I wish there was an easy solution to this problem. While I understand that appointments will frequently need to be scheduled during the school day, I find it increasingly difficult to manage the missed class work and schedule changes. I am hoping that increasing communication (clarifying class schedules and missed class work policies) with the…[Read more]
Capitalizing on a student’s strengths and interests can help motivate a student and reduce the “I hate school” attitude. We just completed some career interest evaluations in high school this week and I was reminded again that I need to use the students’ interests and abilities to motivate them, build their academic success and peak their…[Read more]
Rubrics and checklists provide an effective writing guide for students and a grading tool for the teacher. Most times the students should be provided with a copy of the rubric or checklist before they complete the writing assignment. The rubric or checklist will support students in following the expectations and the grading criteria for the wr…[Read more]
Modeling a team attitude and also verbally reinforcing students for the little specific contributions they make when they are team players can be helpful. Listening to the students and finding what motivates the students can play a large role in developing a team atmosphere. Encouraging students to cheer on each other also supports a team ap…[Read more]
Setting goals together as a class can be motivating. The unexpected can also be motivational. This can include an unexpected tangible reward or a preferred change of routine to lesson plans and activities. Providing choices of motivational projects or reinforcement to the students can also be highly motivating for the studen…[Read more]
Are there ways to organize the classroom and class routines to reduce the amount of time you spend answering questions or flags concerning scoring, permission to get materials, reading material, getting initials, etc.? Sometimes rearranging some routines can free up time to focus on the essential subject questions of students.
I’ve found that…[Read more]
I have been researching the same question the last week without a lot of success. There are various classes offered online for reasonable fees but I have not closely researched their content or validity. I would prefer the students take a class with an instructor and a hands-on approach. I’m considering offering some credit to students if th…[Read more]
Would it be possible to divide the test into smaller segments? The student could complete one part of the test, complete other tasks and later complete the rest of the test. Or is it possible to reduce the number of problems on the test until the student begins to show some success and gain some confidence? The number of problems on the test co…[Read more]
It is important to recognize the students that work hard but are rarely able to attain As and Bs. Like Carolyn mentioned, a note or positive comment can be affirming and motivating for the student. I will sometimes include a tangible reinforcement such as a piece of candy, a smiley face sticker or extra break time (“I can tell you really s…[Read more]
We give the parents a copy of the Bible memory passages with a packet at the beginning of the year and encourage the families to review the Bible memory passages at home since 3rd-12th grade students are memorizing the same verses. The students also receive a copy to keep at school. This year I encouraged the high school students to memorize a v…[Read more]
I like to acknowledge student birthdays with a small party or a little gift. Usually parents bring in a snack for the class or if the parents are not able to provide a snack, I’ll provide ice cream bars. This year I borrowed our 5th-6th grade teacher’s idea and placed small gift bags (marked with the date and gifts placed inside) on the wall u…[Read more]
What are some school chapel ideas or themes that have been meaningful and encouraged student growth? How do you use chapels to develop student leadership or how have you included the church, community or parents in school chapels?
Singing the facts to a familiar tune of a song can assist some students in memorizing the facts. Example: the 4s multiplication facts can be sung to the tune of “Old MacDonald Had a Farm” or the 7s to the tune of “Happy Birthday to You.”
A checklist for oral reading can be helpful if you need a quick reference without a lot of detail.
Pays attention to punctuation… ___Seldom _____Sometimes ____ Frequently
Reads with expression…
Applies reading strategies to unknown words….
I don’t have a specific rubric to share but I have found it helpf…[Read more]
I used books and stories with younger students. Discussing the story would often help the students understand the character trait(s) and see the perspective of another child.
This year I’ve tried to be very specific in my verbal praise to the students when I see them treating others and school property with respect. Your question is one I h…[Read more]
We use Alfred’s Essentials of Music Theory in junior high and high school. Lessons are brief but the curriculum provides an outline and guide of music theory fundamentals. It also includes some ear training practice. Teachers have pulled in other resources to enhance and expand the lessons such as Kodály based materials, a variety of lis…[Read more]
Velcro under the student’s desk to touch during class or a small ball to squeeze can be helpful for some students. Visual (picture) schedules can also assist students with ADD/ADHD in remembering tasks and instructions.
Providing immediate and frequent positive reinforcement when the student is paying attention or when the student completes…[Read more]
I have found that a bulletin board with a calendar, birthday list and space for current events/news or the daily schedule is an easy way to decorate a bulletin board for the year in both younger and older grades. Students can be involved by contributing to news or current events and by updating and creating the calendar each month. It also…[Read more]
Younger and older students enjoy playing a running game of “21.” 1-2 people are “it.” When someone is tagged they go to the middle of the play area and wait until another individual comes and frees them by counting to 21 without also getting tagged. Could be adapted to count to 10 or 15 for younger students.
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