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Which of these strategies would work for you?

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Which of these strategies would work for you?

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Discussion and Supporting Materials

Thought starters

1. How does Ms. McPhillips decide what hints to use?

2. What are the effects of using hint cards?

3. How does Ms. McPhillips use hint cards to scaffold understanding?

School Details

John F. Deering Middle School
2 Webster Knight Drive
West Warwick RI 02893

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Teachers

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Middle school math teacher Audra McPhillips explains how she uses hint cards to support her students and encourage independence. Audra explains how she writes probing questions on the hint cards to help scaffold her students' understanding. Audra shares how she has noticed her students benefiting from the extra support of the hint cards.

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Discussion and Supporting Materials

Thought starters

1. What is the class's daily routine for learning the word of the day?

2. Why does Ms. Noonan have students "sit like a scholar" and wait before she says the word of the day?

3. How does the "Grab Bag Quiz" help with classroom management as students move back to their desks?

School Details

Think College Now School
2825 International Boulevard
Oakland CA 94601

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Teachers

English Language Arts Math Social Studies / 5 / Teacher

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Madeline Noonan shows us two ways she manages transitions. We see her "Word of the Day" routine and her "Grab Bag Quiz." Both of these help to manage her class and add instructional time as students transition from one activity or location to another.

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Several weeks ago, I posted an article on my Facebook page about student fidgeting and the advantages of flexible seating. One teacher who commented was high school teacher Rebecca Malmquist, who described her own flexible classroom: "I have taken all the conventional desks out and replaced them with mostly tables and a number of different kinds of chairs; I've used garage sales and the generosity of friends to furnish my room this way. My classroom looks like a college apartment. But I also build in transitions every 15 minutes or so that require movement (to get into groups, turn something in, write on a paper-covered wall, etc). I have little to no fidgeting problems or issues with attention loss."

Intrigued, I asked to see a picture. Rebecca obliged, and then I lost my mind: "YOU HAVE THE PRETTIEST CLASSROOM E-VER," I shouted at her. "I WANT TO BE IN YOUR ROOM!!! I CAN'T STOP YELLING! OKAY, I'M OFFICIALLY STARTING A GALLERY OF BEAUTIFUL CLASSROOM PHOTOS AND YOURS IS GOING TO BE THE FIRST ONE."

And so Classroom Eye Candy was born.

Classroom Eye Candy will be a feature where I invite you to join me in ogling creative classroom design in any form. We will learn about the teacher behind the classroom and the process he or she used to put it all together. I have no idea when the next one will be or how often I will post these features. All I know for sure is the criteria: I'll know I've found the next classroom when I start writing in all caps.

Classroom Tour

Name: Mrs. Rebecca Malmquist (Twitter @beckymalmquist )

Job Title: High school English teacher - currently English 9 and 10, Creative Writing and Advanced Creative Writing

School Location: Hastings, Michigan

Q: What inspired you to arrange your classroom this way?

A: After my stay-at-home-mom years, as I explored the options of becoming a teacher or a school psychologist, I became an overly qualified paraprofessional for a few years at a school. While there, I noticed a need for teachers who were comfortable teaching all kinds of students. I also noticed that when a student had an accommodation for special seating, or some other really cool environmental thing prescribed by the OT or SLP (etc), they would stick out like a sore thumb. I mean, having a bean bag in your lap to help you feel grounded is awesome, but not if you're the only one with a bean bag. A chair on wheels that spins? Cool, but not if you're the only one. You get the idea. So, believing wholeheartedly that people gravitate towards what they need without even having to really think about it, I started noticing (in meetings, at my home, out in public) that most people, if given a choice, choose their spots based on some known or unknown instinct.

I vowed that my future classroom would be a place where those types of sensory needs were normal choices for anyone.

The Details

Seating:
So as long as a student's postures and movements do not disrupt others' learning and comfort, they are literally allowed to choose any number of places to land in our classroom. They can be:

on the floor, carpeted or tile

over/under a blanket, pillow, or lap-sized bean bags

on a couch, an easy chair, a Papasan chair, a traditional chair (wood), stools that don't move (with or without back support), stools that move up and down, "spinny" chairs on wheels, chairs that feel like they may tip (but don't), chairs that are plush on the seat and/or the back, or a high-backed easy chair

I did get rid of my exercise balls, because they just never held their air ... I have a dream for a balloon chair or an inflatable office chair or two ( dar Living Balloon Seat), but haven't acquired any yet.

Tables/Writing Surfaces:
Students can choose from end tables, clipboards, hard place mats, long conference tables, circular tables, rectangular tables, single tables near the teacher's desk, coffee tables, or the floor.

Manipulatives:
These are kept on my shelves for students to pick up and hold/play with: stress balls, tennis balls, plush animals, noiseless things, hard balls, plastic Slinkies.

Lighting:
No fluorescents-ever. I had a student with autism that could hear them and they would irritate him, which made me notice that I sometimes could get agitated when they are on too long, too. I have natural light in my classroom and a number of different light sources so they can always see well, no matter the time of year or day. Last year I had a student whose mom asked me to place a S.A.D. light in my room for her child, because she figured it would be the best place for the child to get a daily dose (30 min/day) and s/he fit right in when s/he sat in front of it in our classroom.

Music:
I play music every day when they come in for class; the genre changes, to accommodate all the different interests in the room. I think that adds to the environment as well.

Q: Where did you get the materials/furniture?

A: Mostly I find these things at garage sales; I buy them with my own money. I DO work at a school with a basement full of furniture odds and ends that no one wants; if I ask for a piece down there, I get to use it until someone else wants or needs it for something (that is where the cool street lamp comes from: an old prop for some play or dance some years ago). Now that people notice my classroom, I get offers for cool things to add to our classroom, and I take them.

Q: What's the deal with that rainbow wall in the back?

A: That is my affirmation wall. The colors correspond to class hours; the library card holders have numbers. Each color has 30 library card holders that are numbered. Each student has an address that reads something like this: Red 30; Blue 28. Here's a link to explain that a little bit more:

https://sites.google.com/site/mrsmalmquist/about-me/affirmation-station
https://m.youtube.com/watch?v=YAblJkJsW8I

If you're interested in hearing how I actually execute this efficiently for 150+ students after checking out that page, let me know. I'd LOVE it if people tried this with more high school settings; it makes a huge difference in the classroom.

I also have papered walls on which kids can and do write questions or good news (they sign and date these entries). Those are near the rainbow wall in the back.

Q: So how does it work? Do students choose where they want to sit all the time? Is there competition for the "best" seats?

A: I knew I didn't want to tie it to rewards, but I was afraid everyone would rush to all the sweet spots if I didn't assign it or have some kind of a procedure for it when I first started teaching, so I used to assign it randomly. I found it wasn't really necessary, and it didn't fit with my philosophy for making the environment in the first place. I mean, what if a kid NEEDED an accommodation in seating/lighting, and they always happened to get the couch, or whatever? I also found some people becoming proprietary, even when only assigned a spot every once in awhile, because it became the ever-elusive spot? I'm not sure. So I changed it up.

Now, I start every semester by greeting kids at the door and asking them to find a place in which they feel:
1: Comfortable
2: Capable of doing their best work

And then each day after that, for at least a solid 7-10 school days, I greet them with the same words, but I add this:
3: And it must be new to you. (Right...you cannot have chosen that place yet...yes, I'm serious...no, you can't pick a place you picked two days ago...)

After that time, it becomes natural for them to pick a handful of different places throughout the room. Every once in awhile, I go through this again if I notice that they are gravitating toward the same spots over and over again. I tell the kids I'm trying to get them to relax enough to learn and to figure out what works best for them; I remind them that what works one day may not work the next day.

Also, if a student chooses a place where s/he is not oriented to the front naturally, it is likely her/his chair is one which has been carefully placed so s/he can spin towards a speaker at any time, and I teach this as expected behavior at the beginning of the term.

People always assume that kids will fall asleep in such a relaxed environment. That's just not the case. Students tell me that the room is not only relaxing, but also makes them feel cared about and understood.

Q: Have you noticed a difference in how your classroom feels and operates compared to earlier arrangements?

A: No...because I never was a rows and desks person. Maybe that's not true...I didn't get the tables until the middle of my first year, so I had desks. Most of the kids hated the desks because they didn't fit well and felt constrained. No one ever chose them first, that's for sure. I slowly phased them out. This year, I have no conventional desks at all and I've never been asked for them.

Students tend to ask their parents to come visit during high school open houses (this is usually not a hot event for high school age students); I think that says a lot.

I'd like to thank Rebecca for sharing her space with me. I hope it inspires others to find ways to offer students choices for getting comfortable in the classroom. If you know of a classroom that deserves to be featured in Classroom Eye Candy, contact me here.

Want to see more flexible classrooms? Watch this Edutopia video that shows several other flexible classrooms in action: Flexible Classrooms: Providing the Learning Environment that Kids Need

There's more where this came from.
Join my mailing list and get weekly tips, tools, and inspiration - in quick, bite-sized packages - all geared toward making your teaching more effective and fun. To thank you, I'll send you a free copy of my e-booklet, 20 Ways to Cut Your Grading Time in Half. I look forward to getting to know you better!

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Classroom Eye Candy 1: A Flexible-Seating Paradise

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Join me in marveling over the warm, cozy wonder that is the flexible classroom of Rebecca Malmquist.

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Last November, I showed you an incredible classroom that blew me away to such a degree that it caused me to launch the Classroom Eye Candy series. Since then, I have heard from dozens of other teachers who wanted to share their classrooms as well. To keep the site from being overrun by classroom photos, and to keep the series special and exciting, I have decided to only feature classrooms when they completely blow me away.

So the time has come for the next room, and it's a rock star! Although this 5th grade classroom also emphasizes flexible seating (which is NOT a requirement for this series, by the way), it has a very different vibe from the first one.

To start with, it has a name.

Without further ado, I bring you The Learning Lounge.

Name: Sherah Cash

Job Title: 5th Grade Science and Social Studies Teacher

School Location: Columbus, Georgia

Q: Tell me about the evolution of this classroom. What was your thinking when you put it together this way?

A: The creation of this space developed as I began my second year of teaching. During this time, I had from 25-30 students in each class period, so space was a valuable asset. Seeing that desks took up a majority of the space, I decided to eliminate them. The students welcomed the space and really enjoyed the different areas within the space. It gave them more freedom of choice and provided more of a home-like atmosphere in which they felt comfortable to relax.

All photos of students are used with parent permission.

In turn, this relaxed atmosphere produced more conversation, which in turn produced additional learning at a deeper level. After seeing all the benefits of this space, I've continued to use this layout concept throughout my career. The students came up with an awesome name for this space; they call it "The Learning Lounge."

Q: Describe some of the most important spaces in your classroom and how they work. What are your favorite parts of the room? What are your students' favorite parts?

A: Some of the most important spaces in my classroom are the gathering area up front and the free spaces throughout the room. The gathering area, also referred to as "The Learning Lounge," is where new concepts are introduced by the teacher and the students feel free to have open conversations, which promotes connections with the content.

The free spaces include all areas of the classroom. During center time, the students are allowed freedom of choice. They select the concepts in which they need additional exposure, whether it be by reading a book or playing a learning game. During this time, students use teacher-made task cards that include previously taught concepts and upcoming content. They use the task cards in conjunction with the materials in the Dr. Who Tardis, such as cool game boards and a variety of game pieces. They can use their creativity by choosing what they want to use and making their own game rules.

Another favorite space in the room would be the Facebook bulletin board which consists of the key people we study throughout social studies. Students often just hang out in that area and discuss their favorite people and the accomplishments they made in history.

Q: Has your classroom always been like this? If not, how is the mood of the room different now that you've made this change?

A: My classroom has not always been like this. It became a reality after my first year of teaching. Basically, the change was promoted by needed space and became much more. It has evolved over time, and it changes yearly in its appearance. But, the major change within the space has been the change in the students I teach. The space has promoted the students in being responsible for their own learning. Ultimately, they play a major role in their own learning process and are able to self monitor their progression.

Some links below are Amazon Affiliate links. If you click these and make a purchase from Amazon, I will receive a small commission at no extra cost to you.

Q: Where did you get the materials for the room?

A: Most of my furniture came from yard sales and local thrift shops. Recently, I've acquired some Hokki Stools from a program called Donors Choose, in which prominent people and businesses can donate to schools of their choice. The Hokki Stools are perfect because they are sturdy and have rounded bases that allow students to move while they learn. They are also portable and can move easily with the students from one location to the other. I also use pop-up tables that can be folded down after usage to allow for that constant freedom of movable space.

Students use clipboards for writing. To make it fun, I splattered paint on them. Most of the games and game boards I created myself using themes that the students would be most interested in.

Q: What else should we know when studying your room?

A: When conducting science experiments, many times I use outdoor space. I also use the hallway for additional space. Students are allowed the freedom of moving the portable furniture to all areas. I create many interactive PowerPoint games to be used on the Smartboard and computer center.

I use The Big Bang Theory to promote science and Dr. Who to promote social studies time travel. Many times the characters are incorporated into the games and content presentations. In addition, I use themed music for transitions. A variety of music is used daily, especially in my lessons. It helps the students remember the concepts taught and serves as a way to retrieve previously learned material.

Here's a closer look at how Sherah created some of the unique pieces in her room:

Do you have an eye-candy worthy classroom? I have already received dozens of submissions, but I am only choosing classrooms that truly stop me in my tracks. If you would like to submit a classroom for consideration, send me an email through the contact form!

There's more where this came from.
Join my mailing list and get weekly tips, tools, and inspiration - in quick, bite-sized packages - all geared toward making your teaching more effective and fun. To thank you, I'll send you a free copy of my e-booklet, 20 Ways to Cut Your Grading Time in Half. I look forward to getting to know you better!

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Classroom Eye Candy 2: The Learning Lounge

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This no-desks classroom dazzles with bright pops of color, tons of student choice, and a Tardis that's more than meets the eye. Enjoy the second classroom in the Classroom Eye Candy series!

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Strategy: Roll the Dice for Participation

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Strategy: Roll the Dice for Participation

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Discussion and Supporting Materials

Thought starters

1. How does this strategy hold students accountable?

2. When might you randomly call on students and when might you pick certain students to call on?

3. How could you adapt this strategy for use in your classroom?

School Details

Prairie Vista Middle School
13600 South Prairie Avenue
Hawthorne CA 90250

Data Provided By:

Teachers

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David Cooper calls on 6th graders in his Social Studies class by rolling dice. David rolls two dice, telling him what table and what seat to call on to participate. David shares how this strategy has increased accountability and engagement.

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Discussion and Supporting Materials

Thought starters

1. How does Ms. Abdul-Wajid use attention getting signals as a way to practice content?

2. Why does Ms. Abdul-Wajid use different signals in different situations?

3. When introducing these signals to your class, what steps would you take to make them routine?

School Details

Aspire Berkley Maynard Academy
6200 San Pablo Avenue
Oakland CA 94608

Data Provided By:

Teachers

English Language Arts Math / Kindergarten / Teacher

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Kindergarten teacher Mary Abdul-Wajid describes the different attention getting signals that she uses in her class. When students need to freeze and put materials away, Mary sings a jingle and the students put their hands on their heads. If students need to practice self control, the class will sign a song to remind students where their hands go.

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This can be used in combination with the "Homework Review" video

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Examine this collection of strategies and determine which might help you address your management "trouble spots."

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Watch this video and consider how the "'Check Please' Protocol" might help students.

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Thought starters

1. What are the advantages of using this homework routine?

2. How does this process encourage student accountability?

3. Notice how the use of small groups increases both the efficiency and effectiveness of reviewing homework.?

School Details

Amistad Dual Language School
4862 Broadway
New York NY 10034

Data Provided By:

Teachers

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Elementary teacher Amy Withers shares an easy-to-implement homework routine that makes students responsible for reviewing and correcting homework at the beginning of class each day. Students compare and discuss their homework from the previous day in small groups sharing strategies with each other and resolving questions that arise.

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Read these 5 suggestions and determine which you will try.

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Encourage small-group effectiveness by clarifying the task, focusing on production, modeling successful behavior, monitoring progress, time, and noise, and building community.

Photo credit: VirginMoney via flickr (CC BY 2.0)

When teachers ask students to work on a task in groups, they issue an invitation for engagement and, potentially, for chaos! Here are five tips that can help encourage productivity and keep mayhem at bay.

1. Be clear and specific about the task.

There's nothing more frustrating than launching group work and seeing ten hands in the air or (worse) hearing students complain to one another, "What are we supposed to do?" If possible, limit initial verbal explanations to a general overview of the task and process. Then, provide crystal clear, detailed electronic or paper-based directions to each student in the group. Anticipate potential questions and areas of confusion by using a checklist format, providing visuals, or recording instructions for groups to listen to on iPads (this is particularly helpful if you have English learners in your class). Consider instituting a "1-2-3, Then Me" format in which students get one minute to read the directions silently, two minutes to discuss the directions with one another or with other groups, and three minutes to plan their approach to the task before they can ask you for assistance.

2. Make production the outcome.

Putting students in groups to simply "discuss" is a recipe for disaster. If students have to work toward producing something to turn in, present, or share with another group, they are less likely to linger in off-task conversations. Products should require all group members' participation or contributions. This might involve a graffiti-like poster in the middle of the table on which everyone records ideas, or a graphic organizer that every student completes. If each student is doing his or her own version of the task, announce that you'll be collecting one paper per group, to be revealed at the end of the activity. When time is up, use random criteria, such as "person in the group with the shortest hair" or "person with the birthday closest to the teacher's" to determine whose paper it will be.

3. Model successful transitions and interactions.

Show (don't just tell) students the basic mechanics that are critical to success in your classroom. Maybe it's how to move between stations, the process for using a discussion strategy, or how to talk during a "think-pair-share." Devote the first few weeks of class to conducting dry runs (i.e., students moving from place to place, students retrieving and returning materials, students using technology appropriately, etc.). Use volunteers to act out example and non-example conversations with "elbow partners." Post or provide sentence frames as scaffolds for group dialogue. This kind of up-front investment will pay off when students are able to move, transition, and converse efficiently.

4. Monitor progress, time, and noise.

Make students partners, if not primary agents, in keeping tabs on their progress, the time, and the noise level. If groups are producing something tangible, they (and you) can see what they have left to do. Use a decibel reader app (e.g., Decibel 10th, a free app by SkyPaw Co. Ltd), or launch a site like Bouncy Balls (from Google Chrome) for visually appealing ways to gauge the volume of the room. Track time with an online digital stopwatch or another easy-to-see timer. (Try this fun five-minute countdown timer from YouTube.) Make sure to give students less time than you think they need in order to build a sense of urgency. Check in when time is running low to see if groups require more. ("Fist to five -- how many more minutes do you need?") If some groups finish before others, have a next-step question or task ready for students to tackle.

5. Incorporate community builders.

Sometimes group work falters simply because students don't know, like, or respect one another -- yet. Full-class community-building activities are critical; but smaller, deliberately planted, group-level bonding moments also reap rich rewards in helping groups gel, release tension, and exercise courtesy. This might involve using an opening prompt like, "Before you start, share your favorite ice cream flavors," or asking students to fist bump each other as they complete each step of the task. Consider displaying fun anchor questions for students to discuss once they are finished. Anchor questions keep students from drifting into uncharted work or conversations, while providing a structure that lets students stretch beyond the content to discover connections with one another. They can be related to the content or task (e.g., "Where have you seen this topic portrayed in real life or in the media?") or appeal to general interests (e.g., "If you could have any superpower, what would it be and why?").

Teachers are more likely to design and implement meaningful group activities when they have the management strategies to do so. Taking the proactive steps like those we've described can enhance engagement while curbing the chaos.

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Encourage small-group effectiveness by clarifying the task, focusing on production, modeling successful behavior, monitoring progress, time, and noise, and building community. Photo credit: VirginMoney via flickr (CC BY 2.0) When teachers ask students to work on a task in groups, they issue an invitation for engagement and, potentially, for chaos!