://www.starteaching.com/free.htm
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Learning
Pods and Classroom Setup
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| Setting up small learning groups, or communities,
in your class requires planning, not just in your instruction,
but also in the physical space of your room. |
When I decided to change my teaching style from a
teacher-centered, lecture format to a student-centered, project format,
I had to seriously contemplate how my room and its instructional
resources were arranged.
I knew I wanted to set up student 'pods' of four to five students.
Four makes a great sized group, but five is starting to push it. These
sizes also fit with the number of computers I had available. Each pod
needed one computer for the group to use, as well as workspace, achieved
by placing desks next to each other forming a table.
I placed the pods at the outside walls for a few important reasons.
First was to get some elbow space between students and groups. I wanted
to eliminate interaction between groups so students could concentrate on
their own group's activities. Secondly, this arrangement allowed me to
monitor the computers at all times. Third, this setup created better
traffic flow through the room, since students would often need to move
back and forth to the central resource center.
I've set up the resource and presentation center in the center of the
classroom. This is where I keep student file cabinets (the short types),
dictionaries & thesauri, school supplies, and art-type supplies.
I've combined this storage area with my podium, overhead projector, and
the other tech equipment like vcr or dvd players, digital projectors,
and the like. This allows for easy student access to all resources, and
I can effectively use all of my wall space when I need to present
material.
The 'traditional' classroom and the 'student-centered' classroom are
very different both in philosophy and in the application. The basics of
setting up your classroom to reflect the learning environment you've
envisioned must be thought through carefully before jumping right into
the pods.
Having previously taught in the traditional manner, I've found the pod
setup, or student-centered class, to be both a challenge and a benefit
to student learning. Now that I've had a chance to compare them, my
students and I prefer the pods.
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Using Random
Student Cards in Class
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Much has been said and written lately about providing students
with choices. I'm all about any methods which will improve student
involvement in class, giving them ownership in their learning. There are
many ways to give students choices, options, or just to provide random
results and change up the monotony. This article will discuss how to use
random results in typical class situations.
Ever wonder if you choose certain students more (or less) often in class
than others? Or would you like to be able to completely call on students
at random?
A great technique is to make and use an index card deck with your
students' names on the cards. On the first day of any of my classes, I
pass out blank lined index cards (we use the 3 x 5 size) to all the
students. I then have them fill these out with information we can use
later on in class. Then I collect them and keep them separated by class
with a rubber band. Then I can quickly access the names of all of my
students. This helps for learning their names quickly too.
The random calling technique will increase your students' attention,
since any one of them could be chosen at any time without you playing
favorites or ignoring anyone. Always try to choose several students each
time you use the cards, and everyone will quickly understand that they
may be the next person called. No student wants to be embarrassed, so
they will all formulate some type of response to give in case their card
is drawn next. What information needs to be on the cards? That depends
on what you want to know about your students. I ask for at least
their names, parent's names, and phone contact numbers.
In one upper corner, write in the student's hour (I also like to circle
the number) so you can sort them out easily later. Other useful
information could include text book or calculator numbers, birth dates,
and even students' interests or hobbies. How often do I use the cards?
Several times each hour! We use the cards in warm ups so everyone has a
random chance of being picked. The cards are used for choosing random
teams or groups. They are great for class discussions, since students
cannot just be quiet and disappear; every discussion question can be
answered by several students in succession, who must either build on
previous information given or generate a new line of thinking. I also
use them to ask questions before students are dismissed. If the question
is answered correctly, I let that student leave early.
The cards can be shuffled each time you use them, or you can leave the
order and pick up there again later, ensuring you've called on every
student before repeating.
Now, can you stack the deck? Of course! Because you hold the cards, only
you know if you've chosen truly at random. This is useful when you just
know a student isn't paying attention, or if you want to check
understanding by a specific student.
Should you worry about students who still seem to never be called upon?
That does happen, but it will even out as the year goes by. I've had the
opposite happen too, where a student was actually chosen three times in
a row, even though I shuffled the deck each time!
Student hobbies or activities can be great for making connections to
class material. As a warm up or sponge activity, for example, use your
cards to randomly call on students to state how what they learned in
class could be applied to or connected to their hobby. The cards are
great for choosing students to read aloud in class. And as the teacher,
you can still stack the deck to match up appropriate students with a
paragraph's difficulty level. I also try to assess student's reading
ability by choosing particular passages I want them to read aloud. Then
I make sure the student's card is chosen.
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