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building the experience

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Teach like a pirate: David Burgess at TEDxLitchfieldED

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Voice levels used at Modoc Elementary Schools

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Voice levels used at Modoc Elementary Schools

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Lesson Closure

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June 2014 | Volume 56 | Number 6
If You Build It: Tinkering with the Maker Mind-Set

Tyler Reese

How a lesson ends can affect a learner's ability to organize, evaluate, and store information presented in class. Although we give emphasis to hooking students' interest at the start of instruction, the end is often hurried and overlooked. These emergency landings leave students struggling to absorb newly acquired knowledge as they rush out the door to the drone of homework reminders and announcements. Teachers tend to subconsciously undervalue closure; as a result, they don't plan for it and miss out on the opportunity to collect rich learner feedback.

Realize That Closure Is Important to Students

Students need a structured organization for the concepts they are learning. They also need to deepen their thinking by attaching context to the content through their own personal experiences. Reflective closure activities can provide this opportunity. Closure should happen not only after the lesson, but also at various points during the lesson.

Remove Hindrances

Much ado is given to bell work and dynamic ways to present the learning objectives for the day's lesson. Teachers must also manage an "estimated time of arrival" in their classes and ensure that students have ample time to make a cognitive landing that will keep their newly acquired knowledge intact. Establishing a framework for these activities will ensure their effectiveness.

Teach manageable portions of content. Teaching two concepts well is better than rushing through three.

Set an alarm. Having a mechanism (a timer or buzzer) that sets the end of instruction and the start of closure activities keeps you accountable and your students informed of next steps.

Remove everything from the students' learning area. Putting away materials, notes, and books signals the instructional shift and removes distractions.

Money talks-make it a grade book item. Giving lesson closure a completion or participation grade increases student engagement and providing constructive feedback can alter the scope and sequence of your curriculum.

Routinize Strategies

You can apply dozens of strategies and activities to get students to think about their thinking at the end of class. Here are three of my favorite closure activities:

Around the Horn: Start with a safe object for throwing and catching, such as a piece of fresh fruit or a plastic caveman club. Model the exercise first by holding the object in your hand and stating one thing you learned from the lesson and one way it relates to your life. After you're finished, toss it to the nearest student so she can share one thing learned and one way it relates to her life. Then, have the student throw the object to the next person, repeating the process until every student has shared a takeaway.

Negotiations: Allow the students to go to the board in pairs, one marker per group. Once the students are at the board, display the following three questions: What did you learn today? How is what you learned useful to society? and How does this information fit in with what we have already learned? Give the students time to formulate an answer for each question that is reflective of both of their learning experiences. Have them write their answers on the board and share them with others.

Logo Galleria: Give each student a piece of construction paper and colored pencils and have them create a graphic depiction (such as a logo or coat of arms) that involves everything they learned in class that day. Allow the students four minutes to draw and then have them hang their drawings up on the board. In the last three minutes of class, let the students walk around the room with a marker, making one thoughtful comment under each work of art. Turn on some classical music to make it a true galleria.

By finding lesson closure activities that fit your students and making them a part of your daily routine, you can achieve that perfect cognitive landing. In my history class, using lesson closure has added layers to my instruction and secured learning for my students in ways that are fun and engaging.

Tyler Reese is a history teacher at Casady School in Oklahoma City, Okla.

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Road Tested / Lesson Closure: Stick the Landing

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June 2014 | Volume 56 | Number 6 If You Build It: Tinkering with the Maker Mind-Set Tyler Reese How a lesson ends can affect a learner's ability to organize, evaluate, and store information presented in class. Although we give emphasis to hooking students' interest at the start of instruction, the end is often hurried and overlooked.

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Form on page 24

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Mathematical Mindset Teaching Resources - YouCubed

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Welcome to our Mathematical Mindset Teaching Resources page! On this page we share teaching resources and ideas that will enable students to see mathematics as an open, growth, learning subject and themselves as powerful agents in the learning process. These ideas will help you to create and maintain a growth mindset mathematics classroom.

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Growth Mindset Presentation for Students

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Growth Mindset Presentation for Students

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Communication tool for students and parents.

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Adoption and usage

Simple, effective, and surprisingly easy to use

With nearly 30 million users in 80% of US schools, the numbers speak for themselves: students, families, and educators love using Remind.

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Remind | Communication Platform for Education

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Remind is a communication platform that reaches students and families where they are and supports learning wherever it happens. Millions of educators, students, and parents use Remind to connect with the people and resources that help them teach and learn.

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"Growth Mindset for Educators" by Jennifer Andrade

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TOUCH this image to discover its story. Image tagging powered by ThingLink

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ClassDojo helps teachers, parents, and students build amazing classroom communities.

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Print each page on a different color paper!

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Find out more about CAST. We’re busting barriers to learning, until learning has no limits®.

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Planbook.com - Online Teacher Lesson Planning

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Planbook.com - The easiest way to create and manage your lessons online, developed by teachers for teachers.

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20 ways to use Padlet

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Ed Tech

There's a good chance you've done the "write on a sticky note and put it on the wall" activity - or have seen it happen before.
Padlet lets those sticky notes have images, links and videos AND be available with practically any Internet-ready device.
It used to be blocked by my school's Internet filter. This school year, the powers that be have allowed it through on student devices, opening up lots of possibilities in class!

Padlet is a great place for gathering ideas, sharing them and modifying them later. It's like a living, breathing webpage. Users can add links, YouTube videos, files and images to Padlet notes. They can move and arrange them. A link to a Padlet can be shared and Padlets can be embedded into webpages.

Here are 20 ways to use Padlet in class:

15. Collect videos to share in class

Looking for FREE Tech Like A PIRATE resources?
You'll find a treasure trove of additional ideas and activities related to t ​ ​​​​he book at TechLikeAPirate.com!

Looking for some more ideas? These sites have them!
Do you have an idea of how you could use Padlet in class? Post it in a comment below!

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Matt provides in-person and virtual keynotes, workshops and breakout sessions that equip, inspire and encourage teachers to create change in their classrooms. Teachers leave with loads of resources. They participate. They laugh. They see tech use and teaching in a new light. Click the link below to contact us and learn how you can bring Matt to your school or district!

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©2023 Ditch That Textbook by Matt Miller.

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20 useful ways to use Padlet in class now

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Padlet is a web app that lets users post notes on a digital wall. The uses for this site in the classroom are virtually endless!There's a good chance

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Padlet of Resources from Start Smart 2016

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Padlet of Resources from Start Smart 2016

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20 Tips for Developing Positive Relationships With Parents

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Blogger Elena Aguilar shares 20 tips to help teachers better connect with parents.

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Beginning and end of year

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Tips for letters and communication with parents

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Tips for letters and communication with parents

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Communicating with parents at the beginning of the year - Starting the year right - The First Year

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My first communiqué to parents was a disaster. It was too long, too late and unintentionally insensitive. The worst part of it was a line that said all students were required to have certain supplies in class by the third day of school. Even reading it now, it seems innocuous enough.

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I know how important it is to relieve any anxiety possible for my students prior to the first day, so that is why I created this Back to School Letter packet for my students. This includes Jitter Glitter letter designs for you to choose from, a calming poem for

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Meet the Teacher - Back To School - Letters to Parents

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Goal setting in the 1st grade classroom during ELA

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Goal setting in the 1st grade classroom during ELA

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Growth Mindset application

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ELA.W.1.3

Common core State Standards

ELA: English Language Arts

W: Writing Standards K-5

1: 1st Grade

3:
Write narratives in which they recount two or
more appropriately sequenced events, include
some details regarding what happened, use
temporal words to signal event order, and
provide some sense of closure.

Download Common Core State Standards (PDF 1.2 MB)

|

ELA.W.1.5

Common core State Standards

ELA: English Language Arts

W: Writing Standards K-5

1: 1st Grade

5:
With guidance and support from adults, focus on
a topic, respond to questions and suggestions
from peers, and add details to strengthen writing
as needed.

Download Common Core State Standards (PDF 1.2 MB)

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Thought starters

1. How does process praise help students develop growth mindsets?

2. How does Ms. Stewart make sure her process praise is authentic?

3. What tips does Ms. Stewart share for how teachers can begin to use process praise in their classrooms?

Teachers

English Language Arts Math Science Social Studies Arts / Kindergarten 1 / Teacher

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Chana Stewart uses process praise to help her students develop growth mindsets. She shows us how she uses this praise during writing workshop and offers tips for how other teachers can try this type of praise.

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16 minute video

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Tips & Activities for the First Days of the School Year

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SDE presenter and teacher-favorite, Dr. Jean Feldman shares some of her time-tested favorite activities and songs to help jump-start the fun and learning of your early elementary classroom. Watch to discover practical and easy tips to help get your students comfortable with you and their classmates, and help them get ready for learning.

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Page 7: Use Surface Management Strategies

Of course, no classroom structure-regardless of how thoughtfully executed-can prevent every instance of every disruptive behavior. Other tools teachers can use to limit or discourage challenging behavior are called surface management strategies. These simple, nonintrusive methods of responding to minor undesirable behaviors (or surface behaviors) allow teachers to proactively address student behavior. Surface management strategies can be used to prevent, interrupt, or stop these behaviors as soon as they begin and before they escalate without interrupting instruction.

Surface management strategies can be used frequently throughout the day. They are quick, easy, and avoid embarrassing or even publicly identifying the student or students to whom they are directed. The teacher might find that he can effectively deal with the behavior by using one of the surface management strategies outlined below. To improve the likelihood of success, it is helpful if the teacher knows the unique needs and personality of each student.

Redirecting

Asking the student to do a task, such as reading or answering a question, to refocus the student's attention.

Planned ignoring

Intentionally dismissing or not acknowledging a student's behavior as long as the teacher is confident that the behavior (e.g., tapping a pencil) will run its course and will not disrupt or spread to others.

Signaling

Using a variety of nonverbal signals (e.g., establishing eye contact, clearing one's throat) to communicate disapproval of the student's behavior.

Proximity control

Reducing distance between the student and the teacher that helps the student to control impulses. For more information on this practice, review the following IRIS Fundamental Skill Sheet:

Interest boosting

Displaying genuine interest in a child's work or interests (e.g., sports, pop culture, movies) to help build a relationship and rapport, which in turn might increase the student's motivation to continue to work on the assignment. This is useful when a student's interest in a task is waning or when she is becoming restless.

Use of humor

Using a humorous comment or joke to ease a tense or anxious situation. However, the teacher should never make a student the brunt of the joke or humorous comment.

Hurdle help

Assisting a frustrated, overwhelmed, or unmotivated student (e.g., by working the first two or three division problems together) to help her to get started and to become invested in the task at hand.

Removing the object

Directing a student to put away the distracting object (e.g., toy car, cell phone) so that he is better able to concentrate on his assignments, observe classroom rules, and continue to learn.

Antiseptic bouncing

Temporarily removing a student from the setting (e.g., letting the student get a drink of water or deliver a message to another teacher) to permit her the time to regain composure and control her behavior. This strategy is not designed to punish the student.

Adapted from Long & Newman (1980) and Levin & Nolan (2010).

With so many surface management strategies, it may seem overwhelming to decide which is best to use in a given situation. Successfully applying surface management strategies takes time and practice. Remember, different strategies work with different students. It's important for teachers to create strong relationships with students to know which strategies will work best based on the student's personality and individual needs.

Activity

Wondering how many surface management strategies a teacher can complete in one day or class period? Hint: all of them! Try to spot the surface management strategies Ms. Rollison uses with her students.

The IRIS Center Peabody College Vanderbilt University Nashville, TN 37203 [email protected] The IRIS Center is funded through a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E220001. The contents of this Website do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Sarah Allen.

Copyright 2023 Vanderbilt University. All rights reserved.

* For refund and privacy policy information visit our Help & Support page.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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IRIS | Page 7: Use Surface Management Strategies

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Of course, no classroom structure-regardless of how thoughtfully executed-can prevent every instance of every disruptive behavior. Other tools teachers can use to limit or discourage challenging behavior are called surface management strategies. These simple, nonintrusive methods of responding to minor undesirable behaviors (or surface behaviors) allow teachers to proactively address student behavior.

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Environment Survey

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Sarah McKibben

What if instead of going head-to-head with your most challenging student, you created an ally in him? During the 2013 ASCD Conference on Educational Leadership, presenter Grace Dearborn shared a strategy for making that happen: the "Two-by-Ten."

Dearborn explained that by spending two minutes a day for 10 consecutive days getting to know a disruptive student, teachers can begin establishing an initial connection. Historically referred to as the "two-minute intervention" by researcher Raymond Wlodkowski, the Two-by-Ten strategy is a way to not only break the ice but also form the foundation for a sustainable relationship-and better classroom behavior.

"It's a motivator, it's a management strategy, and it's a formally researched way [to turn a student from a negative to a positive influence]," says Rick Smith, founder of Conscious Teaching, who often presents the method with Dearborn. Smith says Two-by-Ten gives a disruptive student what he is seeking in the first place: a positive connection with an adult.

"Safety is a fundamental human need and if kids don't feel it, they're going to ask for it," he says. "Oddly, the way they sometimes ask for it is to act out." Although it may seem like they are trying to sabotage your classroom, a student is more likely communicating the message "Would you connect with me, so I can let down my guard?"

Targeted Attention

Lisa Kitzmann, a 3rd grade teacher at Eldridge Elementary School in Hayward, Calif., used Two-by-Ten to address the outbursts that were occurring frequently in her classroom. When Eldridge gained a mix of new students because of local school closures, behavior issues in the Title I school escalated.

Although Kitzmann, who refers to herself as a "teddy bear teacher," already connects with students daily, she says the strategy "really helped me target the kids I was struggling with and give them more structured attention."

Curiosity motivated Kitzmann to study the efficacy of Two-by-Ten for her master's thesis. Over the course of a year, she used the strategy on four students (three separate times) and teamed up with a teacher's aide to collect data based on daily observation checklists (which tracked disruptions such as talking with peers, interrupting the teacher, and not following directions) and the number of "red alerts" or behavior referrals sent home to parents.

Kitzmann ultimately found that the students she worked with were "less disruptive, changed their attitudes, and had a stronger drive to succeed in school" after exposure to the Two-by Ten strategy. In addition, the class as a whole was "running more smoothly."

Still, it was a learning process for everyone, Kitzmann explains. Some of the students were more receptive to the conversations than others, but most tended to warm up to the attention by the second week.

A Deeper Connection

Keeping the content of the conversations PG-rated and centered on the student's personal interests is essential to making the strategy work, Smith asserts. Teachers can use an interest inventory to ask questions or just "focus on whatever the kid is talking about to his friends or what he's wearing-his sneakers, backpack, anything at all," says Smith. "If he has a Packers jersey on, that's a sure clue."

The discussions, however, should extend beyond the typical "how are you today, nice to see you," says Kitzmann. Even talking about what the student shared in class or wrote about in an exercise does not have the same effect as when teachers probe more deeply. "The focus of Two-by-Ten is just getting to know the child outside of school," she says. "Find out what his favorite food is, what his favorite hobby is, how did his baseball game go, etc. If [your approach is] authentic, the child will know it."

When a student is especially "resistant and shutdown," Smith recommends striking up a conversation with one of the student's friends within earshot and eventually drawing that student in, even if it takes several days.

Stealth Planning

Two-by-Ten is "one of the most powerful relationship-changing strategies I know," writes Allen Mendler in When Teaching Gets Tough (ASCD, 2012). Mendler suggests that, at least for the first few days, teachers build the time into their lesson plans when other students "are engaged in an assignment or project that requires less ... direct teaching."

Kitzmann initiated her conversations outside of class when she could more subtly approach a student. "I would do it walking out to recess, walking beside the student to music or PE, checking in on them at lunch, or walking out with them at the end of the day."

Smith advises, especially at the secondary level, that teachers learn the student's schedule and "position yourself in the hall [during passing periods] so [that] you happen to run into him 'by mistake.'" The planning may take a lot of foresight, he says, "but if that kid turns himself around in your class, it will have been worth it."

Allotting time for shorter conversations can also be beneficial as long as they occur every day (not counting weekends) because consistency is what "allows the walls to come down," Smith continues. Thus "half a minute a day for 10 days is better than one 20-minute conversation because [the student] needs that ongoing connection to relax."

Where the Magic Happens

"Does Two-by-Ten solve everything? No," Kitzmann is the first to admit. Although the strategy is not a remedy for disruptive behavior, "in 10 days, you establish enough of an understanding that helps you relate to a child or get a relationship going."

By taking the time to ask the right questions, you learn a lot about the student and often begin to "see the child in a different light," Kitzmann elaborates. "In every experience, I have been surprised by what a student shared, or what they taught me, or how they inspired me."

"Once you make that extra step to connect with a kid, you get results," Kitzmann affirms. "And after the 10 days, the tendency is to keep the momentum going. It just continues; it's natural."

Adds Smith, "You have to remember that the teacher is often pretty guarded as well, initially, because the kid has been acting out. And then as you connect heart-to-heart, that's where the magic happens."

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Sarah McKibben What if instead of going head-to-head with your most challenging student, you created an ally in him? During the 2013 ASCD Conference on Educational Leadership, presenter Grace Dearborn shared a strategy for making that happen: the "Two-by-Ten."

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Article with 5 tips to Build better relationships with students

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Article with 5 tips to Build better relationships with students

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Become a Popular Teacher

When you were a student, did you put more effort into an assignment or not cause mischief because you liked a teacher? That teacher you liked was popular (at least with you). As teachers, our primary goals are for students to try hard and behave in our classes. If we can make that happen, then being popular is a good thing.

Teachers become popular by building good relationships with their students by treating them the way they would like to be treated. Simply stated, students want to be treated with respect. Talking down to students or lecturing them about their inadequacies will only irritate or frustrate them. Offering positive reinforcement, being consistent, smiling, and listening to their concerns all help to gain students' trust and friendship.

Get To Know Your Students

Work at getting to know your students as individuals. Find out their interests. Initiate conversations with them about sports, TV, or school activities, or compliment them on their clothing. As you talk to them and listen to what's on their minds, they will begin to see that you're not just another adult, but someone who is genuinely interested in them

What you are doing is building up goodwill. There may be some hard times ahead, where you will have to be tough on certain individuals. Having some previous interactions that were positive may help. Though having "favorites" is not a good idea, it doesn't hurt to make a special effort to build a friendship with those who may become your problem students. This can be accomplished as simply as looking for opportunities to give them compliments, not overheard by others, such as "You did a nice job in class today by raising your hand instead of blurting out when you had ideas to share. Your cooperation in class made it easier for me to teach today. Thanks."

Protect the Student's Self-Esteem

As teachers, we are dealing with fragile beings. Adolescence brings insecurities. Individuals at this age are pulling away from adults. Being accepted by their peers is the key to their self-esteem. Being criticized by a teacher in front of their peers humiliates them. To avoid "losing face," students may react by talking back, smirking, or walking out of class. They will do whatever it takes to preserve their dignity.

So, how do you manage a classroom without taking away students' dignity? Make discipline corrections quietly and quickly. When there is misbehavior, keep your voice even. No sarcastic or condescending comments. If you can deal with a problem in a joking or light manner, that's even better. Sometimes, a pause or look will settle the issue and nothing needs to be said.

Whenever possible, try to handle discipline issues without an audience. When leading a class activity, you may be able to talk privately about a discipline issue at the student's desk or catch him as he leaves class. This allows for better, more genuine exchanges, since the student responses will not be witnessed by classmates.

Occasionally a student will be reluctant to accept disciplinary actions, such as staying a few minutes after class, changing seats, or taking a detention slip. This is the time to invoke what I call the "fairness doctrine." I point out to the student that if I don't discipline him, it is not fair to others who have done similar activities and suffered a penalty. I end up by saying, "How would you feel if I disciplined you today and then you see me let a classmate get away with the same misbehavior tomorrow? It is only fair that I treat everyone the same. To give you special treatment would be showing favoritism." This helps them see that, not only is it a fair thing to do, but to let them off would garner disapproval of their peers who would see this as a teacher giving an individual special treatment.

Build Goodwill on Good Days

Too often teachers only interact with students when there is a disruption. When things are going well and students are quietly reading, doing their work, or listening attentively, we just silently accept this situation and enjoy the respite from having to correct misbehavior. Yet this is the time to build a little goodwill by commenting on how much you appreciate your students' good study habits. Here's a great opportunity to use statements like these:

"It's really great to see all of you start your homework without having to be told."

"I appreciate that you are all working so quietly."

"The bell just rang. I see that everyone is in the right seat. That's great."

"It sure is easy to carry on a discussion when people raise their hand and don't interrupt others. I appreciate that."

"You're a great class; I enjoy being your teacher."

Listen to Students

Students like to feel that they have some "say" or influence on what goes on in class. If a teacher is open to receiving feedback, this can bring about a better level of mutual respect. If a student raises a concern about a school policy, an assignment, or grading, we discuss it. I tell my students that they have provided me with some of my best ideas for improving my teaching. Some of the topics that I use for composition assignments came from students and it was their suggestion that resulted in checklists used for grading projects.

Since my priority is educating students, these discussions don't occur regularly, but they do need to happen. Taking time to listen to student concerns shows that I care enough about them to value their ideas.

When students feel their teacher is a caring person, then the classroom becomes a happier place for everyone. In a less stressful situation, creative ideas are more likely to emerge. Maintaining good relationships between teachers and students is an all around winning proposition as it fosters an environment where real learning can take place.

Related Links

About the Author

Dave Foley taught junior high in Cadillac, Michigan, for 29 years, where he also coached varsity cross country and junior high track. Now retired, he works part-time as a classroom management coach helping teachers who are having difficulties maintaining order in their classrooms. In the summer, he works part-time at Y camps teaching staff how to deal with camper behavior problems and teaching campers canoeing and wilderness skills. Foley holds a master's degree in counseling and is the author of the Ultimate Classroom Management Handbook

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5 Tips for Better Relationships With Your Students

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When you were a student, did you put more effort into an assignment or not cause mischief because you liked a teacher? That teacher you liked was popular (at least with you). As teachers, our primary goals are for students to try hard and behave in our classes.

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1st day activity

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Ideas for starting the year

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Laura Randazzo - Solutions for the Secondary Classroom

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A while back, I wrote the following post for the TeachersPayTeachers blog. I'm sharing it here, too, as a repost for new subscribers and anyone who may have missed it the first time around.
The month of March has been officially proclaimed Women's History Month. While I appreciate the gesture, this declaration won't have an impact on my classroom. Highlight women's voices and achievements during the month of March? Nah. I'd rather do that all throughout the year. Continue reading

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Laura Randazzo - Solutions for the Secondary Classroom

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A while back, I wrote the following post for the TeachersPayTeachers blog. I'm sharing it here, too, as a repost for new subscribers and anyone who may have missed it the first time around. The month of March has been officially proclaimed Women's History Month.

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7 minute video

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Different ways teachers can use Padlet in the classroom.

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Conscious classroom management by Rick Smith

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Conscious classroom management by Rick Smith