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Copying notes from the board is not an effective way to teach students new information, but incorporating true responses can lead to higher-level thinking. True responses are when students sort recent knowledge into existing information to engage with class content as well as connect new and old information. By working with the content in a multifaceted way, students begin to think more about why the information learned is important and how it ties into the bigger picture of the lesson/course. (Lyman, 2022)

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AI teaches me how to utilize Note Making for Napoleon Bonaparte

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AI teaches me how to utilize Note Making for Napoleon Bonaparte

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With the help of AI, I was able to create notes that will allow more critical thinking than what I usually have students do. AI broke up Napoleon Bonaparte with suggested content, but I really enjoyed the reflective questions to include for each section as it ties this new knowledge with what was previously learned in the class and even gave me some great possible answers. Lastly, students would categorize the notes into different themes in the course. Overall, AI did a great job setting me up for success when I teach Napoleon Bonaparte, however, it lacks the scope and sequence of what is covered in 10th grade World History in New York State. (OpenAI, 2024)

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I created a notes worksheet that I could use for a 10th-grade World History classroom that would be given to the students at the beginning of the lesson.

The worksheet is divided into Sections to categorize the different periods in Napoleon’s life.

Notes so students can write down important details about Napoleon and his impact in World History.

Questions to critically think about what was just learned and apply it to previous knowledge.

After the lesson, students Label each Section with an enduring issue found in World History to prepare them for potential topics on their Enduring Issues Essay on the NYS Regents.

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Lyman, F (2022). 100 Teaching Ideas that Transfer and Transform Learning, Routledge.

OpenAI. (2024). ChatGPT4o https://chat.openai.com

PERM Prompt: I am a 10th-grade world history teacher, I want to teach my students to take notes while completing true responses (placing information in a schema) but I do not know how to structure my students' notes so they can be more engaged with the content. Could you generate an example of this while teaching Napoleon?

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It is so important that students can read the text for class, but part of the struggle is just getting them interested. One idea that the author has is “selling” their book to their classmates so they would want to read it as well. Students can read aloud exciting passages or highlight captivating characters, after students pitch their books, students choose a new book they are interested in. (Lyman, 2022)

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If I had to teach this lesson I would do it for a 6th grade Science classroom teaching the Periodic Table. Elements in the Periodic Table are the building blocks of life, but may bore some students, so creating an assignment where a student is assigned an element then try and sell it to the class will definitely intrigue students. Each student would get a reading all about their specific element and then have a chance to sell their element to the class by discussing statements found from the article on why their element is so awesome. After each student gives their pitch on why the class should learn about their element, students then pick a new element that they want to know more about.

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I made this image as a snapshot of what I would want my lesson to look like in my 6th-grade classroom. A student is excited to share details on their article, in this case, Neon, because he is encouraging the class to read his article. By having students compete on why their article is the best, the whole class wins because they become interested in what they are reading and what they want to read.

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Lyman, F (2022). 100 Teaching Ideas that Transfer and Transform Learning, Routledge.

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Activating prior knowledge before learning new content is a powerful way to connect what they know with recent information. An easy way to do that is by creating a visual space like a box where students list everything they know on the topic to process what is known. After teaching the new content, students can then use the same organizer but this time list everything that has been learned. Now the student and the teacher can see what has been acquired from the start to the end of the lesson’s objective. (Lyman, 2022)

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What I Know, What I Want to Know, What I Learned

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What I Know, What I Want to Know, What I Learned

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I talked to my cooperating teacher about this and he said he does this all the time in KWL charts, recently with Romeo & Juliet. The K stands for What I Know so students fill in the first column what they think they know and share it with the class, now he knows how much they already understand about the topic and can clear any misconceptions. The W stands for What I Want to Know and students list questions they are curious about, Teacher X said it really got his students theorizing what could happen in the story based on what they know. Lastly, there is L for What I Learned and students fill this out at the end of the unit so they can see how much they absorbed after reading the story and works as a good reflection.

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I recreated my teacher’s KWL worksheet so other educators can use it. I would think students would fill out What I Know section based on pop culture and music but only know snippets like “Romeo and Juliet were lovers” or “They both die in the end” but lacking the details on how it came to be. That is where What I Want to Know comes in as they brainstorm questions that can fill the gaps such as “Why were Romeo and Juliet in love?” or “Couldn’t the couple just run away instead of dying?” which we can later find out. Then I am hoping students for “What I Learned” would include themes from the book such as “you can become blind to love” or “family issues are tough” to name a few.

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Lyman, F (2022). 100 Teaching Ideas that Transfer and Transform Learning, Routledge.

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82: Allow Think Time After a Question; This Isn't "Jeopardy"

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82: Allow Think Time After a Question; This Isn't "Jeopardy"

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Answering a question does not need to be a race, in fact, you should give students time to reflect on the inquiry before asking for a response. By giving at least 3 seconds to think, you can expect greater participation, sophisticated responses and better attentiveness by students. This also gives the teacher time to hypothesis potential answers and misconceptions that can arise from the students. (Lyman, 2022)

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More time to think leads to more right answers

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More time to think leads to more right answers

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In this article, previous studies have shown that teachers who give students more time to process answers have better responses and feel more comfortable answering questions. Giving students 5 to 15 seconds may seem awkward at first, but allows students to formulate their answers more clearly and accurately instead of the average length of .9 seconds. On tests we don’t grade quickness, we grade for correctness, so giving students more time to shape their response will empower all learners to give their best effort. (McCarthy, 2018)

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Giving students several seconds to think after asking a question—and up to two minutes for some questions—improves their learning.

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My illustration I designed is based on Frank Lyman’s teaching idea that giving students a minimum of 3 seconds to come up with a response will lead to more willing students and improved responses from them. I included the clock and a bunch of 3’s to visually remind teachers is that all it takes is a 3 second pause to prepare your students instead of making them answer on the spot.

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Lyman, F (2022). 100 Teaching Ideas that Transfer and Transform Learning, Routledge.

McCarthy, J. (2018, January 10). Extending the Silence. Edutopia. Retrieved: October 10, 2024, from https://www.edutopia.org/article/extending-silence/

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A Teaching Strategy by Frank Lyman in the student's own words and put into 1 of 4 groups:

Students and their Thinking💭

Students and their Literacy📖

Students and their Voice🎤

Students and their Engagement🌎

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Students provide evidence of the teaching strategy that can come from a variety of different sources.

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A digital component that adds to the summary or experience of the teaching strategy.

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Work Cited in APA format

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99: Punish Not All for the Sins of the Few

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99: Punish Not All for the Sins of the Few

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Oftentimes in the classroom setting teachers will put their foot down and retract certain privileges such as recess. But is this effective? The passage suggests that this tactic is not useful when trying to get misbehaving students to conform to the classroom rules. This tactic actually ends up negatively impacting the students who are meeting expectations. Rather than making all the students in the class receive the same punishment as the children misbehaving it is best to praise the students who are exemplifying the ideal behavior and individually address those who are having a bit more problems. This will increase the chance that the students will comfort the norm and do what is right because they see the students receiving good things from their actions so they will mimic it. (Lyman, 2022)

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#40 What to Write About: A Personal Question

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#40 What to Write About: A Personal Question

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Successful writing can be inspired by journaling, as everyone's life is a novel and can connote a journey. When students write about their own experiences in their writing, they must consider the ability to revisualize and to write from their memory, and the ability to remember the events in the first place. In the classroom, many students do their best to create personal list of places, events, times, people, and interests to spark their mind as triggers for their writing, but many students, and teachers, deal with the inability to remember what to write about on the spot. The list of items the student choose can be used as catalysts for their writing and help keep their memory of what they want to write about. (Lyman, 2022)

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Although it may be beneficial for a student to know they are doing the right things on the work, helping a student understand their wrongs could also be very beneficial. When students see they aren’t doing well majority of the

time they want to give up or are scared to ask for help. So therefore teachers should be pointing out the positive and negatives to the work and giving the help the students may need so they don’t feel like they can’t do it. Showing a student they somewhat understand the criteria could motivate Them to do better. (Lyman, 2022)

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Everyone knows that it is very important for students to listen when teachers talk, but the same way goes when students talk teachers should listen. When teachers take time to listen to what their students have to say it will make the student feel listened to and equal and not feel as if they only need to listen to the teacher. When teachers take what they say more seriously and use it in the classroom, the students will want to put in more effort inside of the classroom to actually prove to the teacher that they see and feel that they are seen. (Lyman, 2022)

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If I had to teach this lesson in my fifth grade classroom, I would start the class off by discussing why listening is so important and how we use it in our everyday lives. I will explain how by not listening we may miss out on important information that could help in the future. I will then ask them to recall when they have had a time where they have felt really listened to by a friend or family member and how it made them feel. Moving on I will split the class into pairs of two and have one of the two students read the story I’ve given them while the other student in that pair has to have the best attention and do nothing else but listen very well. After the story is done being read, the listener then has to write down or verbally say what they remember hearing from their partner. Doing this shows the importance of paying attention and listening carefully to your classmates. To end the lesson, I will have a reflection activity where the students write or draw about how they can be better listeners and how they feel when they are listened to.

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The goals from this lesson is to teach the importance of listening, but also build empathy and improve communication skills between not only just student to student but student to teacher. This also adds to building mutual respect where both students and teachers feel heard and respected, and the reflection allows students to think about their own listening habits, and how they can improve.

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Lyman, F (2022). 100 Teaching Ideas that Transfer and Transform Learning, Routledge.

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The seemly side is a strategy that encourages students to see and appreciate the beauty of learning about the world through creating an environment where a sense of wonder can flourish. This may be done through posters around the class displaying world art, a library full of biographies and great literature. (Lyman, 2022)

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In this section of "Work on Attitude", its about how some students feel like they cant do something or they are stupid. This causes them not to raise there hand in class or talk a lot. They dont want to make a mistake infront of everyone and get made fun of for it. We have to learn to show students that its okay and no ones perfect. We have to teach them to be conscious of and practice the productive counterparts. Good teaching will feed on good attitudes throughout. For students to win the battle with themselves, must know the enemy, and it must not flourish in school. (Lyman, 2022)

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If I had to teach this lesson, I would want to teach students how to have a good attitude and that it matters in and out of the classroom. I would teach them how its okay to make mistakes and everyone learns differently. I will show them a video of examples for what good attitude/ behavior is and what is not. This will give them a gage of what to do and what not to do. I could give them a writing prompt to do on how they think they need to improve on there attitude. Then they can share with there seat partners what they have to work on. Then you could also add a prompt of a good thing your partner does. This is postive reinforcement. You dont want the kid to feel bad about themselves. By adding in what your partner is doing good might make them feel better about what they admitted they do wrong. You could also send home a chart in how they can improve there attuitde at home and in the classroom. They can get a star or check mark next to a good behavior or something they improve on. This will give them motivation to do well if there is a reward for it in the end. I will then grade them on improvment and how well they are doing with there attuitde. As well as having a classroom chart so if the class has a good attitude they get a gold star next to what they all did well, so it shows them how to work as a team. If they fill in the whole chart with gold stars they will get a pizza party as a reward!

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To get fascinated with history does not take much, however every student is different and every student will find a different piece of history intriguing. To enhance a possible interest for history, students can pick a minor event that occurred in history, and then write a summary and compare it with a classmates. With active participation and the contribution of knowledge towards each other, each student is able to become a historian in their own way. (Lyman, 2022)

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If I had to teach this lesson I would do it in my middle school history class, the topic would be on the American Revolution. The lesson would first consist of having my students write down three facts they know about the American Revolution, it can be about anything, however it should only take 3-5 minutes at most. Students will then partner up and share these facts with each other. After a short discussion, students will come back together to watch a brief video on the American Revolution. After the video, students will then be given a list of historical figures, chosen by me, and they will be tasked with selecting a person, and will research that said person. I will be looking for a short summary of the person, consisting of 4-5 sentences. As well as the influence they had in the American Revolution, consisting of 2-3 sentences. After research and note taking is done, students will write two short paragraphs and share their writing with their partner. After sharing, they will turn their assignments in to me, in order to grade on participation and accuracy.

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This activity and lesson plan is designed to provide students with a better understanding of the American Revolution, and a better understanding of the people who were involved in it. This lesson plan is based off of one of my previous high school history classes. After having a lecture like this, I found that my knowledge had only increased, and I was only interested in finding out more after class had concluded.

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Lyman, F (2022). 100 Teaching Ideas that Transfer and Transform Learning, Routledge.

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Teaching students how to teach is a strategy that can help students learn without constant help from the teacher. When kids are younger, it's easier for the teacher to always be there, but as they get older, they have to learn to get help on their own. And going to their peers when the teacher is unavailable could make it very easy for students to get the help they need (Lyman, 2022)

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Chapter 75 Schoolwork at Home by Frank Lyman Jr. is about not letting excessive amounts of homework take over a child’s home and turning it into a second school as well as not allowing older students to be unresponsive to their learning. High school students should, ideally, be given related tasks from the classroom to home so they can effectively and continuously study to help lessen rapid forgetting. He believes that if every high school student took a couple hours to study every weeknight, achievement would rapidly rise. As well as, what is important in elementary is reading every night, going over math facts, practicing writing and spelling practice, but this doesn’t need to be done every day, it can be spread out over days and this can be done in a fun and rewarding manner. (Lyman, 2022)

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What Do You Know About Good Study Habits?

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What Do You Know About Good Study Habits?

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If I had to teach a lesson on “school work at home” to high schoolers, I would pass out a half sheet that says "What are three things you do to study/do homework?" with a word bank of a few study habits. Then I would of course want to make sure my students know what good study habits are. I would do this by talking about different strategies they can use to study such as flashcards or teaching their concepts to someone else. I would then explain how important time management is, planning ahead and breaking down projects/assignments into smaller parts so it’s easier to manage, it doesn’t look as overwhelming in small pieces. I would end with expressing how important it is that homework and “burning the midnight oil” will get you ready to work hard when you’re older. Lastly, I would also assign my students homework to rate their study habits on a scale of 1-5 (1 being nonexistent and 5 being great) and write down three ways they can improve their “school work at home” habits.

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The goal of this lesson is to have my students think about their study habits, reflect on them, and find things they can improve on. If my student(s) have poor study habits or none at all, I can teach them ways to improve. Where as if I have student(s) that think they have a great study habits, but they're studying 5 hours a day, we can try to find a way to break that up so they aren't as stressed, tired and burnt out. The second part of the lesson, the homework, is the students reflecting on class and themselves. I want to force them to think "What am I doing? How can I do better?"

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Lyman, F (2022). 100 Teaching Ideas that Transfer and Transform Learning, Routledge.

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Teaching through stories allows the teachers and students to be able to bring the stories to life. This, especially in the elementary age, can help students be more engaged in the readings and the lessons being taught from those readings. When students are actively engaging and participating in a lesson, they tend to enjoy the lesson a lot more and will therefore learn and retain more of the information being taught to them. This teaching strategy can be used for any content area such as reading comprehension, writing, History, math, etc. This is also a great strategy as it allows the teachers to teach the students in a more engaging way than the typical PowerPoint and notes lessons. (Lyman, 2022)

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I had a teacher back in 4th grade who came up with an engaging and fun way to teach us about history. We were given a list of a bunch of famous historical figures which we each then had to choose one person who we would do the research on. The lesson had us use a tri fold canvas board where we would put all of the interesting facts and historical information about our person onto and then on the final day we all went to the cafeteria where we set up our canvas boards around the room and people would come up one by one and we would have to teach them about our person. What also made it more engaging and fun is that we had to dress up as our person as well so everyone was in all sorts of funny costumes which made it a lot more fun

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This lesson was similarly taken from my 4th grade teacher who used this lesson as a way for everyone to learn about different historical figures in American history, while getting to have some fun with it by being able to dress up as that person and presenting it to all their friends, teachers and parents the day of the presentation. This is a great lesson for students of this age because it strays away from the typical PowerPoint and notes side of teaching and allows the students to get creative by designing their board in any way they want, getting to dress up in fun costumes, and getting to show off all of their hard work to their friends, family and teachers!

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Lyman, F (2022). 100 Teaching Ideas that Transfer and Transform Learning, Routledge.

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Student Experts is an opportunity for students to show other students their areas of expertise. In the beginning of the school year, the students pick an area of interest to show off to others. It could be literally anything, there are no guidelines. When everyone is prepared, there are many ways the students could share, but this specific strategy talks about a makeshift festival that each student has a little booth at. They show off their project and has objects or ideas that help their "customers" understand the concept better. This way of a student teaching another student gets them to think about their topic differently. On the other end, it gets the students learning a little bit more curious about what their classmate is interested in and will remember what they learned a little bit better. (Lyman, 2022)

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If I had to teach this lesson, I would tell my students in the beginning of the year to think about a topic they are interested in. It really could be anything. It could be a school subject, an after school activity, a hobby, an idea, an animal, a person, anything. The next week we would start to work on this project in class. There will be a writing portion that they explain what their topic is and why they chose it. Then, as a class we would make a list of questions we could ask when visiting each student's booth. To make their booth more interesting, for extra credit they could bring in or make something relating to the topic. For example, if someone did a project on dance, they could bring in their dance shoes or a team jacket. When the day of sharing their booths comes, every student will get the chance to go to the booth's and ask the questions we made up. They would write down their answers and anything else they learned. I would grade the entire project on their paper, their overall presentation and how prepared they were, and the question and answer sheet of what they learned.

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This document is a prompt for the paper portion of the project. The students have to write at least a page length about their topic and why they chose it. They have to specifically state why it is important to them. The paper helps them to put into words why they chose their project. Putting the reasonings onto paper will help them answer the questions their classmates will ask them when the presentation day arrives.

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Lyman, F. T. (2022). 100 teaching ideas that transfer and transform learning: Expanding your repertoire. Routledge.

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Chapter 77 starts by talking about how in teaching that when there are problems that may be happening, intersections are the main problem, and this chapter teaches how teachers can show their students when action happens that may solve this issue and show students when it will be addressed. The main purpose of an intersection is that an intersection is a problem happening within the classroom that is taking time away from the students. This was the main purpose because taking these actions meaning creating a solution by students completing a worksheet for students to fully grasp the concept when there is an intersection within the classroom which is not a good influence will show many different teaching ideas to show the students how speaking up and saying "this is distracting me" will then create a positive influence will create more productive learning for the students, (Lyman, 2022).

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It’s frustrating to not be able to read something because of the handwriting, but it’s even more frustrating to be asked to

redo or even get no marks on something you already did, due to illegible writing. So in this game, it’s mentioned to have the students write a sentence in their best handwriting, the same sentence again in their next best, and a third time in their fastest(less neat) handwriting(Lyman, 2022).

Each one would then be labeled, and during writing the educator could tell the students which handwriting they should use (e.g. use writing #2), while giving students something to refer back to. This would enable for clearer understanding, and communication between the educator and their students.

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When you are in a classroom it's important to take advantage of moments of enthusiasm or inspiration. The "Ride the Wave" method creates natural learning opportunities keeping the class interested. This method suggests allowing students to have some control and letting the class flow naturally. It's crucial for teachers to use the flow of energy in the classroom to their advantage. (Lyman, 2022)

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If I had to teach this lesson, I would do it for a 11th grade English classroom about writing a story or paper. The lesson would begin with a discussion about a student's specific memory, dream, or influence and how they could incorporate it in their writing. After the discussion, each student would receive a piece of paper to brainstorm ideas for the set prompts being asked and create a personal list for themselves. The students would then choose a prompt they want to answer and begin to start free writing for a set amount of time. Once the time is up, the students would get into small groups to share their feelings, thoughts, and connections about their writing, and then reflect on the process of writing about a personal question.

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This activity is designed to help students discover their unique voices in writing and builds confidence in self-expression. This activity encourages students to explore personal questions and reflect on themselves and can help students develop critical thinking and creativity. This lesson not only strengthens writing skills but also encourages personal growth and meaningful self-reflection.

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Lyman, F (2022). 100 Teaching Ideas that Transfer and Transform Learning, Routledge.

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It is important to remember in the classroom that not everyone of your students is going to understand the same things or learn the same way. When asking questions you should always word them two ways to ensure everyone can understand what is being asked of them. When breaking it down into translation issues, further explaining material and requirements that are needed to be met and rephrasing a question or expectations you hold is one of the best ways to improve answers, productivity, and comprehension. (Lyman, 2022)

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97- Notice Students at Beginnings, Endings, and Outside 

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97- Notice Students at Beginnings, Endings, and Outside 

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Summary

It's important to use the 2 most important goals when working with students or youth. Empathy, positive regard for others, and genuineness. This chapter/ article shows us that students begin to use more of their brains and emotions in learning when recognized for it. Students need praise. not just when they're doing something right, but when they're feeling weak or doing something out of turn. we need the adults and teachers to rise to the occasion and let the students know that they recognized (Lyman, 2022)

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While reading, it is beneficial to also listen to what you're reading. Listening to what you're reading improves your understanding of the text. When students have reading time, they should read out loud or have someone read out loud for them. If students are surrounded by books and assigned reading time in the classroom or even outside the classroom, having someone or something read to them while they're reading will make them curious on how they learned to read. The study says this will be more of an effective way for children to learn how to read. (Lyman, 2022).

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Educators are required to teach their students the course curriculum, but another necessary part of the job is building a community in the classroom. Students can relate to interesting topics that may be out of the ordinary for the class, curating a fun and friendly environment. Providing "Weird Facts" in the classroom makes students' learning experiences more memorable and enjoyable. It also makes students more aware of each other, promoting empathy and understanding. Fun lessons open discussion and encourage students to participate, learning from and about one another. (Lyman, 2022)

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If I had to teach this lesson, I'd do it at the beginning of the year and prompt each student to participate by sharing at least one fact. Students enjoy it when lessons aren't as formally structured or instructive as they normally are. I'd start by explaining to the students how they'll complete the assignment and introduce some of my fun facts as examples. As students answer and discuss amongst themselves, fun facts about the individuals are shared and reflected on by other students. Once they've spoken with an elbow partner, the class will all come together and students will have the chance to share their fun facts with everyone. A fun lesson can break down barriers that professionalism in an educational setting puts up. Students can freely express themselves and discuss topics of interest, rather than fear providing an incorrect answer in traditional lessons.

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The fun facts sheet is a great icebreaker in a new class and is a great way to get your students engaged. Students should understand that the assignment isn't too serious and is a great way for the teacher to get to know you. I would prompt students to introduce themselves and their weird fun facts with the opportunity to ask questions afterward.

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I would start class by giving an example by using two students to show the example of the intersection and how the problem would be solved if there was a problem I would use both students and tell them to create an argument, and then, start by addressing the students one on one and getting both sides of the story, in other words I would be the intersection because, I would be getting in between the student's problems to help the students become more calm and more productive. the students after completing this activity would realize how to prevent events or situations from happening. After taking the students one on one I would have the students resolve the problem with themselves in a healthy manner. This promotes a healthy connection between the students. As an exit ticket I would have the students write a paragraph for what they have learned from this activity and how they can use it in the future.

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This worksheet would be a worksheet that students would write down 8 distractions within the classroom, it can be whatever the students feel like is distracting the teacher, distracting themselves or distracting other individuals as well. On the back of this worksheet students then can write a couple sentences on why these items are becoming distraction's and how we as a class are able to improve on these issues. This worksheet will also become the students exit ticket and their way for them to leave the class at the end of the school day.

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I had a teacher in the first grade who used to bring his trumpet to school. I remember the first day he ever walked in the classroom, he played his shiny brass trumpet as he marched into the room. It was the first time I had ever seen or heard one in real life. Throughout the lesson, he would use the trumpet to play small songs, mimic animal noises or create sound effects to keep us entertained while teaching us about different things. We were all encouraged to sing or make our own sounds amongst ourselves as well. The wonder and awe that I had during that lesson as I experienced hearing and seeing this instrument for the first time was so impactful on me as a kid, that I promised myself one day I would play an instrument too. After the lesson, we were encouraged to ask questions, and I remember asking how the trumpet worked. I was not only inspired by the intricacies of the instrument and how it produced music, but the beauty of how it looked and sounded as he played. I’ve been playing music now for 16 years since that day I was inspired, and just like my teacher, I hope to incorporate my passions for art and music into my own classroom to hopefully inspire my students to learn them too.

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If I had to teach a lesson in my classroom, I would start by addressing how no matter how difficult the work might be it is important to try their best because some work is better than no work, giving the opportunity to earn credit for attempting even when they may be wrong is better than letting a student who doesn’t fully understand the criteria just suffer from a bad grade. Having some leeway is better than having some students go through things at different times and not every student will ever understand 100%.

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Earning credit even if something is wrong!

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Earning credit even if something is wrong!

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This work sheet is a good way to allow your students to earn credit even if they make a mistake. This can help the students learn it’s okay to make mistakes. The follow up questions at the end of the assignment can also help the students realize there mistakes and the positive reinforcement the teachers gave for the effort.

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Lyman, F (2022). 100 Teaching Ideas that Transfer and Transform Learning, Routledge.

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If I were a teacher, I would start the lesson by putting all the kids into groups of three or four. then, I would have one kid look over something, and then have them teach their lesson to the other kids in the group. After that, I would rotate which student is the teacher in that group after maybe 5-10 minutes. Then, I would have the students do an exit ticket for each lesson that they didn't teach, and this can show how well they were able to understand their peers as teachers. After this, I would start assigning one student a week to be the teacher's assistant, rotating so everyone gets a turn. I would have them help all the other kids who are struggling to understand the lesson. On Monday, I will explain what the topic of that week is, and then give the student a sheet, briefly describing what I expect them to teach. I would also have kids create their lesson plans for the week they are up.

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Students will write out their lesson plan for the week as the teacher's assistant, and then over the weekend, they will write what they learned that week for homework. The expectations would be that the students come up with a lesson, questions, and an exit ticket. This would have to consist of at least two sentences.

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The classroom social skills were when I was in grade 1, we had to sit in small groups with other people and write some not-nice things and some nice things about some of the students not in our group, and we had to go present them in front of the class to each other. this lesson our teacher told us at the time showed respect, and trustworthiness to the other students in our class. Overall I would want to do something similar to this in terms of getting students to know, think, and act around each other and getting them prepared to talk to people in the real world.

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I had a chemistry teacher in 11th grade who was very good at reiterating questions and lessons to ensure everyone in the class understood. He would often rephrase questions after asking the first time, as well as use different words or examples to further explain his lessons and guarantee comprehension. Because this was a chemistry class, we also had a corresponding lab. During this we completed pre-lab questions which often included a hypothesis. He would ask us to think of cause and effect instead of a hypothesis to further improve comprehension and make it easier to understand. After doing this consistently, watching focus and answers improve was inevitable. When we focused on polar and non-polar substances/molecules, I remember my teacher had a painting on his wall of a polar bear who fell into the water, frightened that he will dissolve, however the grizzly bear reminds him that bears are insoluble. This was a silly painting and quite a corny joke, but really helped people, myself included, who learn visually to understand the difference between polar or non-polar substances/molecules.

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According to "Elementary Assessments", ticketing system provides a form of positive reinforcement and will have a much larger impact on students' behaviors than the use of punishments. The article stresses the point of not just handing out tickets when you see fit but rather set up distinct and broad classroom expectations that students must follow. This decreases the likelihood of favoritism since you need to fill out why they received it rather than merely passing them around. At Niagara Charter the teachers use a ticketing system to help reinforce positive behaviors. They set their expectations as. "Be Safe", "Be Respectful", "Be Responsible". Whenever a teacher observes a student meeting these expectations, they silently place the ticket on the students' desk, the student signs their name and then put the ticket into a bin. At the end of the week the teacher counts how many tickets the classroom accumulated and gives them an option of prizes to choose from, but they must have enough tickets to do so. The use of a classroom bin decreases the chance of students feeling discouraged if they have less tickets than their peers. But this can also lead to students riding off the backs of their peers and experiencing prizes even when they did not meet the expectations. Therefore, it is important to think through your implementation of the system in order to see observable behavioral changes. Since this system has been implemented, the students' behaviors have drastically switched, and they feel gratification from receiving these tickets AKA "Cheetah Cash".

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The Ticket Reward System For Classrooms Students Love

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Try the ticket reward system for classrooms if you’re looking for a classroom management plan that focuses on positive reinforcement.

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One of my old teachers was very skilled at letting the class go at its own speed. She taught mathematics to me in grade 11, and she thought it was important to capitalize on enthusiastic times. Everyone was really interested in what we were studying as we were doing our math lesson one day, I recall. She then made the decision to continue the conversation and let things unfold organically. This ultimately improved our comprehension of the ideas but also the class enjoyed the learning.

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For my media piece, I chose to illustrate a portrait of my first grade teacher, Mr. Hart. This depicts him playing the trumpet that inspired me and so many other students to learn instruments and just be generally excited to come to class and experience something that sparked wonder and awe in our lives.

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Lyman, F (2022). 100 Teaching Ideas that Transfer and Transform Learning, Routledge.

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This will help students have a visual representation of what the chart is on the classroom wall, so they know they rules and how they can do well/ get the gold stars. This will give them motivation when they start to see the chart fill up with stars that they might even bring these positve attuitdes home. 

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Beige and White Minimalist Chore Charts Planner

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If I had to do this in my 5th grade classroom, I would get lined paper and color code the number 1 in green, 2 in yellow, and 3 in red. I’ll give the students independent work or free time(with specific directions and expectations). Then, I would call on one student at a time, and explain that I want them to write with their best handwriting by the number one/number in green color, while overseeing it. Next I would explain that I’d like them to write neatly, but in a timely manner where the number two is in yellow. Lastly I would tell them to write quickly or in their normal handwriting where the number 3 is in red. After having all of the students in the class do it, I would laminate them and stick it to their desk. This would make it so I can give them the direction on which number/color handwriting to use during writing activities.

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I made a reference to show the students how their finished product might look like. I feel like having a visual to go off of sometimes helps more than just giving directions. This would make communication a lot easier, set expectations clear, and get activities done quicker.

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Lyman, F (2022). 100 Teaching Ideas that Transfer and Transform Learning, Routledge.

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The use of a ticketing system will encourage students to exhibit good behaviors. This approach to behavioral management allows students to model good behaviors to other students, greatly decreasing the chances of 'disruption' in the classroom. I made the above tickets via Canva to show how these tickets would be designed and why they are acquired. The front side includes areas where the teacher can sign their name and the child it has been given to. The back side includes check boxes where teachers will check off the behaviors the student exhibited showing them why they received the ticket. This form of positive reinforcement allows students to feel good about themselves when 'doing the right thing' which will increase the chances this behavior will reoccur. Once the students collect enough tickets, they can cash them in for prizes or other rewards such as lunch with a teacher, get out of homework free pass, time in the Zen den, etc. This will hold students accountable for their behaviors and increase the chances of stellar behavior while decreasing the likelihood of inappropriate behavior.

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I had a teacher my senior year who put on an audio book while we were reading the book. We were reading a book that talked about War and how there was never a “true war story.” IWhen we were reading and listening, I found that I was able to understand the reading more than if I were to just read it. It also made the reading more entertaining. Sitting in a quiet room while reading made it harder for me to focus. When we were listening to the audiobook and reading, I felt as if I was able to follow the reading more.

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This activity is made for students who are reading "The Great Gatsby" by F. Scott Fitzgerald. This activity helps students who are reading this novel, break down and comprehend the writing. This lesson is based off of a class I took in high school that had a lesson very similar. I found when I did the similar lesson, I understood the literature more and it made me feel more prepared for tests or quizzes on what we have read.

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When explaining new topics or ideas to your students it is essential that you keep in mind the fact that not all students learn or comprehend the same things in the same way. In my illustration, I focused on Frank Lyman's teaching idea to translate. This means rephrasing questions you may have for your students in at least 2 different ways. However, this does not have to be done verbally. I myself am a visual learner, so in my illustration I have included 2 teachers working together to explaining a topic after they have already lectured it (as seen on chalkboard between them). The teacher on the left is ready to pass out picture diagrams of DNA while the teacher on the right is explaining that their lab today is based on DNA. This way all students will have a visual component as well as an auditory component before going into their lab. Ensuring all students have a better chance of comprehension and overall doing better in school, just because they had the opportunity to understand in different ways.

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Lyman, F (2022). 100 Teaching Ideas that Transfer and Transform Learning, Routledge.

The ticket reward system for classrooms students love. Elementary Assessments. (2023, March 16). https://elementaryassessments.com/ticket-reward-system-classrooms/

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Lyman, F (2022). 100 Teaching Ideas that Transfer and Transform Learning, Routledge.

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Lyman, F (2022). 100 Teaching Ideas that Transfer and Transform Learning, Routledge.

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For my media I decided to make a poster to help show the importance of the students engagement in the classroom. This is something that can be place around the classroom but also established at the begging of the year. My concept once again focuses on letting the students take some control of their learning. This poster helps reinforce that the students learning comes first and different tips to help them stay engaged.

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Lyman, F (2022). 100 Teaching Ideas that Transfer and Transform Learning, Routledge.

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The weird fun facts lesson works incredibly in a second language course, getting students to speak with one another and think about their lives in the second language.

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Weird fun facts french - Colby Harris (1)

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Lyman, F (2022). 100 Teaching Ideas that Transfer and Transform Learning, Routledge.

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I created this worksheet based on my experience but altered it. It shows the reason why we should be kind and respectful to others and why it's important. It also shows the things we should not say to others, not just including students. the topic "notice students beginning, outside, and end" doesn't have to deal with just teacher and student relations. It deals with a broader spectrum such as parent to student, student to student, and student to public and I wanted to capture that within my document and media. Students then can reflect on their experience with the nice/not nice comments that other students made about them to understand how they felt and why their comments can make other students feel how they felt.

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Lyman, F (2022). 100 Teaching Ideas that Transfer and Transform Learning, Routledge

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Lyman, F (2022). 100 teaching ideas that Transfer and Transform Learning, Routledge

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Lyman, F (2022). 100 Teaching Ideas that Transfer and Transform Learning, Routledge

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This is just the back of the activity worksheet and the students exit ticket worksheet as well

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Pink and Violet Pastel Sweets Venn Diagram

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Lyman, F (2022). 100 Teaching Ideas that Transfer and Transform Learning, Routledge.