Teachers need a positive classroom

Do students feel welcome in your classroom? Do you greet them when they enter? Teachers who have a positive classroom are more likely to have positive students. Those positive students make it more likely that you will have success as a teacher. Creating a positive classroom takes a few small steps for a large reward. A positive classroom environment enhances your classroom discipline and classroom management.

Teachers have to want to be there

Do you love your teaching job? Do you hate showing up at your school every morning? If this is the case, how effective do you think you can be as a teacher. Chances are, you will just go through the motions and then dread the next day. If possible, take only a teaching job that you know you will like. Unfortunately, some teaching jobs do not pan out as expected. Sometimes you get stuck. Either way, you have got to want to be there. You as a teacher are the one responsible for the learning of your given students. Give them your best each and every day. No matter how tough the teaching job is, you need to have a positive attitude and WANT to be teaching in your current position. I suppose it is possible to fake it.

So let’s change that. You need to at least appear that you want to be in your current classroom each and every day. Seriously. If you really cannot do that, quit and look for another job. Your students only get one chance.

Welcome the Students

Before each class or school day, be a teacher that welcomes their students with a smile, and comments how glad you are to see them.

Never Show Anger

This can be tough. Teachers get upset. The key is to stop, breathe, think. Then move on as fast as possible. Have faith that students will know you are upset. Many will appreciate that you did not go off. Students know when they have crossed the line. Why make it worse? Your classroom discipline must be mastered. Read the article on classroom discipline and classroom management. Your students will get the idea that you are a cool head. If not, they will think you can be baited and try it frequently. The ones who may empathize with you, will lose faith in you as a teacher. Don’t lose the students you can and have reached.

Treat Every Day as a New Day

Forget about the lousy day teaching you had yesterday. Each day in the classroom is a new one. Strive to be a little better each day. If teachers look at each day as perhaps a new beginning, they cannot help but be positive.

No Question is Dumb

Answer every question with tact. Never make a student look like they are stupid for asking that. A good technique is to always say, “I’m glad you asked that. I know others had the same question.” Or something similar. Try and steer the question to make a better point or reiterate something. Turn each question into something positive. As a teacher, this may take a little practice.

Don’t be a Punisher

What does this mean? Many teachers have a habit of do this or else. Behave or else. Work or else. Teachers need to avoid this “or else” mode. Here’s a newsflash. Students know what is expected of them. Assign work like you expect it to be done. If you expect your students to not work, then not working is what you will get. They will always go for the “else,” or have fun trying. If you wish to assert that you expect them to work, then just say it without the “else.” In other words, simply say something similar to the following, “Here’s your assignment. You all know what is expected.” (Notice the “else” is not needed?) Teachers will have to come up with all sorts of “elses.” Students need to think class work is something expected and normal. There is no “else.” How are you going to punish non-work? With more work? It is the crazy teacher who says, “If you don’t do this page I will give you ten more!” Can you see how ridiculous this sounds?

Call Each Student by Name

Greet as many students as possible as they enter your classroom.

Give Students Choices if Possible

This gives a student the feeling that their input is important. Give them a list of people, places, or things to write about. Is this possible in math class as well? Yes! How many times have you heard something like, do problems 1 to 20, odd only. Why not change this to: Choose 5 problems from 1 to 10, and 5 problems from 11 to 20. It’s basically the same assignment, but students have a choice. Any teacher of any subject can modify this.

Positive Feedback at all Times

Use positive statements when commenting on students’ work. Note how well students are working instead of the ones that aren’t. Wander around the classroom so you can give feedback and help to all students.

Missing Students

Was a student absent? Welcome them back when they return.

Make Positive Calls Home

Calling home is a great technique for classroom discipline. But make the first call positive. Call home to praise before you call to complain. That is, call every parent (yes every) at least once to acknowledge you are glad to have their child in your classroom and hope the year will go well. And yes, call at least one time each semester for every student when you are pleased with the student’s work!

Accept Every Student No Matter What

Students are going to look and dress in a way that pleases them. Sometimes it will make you cringe. Just remember they are young people who are learning to live in society. You will be amazed how the roughest or silliest look is just on the outside. They are still students. This is one time that you do not want to make remarks either way. Don’t be outwardly pleased with the way a student looks either. But be glad and show your appreciation that the students are in your class. Without them, you would have no job!

These are just a few ideas for a positive classroom and becoming a positive teacher. Eventually, your classroom will be such a positive place, that you as well as students will want to be there.

Student –Teacher Relationship

The first relationship after the parents in which a child gets is with a teacher. Teacher is the most important company for an individual’s life. Teacher being an important part does not limit up to the academic growth but is instrumental for the overall development for a child in the parallel lineage with parents.

The important dynamics to be considered in a teacher-student relationship is a real communicative bond among. A good student-teacher relationship is a sharing relationship of something unique that no one else may experience in quite the same way. The student experiences an acceptance of ideas and contributions that may be unequalled to any of the other knowledge resources.
In the society, many relationships are found but a teacher-student relationship is the most sacred one, where an excellent bonding and respect towards the teacher is seemed as the feather on the crest.

In a healthy student-teacher relationship, the student is encouraged and expected to be candid in responding to the teacher`s ideas, methods or words. Part of a teacher`s role is to acquaint the student, not only with the specialized field that is shared, but also with the other leaders in the field and with the ways of professional and academic life. As a teacher, the mentor’s role is to enhance the student’s skills and intellectual development.

The important and the vital part of student-teacher relationship is that despite of closeness and sharing, the respect for teacher in the heart of the student stay consistent throughout the life. The teacher maintains certain evaluative responsibilities and the student continues to be dependent on the mentor`s guidance and approval.

It is unrealistic to believe that all of the students would like every teacher because they look for a friend in the teacher, whom they can respect and look for leadership.

It’s not only a teacher’s actions that can influence a child, but also the way that they communicate and express themselves. Students are often sensitive to tone of voice, gestures and facial expressions. The student teacher relationship is primarily one of trust, guidance and encouragement. Once a healthy student teacher relationship is formed, it can continue to influence the child in positive ways for years to come

Are Our Schools Violence Free?

All children deserve a school environment that is safe and nurturing – one that will allow them to grow, thrive, and maximize their full potential. Yet many students in the developing world face a different daily  reality. The physical, psychological, and sexual violence they experience in and around school compromises their ability to fully realize the benefits of education. It impacts whether students enroll in  and attend school and whether they are engaged, motivated, and able to concentrate and learn while there. Gender violence can occur in classrooms, dormitories, boarding houses, administrative buildings, teachers’ residences, other parts of school grounds, and on the way to and from school. It can have short- and long-term impacts on students’ health and well-being, including reproductive health problems, broken bones, cognitive impairment, substance abuse, depression, and suicidal behavior, among others.

Despite these consequences, there is limited understanding of the depth and breadth of school-related gender-based violence (SRGBV) in the developing world. This report of USAID reviews the literature on SRGBV in order to improve understanding about its causes, prevalence, and consequences. It examines how gender norms, poverty, and a culture of violence contribute to SRGBV. The report explores violence that is  perpetrated by both male and female students and teachers. While much of the literature focuses on sexual  violence, this report also highlights the prevalence and impact of physical and psychological abuse. It examines barriers to preventing and responding to SRGBV, including silence around the issue, inadequate laws and codes of conduct, enforcement problems with existing laws, shortages of teachers and guidance
counselors, and flaws in the design and implementation of existing interventions.

School Related Gender Violence USAID

'Code of Ethics for Educators'

This Code of Ethics for Educators was developed by the distinguished AAE Advisory Board and by the Executive Committee of AAE.

It contains four basic principles relating to the rights of students and educators.

OVERVIEW

The professional educator strives to create a learning environment that nurtures to fulfillment the potential of all students.

The professional educator acts with conscientious effort to exemplify the highest ethical standards.

The professional educator responsibly accepts that every child has a right to an uninterrupted education free from strikes or any other work stoppage tactics.

PRINCIPLE I: Ethical Conduct toward Students

The professional educator accepts personal responsibility for teaching students character qualities that will help them evaluate the consequences of and accept the responsibility for their actions and choices. We strongly affirm parents as the primary moral educators of their children. Nevertheless, we believe all educators are obligated to help foster civic virtues such as integrity, diligence, responsibility, cooperation, loyalty, fidelity, and respect-for the law, for human life, for others, and for self.

The professional educator, in accepting his or her position of public trust, measures success not only by the progress of each student toward realization of his or her personal potential, but also as a citizen of the greater community of the republic.

• The professional educator deals considerately and justly with each student, and seeks to resolve problems, including discipline, according to law and school policy.
• The professional educator does not intentionally expose the student to disparagement.
• The professional educator does not reveal confidential information concerning students, unless required by law.
• The professional educator makes a constructive effort to protect the student from conditions detrimental to learning, health, or safety.
• 5. The professional educator endeavors to present facts without distortion, bias, or personal prejudice.

PRINCIPLE II: Ethical Conduct toward Practices and Performance

The professional educator assumes responsibility and accountability for his or her performance and continually strives to demonstrate competence.

The professional educator endeavors to maintain the dignity of the profession by respecting and obeying the law, and by demonstrating personal integrity.

• The professional educator applies for, accepts, or assigns a position or a responsibility on the basis of professional qualifications, and adheres to the terms of a contract or appointment.
• The professional educator maintains sound mental health, physical stamina, and social prudence necessary to perform the duties of any professional assignment.
• The professional educator continues professional growth.
• The professional educator complies with written local school policies and applicable laws and regulations that are not in conflict with this code of ethics.
• The professional educator does not intentionally misrepresent official policies of the school or educational organizations, and clearly distinguishes those views from his or her own personal opinions.
• The professional educator honestly accounts for all funds committed to his or her charge.
• The professional educator does not use institutional or professional privileges for personal or partisan advantage.

PRINCIPLE III: Ethical Conduct toward Professional Colleagues

The professional educator, in exemplifying ethical relations with colleagues, accords just and equitable treatment to all members of the profession.

• The professional educator does not reveal confidential information concerning colleagues unless required by law.
• The professional educator does not willfully make false statements about a colleague or the school system.
• The professional educator does not interfere with a colleague’s freedom of choice, and works to eliminate coercion that forces educators to support actions and ideologies that violate individual professional integrity.

PRINCIPLE IV: Ethical Conduct toward Parents and Community

The professional educator pledges to protect public sovereignty over public education and private control of private education.

The professional educator recognizes that quality education is the common goal of the public, boards of education, and educators, and that a cooperative effort is essential among these groups to attain that goal.

• The professional educator makes concerted efforts to communicate to parents all information that should be revealed in the interest of the student.
• The professional educator endeavors to understand and respect the values and traditions of the diverse cultures represented in the community and in his or her classroom.
• The professional educator manifests a positive and active role in school/community relations.

How to prepare for first day of school'

It’s that time again, the start of a new school year. Not only do parents and students need to prepare for the first day of class, teachers need to get ready as well. There is a lot that needs to get done before school begins. Here is a back to school guide for teachers preparing for the new school year.

Develop your unique teaching philosophy. Over the summer break, reevaluate your teaching philosophy. What do you feel is most important about teaching and education? Think about how your past experiences may have changed your feelings about teaching and your approach to teaching. The idea here is to reflect on past teaching experiences so that you can be more prepared for your future in this profession. Take a look at my own teaching philosophy here to get a better idea on how to develop your own.

Discover new lesson plan ideas before school starts. All teachers have their little box of “goodies” when it comes to lesson plans. These are the lessons that have always been big hits in the classroom. Don’t rely solely on these lessons however. Add to your lesson favorites each year. Summer is the perfect time to collect some new lesson ideas. Surf the web or steal some fresh lesson ideas from other colleagues.

Get organized. After school begins it can be difficult to get organized. When you start getting organized before the school begins you’ll be able to establish routines that are easier to follow throughout the rest of the school year. Organize lesson plans, handouts and other written materials using folders and a filing cabinet with a working filing system. Go through your lessons to decide what worked last year and what didn’t, and get rid of anything you’ll no longer need. Organize classroom supplies like pencils, paper, paint, etc., making sure that everything has a specific storage place to minimize clutter. Keep all sharp art supplies and any other unsafe materials out of your student’s reach.

Arrange your classroom to promote learning and minimize distractions. The goal here is to create a classroom environment that can keep children focused and on task. Keep potential distractions (windows, heaters, doors, group work areas, your desk, etc.) in mind when you arrange student desks or work tables. Leave room around student desks so that you can offer your assistance when needed. Keep high traffic areas and doors and windows clear. Sometimes it is a good idea to arrange desks facing the board so that the class can focus on your instructions. Students need to be seated so that they can easily see any presentations or teaching displays. Arrange your desk so that you will have a clear view of all of your students at all times. Make sure that any storage space and class materials are easily accessible. And remember to stay flexible once the school year begins. The room’s layout should meet your students’ instructional, behavioral, and organizational needs. You might decide after school begins that your classroom setup needs a little adjusting.

Create a comfortable classroom with a bit of personality. There are plenty of ways to make a classroom a little more unique and interesting. Use posters, bulletin boards, plants, class pets, and even classroom rules to reflect your own personality and teaching style. Create displays that will catch your students’ attention and spark their imaginations. Adjust the natural and electric lighting to ensure that the classroom is neither too bright nor too dark. Play with your classroom temperature as well. Being too cold or hot can be a big distraction for teachers and students. When you make your classroom a comfortable place you’ll be more likely to motivate your students to learn.

Reach out to parents before school begins. Building trusting relationships with students’ parents should be a priority. Make contact with parents early on and plan follow up meetings during the school year. Mail home a letter or call parents directly to introduce yourself and describe your goals for the coming school year. You could also schedule a face-to-face meeting with parents before school begins to learn more about your prospective students. After the school year begins, maintain all of these relationships by giving regular updates on student progress throughout the year.

Reach out to students before school begins. Not only do you want to talk with parents before the first day of class, you want to form relationships with your future students as well. Mail a letter or postcard to each student introducing yourself. Describe a class activity that the class can look forward to on the first day of class or during the first week. Try to get your students motivated before they even walk through the classroom door.

Get acquainted or reacquainted with school policies. Whether it is your first year teaching at a particular school or your fifth, take a close look at those school policies before school begins. Most schools will develop a handbook or manual for parents, students and teachers to read. Make sure you understand attendance procedures, fire-drills, dress code policies and school rules, along with school hours and other important information on how the school runs.

Talk with other teachers and colleagues. Other teachers can be lifesavers during the school year. Meet as much of the school staff as possible before classes begin, especially if this is your first year at a particular school. Other teachers can also clue you in on your students’ behaviors in the classroom setting.

Over plan for that first week of school. Have back up activities planned for when lessons run shorter than expected or don’t go as planned. Also, plan first day activities that will welcome students to the new classroom and get classmates acquainted with one another. Plan a fun way to introduce students to the rules and classroom procedures. Include a variety of activities in your lessons that will appeal to the different learning styles that your students will prefer.

Create a seating chart. Use student files and information from other teachers to develop a seating chart for your classroom. Do two students notoriously talk to one another during class without getting any work done? Use that information and seat them away from one another in the classroom. Be ready to adjust your seating chart after the school year begins when you know more about each student’s unique personality and attitude.

Make first day packets/folders and name tags. This can save you a lot of time on the first day of class. You could put important school papers, letters to parents, welcome notes, and important handouts in these packets. Include a pre-sharpened pencil and pre-made name tags also. Think about the age group you’re working with and the student’s first-day needs.

Develop classroom rules, consequences and procedures. Establish classroom rules that are positive, clear and concise. Some teachers will actually wait until after school starts to involve their students in the rule-making process. Others will feel more comfortable setting their own classroom boundaries. Use your own judgment here. For help in making your classroom rules you could refer to the school rules and your student’s personal school file. Decide on consequences for misbehavior and also a reward system if you choose to incorporate one in your classroom. Also, think about the procedures your students will need to know and follow when involved in specific classroom activities. How will transitions be handled? What about distributing and collecting supplies? How will you deal with homework assignments? What about cleanup and safety routines? Figure out your classrooms procedures ahead of time and tweak them after school if necessary. Post the daily schedule and class routines in a visible area.

The beginning of the school year can be a stressful time, not only for parents and students, but also for teachers. Be prepared for that first day back to school, and remember to stay flexible. Make the start of this school year an easier one.

'Don’t Let “Free Time” Stress You Out'

It’s been said that an “idle mind” is the devil’s playground. Well, if that’s true, and you’re a teacher, then that means most of us have “Devil Disney Land” in our classrooms.

All jokes aside, if you’re a new teacher (even a veteran) there’s nothing funny about students who finish their work early, having too much free time on their hands while you’re still trying to teach a lesson. This “idle time” can lead to excessive talking, disruptive behavior, as well as disruption of learning (for other students) if not planned for and addressed adequately.

So allow me to offer you some teaching suggestions to help you reduce some of the stress in your life. These are six activities you can use to keep your students busy without just assigning busy work:

1. Allow your students to read something they’re interested in or passionate about (ask them for a list of their favorite topics, and start collecting articles and keeping them in their personal folders). Maybe ask them to write a summary about the article as well if they finish too soon.

2. Bring in games that will test and challenge them to think (i.e., Soduku – my 10 year old loves it, puzzles, chess, etc.). Make it a competition and award first, second, and third place prizes for those with the fewest errors or those who finish first).

3. Have them write short stories (or start a journal) about interesting topics (i.e., what they did last week, their high or low this week, their BIG dream, if they were Principal for a day, their favorite teacher and why, etc.).

4. Allow those who are very creative to draw a picture of you (brace yourself) while teaching, or something that they’re really interested in.

5. For the more creative types, have your students write a poem or a rap about different topics (i.e., their family, their friends, the class, the school, etc.) and share it later with the class.

6. For younger students, you can never go wrong with coloring books.

Pick your favorite and feel free to modify any of these suggestions. The key here is to have a plan. Successful classroom management is more about preparation than perfection.

As a teacher, if you use your own “idle time” to prepare for theirs, you’ll never have to worry about your Disney Land becoming the devil’s playground. As always, teach with passion!

Critical Thinking

Critical thinking has become a hot topic in education today.  Not only is it introduced as a subject of study unto itself, the concept of critical thinking is applied in
all subject areas.  It is currently taught as an integral learning tool for teachers in training at schools of teacher education.  Peter Facione states, “Education is nothing more, nor less, than learning to think!”
The common feeling in education today is that students must become critical thinkers in order to assimilate and accommodate information, thus becoming a true learner .The ideas and activities set forth in the following pages will help elementary school students develop a variety of critical thinking skills in grades two through six.  Teachers using these activities will encourage and foster critical thinking among their students.
It may be easier to understand the concepts of critical thinking as it is discussed in terms of student behavior and performance.  Ferrett in Peak Performance(1997).
proposes the following:

Attributes of a critical thinker asks pertinent questions assesses statements and arguments is able to admit a lack of understanding or information has a sense of curiosity is interested in finding new solutions is able to clearly define a set of criteria for analyzing ideas is willing to examine beliefs, assumptions, and opinions and weigh them against facts listens carefully to others and is able to give feedback sees that critical thinking is a lifelong process of self assessment suspends judgment until all facts have been gathered and considered looks for evidence to support assumption and belief is able to adjust opinions when new facts are found looks for proof examines problems closely is able to reject information that is incorrect or irrelevant

Definitions
The term has become so widely used that critical thinking may mean different things depending on its context and application.  Some useful definitions appear on the web site “Critical Thinking Across the Curriculum Project”  Longview Community College; Definitions of Critical Thinking .

Critical thinking is the development of cohesive and logical reasoning patterns.Critical thinking is deciding rationally what to or what not to believe.The purpose of critical thinking is to achieve understanding, evaluate view points, and solve problems. Since all three areas involve the asking of questions, we can say that critical thinking is the questioning or inquiry we engage in when we seek to understand,
evaluate, or resolve.Critical thinkers: distinguish between fact and opinion; ask questions; make detailed observations; uncover assumptions and define their terms; and make assertions based on sound logic and solid evidence.No matter what definition the teacher wishes to use for critical thinking, the underlying idea is that teachers can teach students to think.Thinking is a skill … it can be taught.

Thirteen essential thinking skills:
     Observing
     Comparing
     Classifying
     Imagining
     Hypothesizing
     Criticizing
     Looking for Assumptions
     Collecting and Organizing Data
     Summarizing
     Coding
     Interpreting
     Problem Solving
     Decision Making

Bloom’s Taxonomy
    Finally, the teacher must understand Bloom’s Taxonomy of educational objective .Bloom lists these “abilities” in ascending order:
I.   Knowledge: remembering of previously learned material; recall (facts or whole theories); bringing to mind
II.  Comprehension: grasping the meaning of material; interpreting (explaining or summarizing); predicting outcome and effects
III. Application: ability to use learned material in a new situation; apply rules, laws,methods, theories
IV. Analysis: breaking down into parts; understanding organization, clarifying concluding
V.  Synthesis: ability to put parts together to form a new whole; unique communication;create abstract relations
VI. Evaluation: ability to judge value for purpose; base on criteria; support judgment with reason.

Ways to Encourage Critical Thinking

Awards:  Good Question  -  Good Thinking  -  I Found The Answer Three ways to improve critical thinking is by encouraging students to ask good questions, practice good thinking, and find answers using resources.  I have created a small trophy and certificate for students who exhibit each of these positive critical thinking behaviors.  These awards may be used in all subject areas and at anytime.  For
example, when a students asks a “Good Question”, the trophy goes on the student’s desk for the day, or until another student earns it.  Also, the student is given a paper certificate to be taken home.

Good Question Award
    A “Good Question” is a question that shows the student is thinking about the subject, concepts, or ideas under study.  Generally, these questions are in the higher areas of Bloom’s Taxonomy; application (in the lower grades), analysis, synthesis, or evaluation.  A “Good Question” may also show creativity. As the award is used, students will begin to identify “Good Questions” posed by fellow students and direct the teacher to give the award.

Good Thinking Award
 “Good Thinking” reveals that the student is entering the higher thought processes; analysis, synthesis, or evaluation.  “Good thinking” may also entail solving a
multi-step problem or coming up with an original idea or creative way to solve a problem. Of course, the teacher must challenge the students with questions that require higher order reasoning.

I Found The Answer Award 
The “I Found The Answer” award is given when a student has taken the initiative to look for and find an answer using a resource other than the text.  This award will motivate students to find answers, rather than simply accepting “I Don’t Know” as the
answer.  Students through application and practice will learn to use the dictionary,almanac, thesaurus, encyclopedia, index, glossary, maps, and the internet.  Also, students should learn to ask people for answers, The best questions for research come out of daily classroom lessons and discussions in
all subject areas.  The teacher may also pose a “Question of the Day” to be researched. In order to use these awards to their highest potential, the teacher must be competent and comfortable in asking higher order questions, accepting more than one
possible answer to a question, and practice not answering all student questions.

Games and Puzzles
Games can be a useful learning tool.  While playing games students may apply their knowledge and skills while interacting in a small group.  Most games involve planning, observation, logic and reasoning, calculations of chance, observing, using information, and creating and testing possible solutions.  All of these “game skills” are components of critical thinking.
Puzzles come in a wide variety of types from purely academic, which rely on knowledge
or reasoning skills, to those which require acute observation, such as a jigsaw puzzle.  No matter what the puzzle, the one commonality of all puzzles is they require critical thinking.

Why jigsaw puzzles?  In order to complete a jigsaw puzzle students must observe and compare size, shape, color, and patterns; use trial and error to complete the task; and develop visual memory.  Students experience working together toward a common goal, and participate in an activity that requires days or weeks to complete.

Encourage Creativity
    SCAMPER is an excellent classroom activity which encourages students to think creatively.  In this activity the student looks at an object and develops original ideas about the object and different uses of the object.  SCAMPER is an acronym which helps
direct students in this process.Substitute some aspect of it Combine elements with something else Adapt or Alter an aspect of it .Minify or Magnify an aspect of it
Put some part of it to other uses. Eliminate an aspect of it .Reverse an aspect of it

Scamper may be used as an independent, small group, or whole class activity.
Students must be allowed to brainstorm ideas, making it clear that all ideas must be accepted.  I usually have the students work independently for 5 - 7 minutes, then share their ideas with the class.  Teachers may use small groups and develop a scoring system,
giving a point for each idea that no other group has written. 

Visit “Robert Alan Black’s Creativity Challenges”, Creativity Challenge Table of Contents, an excellent site of 52 challenges which will increase your creativeness, expand your creative thinking skills, spark your creativity, and encourage you to learn fun ways to tap and improve your creativity.

What Do They Have in Common?
A simple activity that promotes critical thinking and creativity is listing 2 words and asking “What do they have in common?”  While students may easily see differences among items, finding similarities will be much more challenging.  This activity also promotes oral communication and explaining your answer.  This may done individually,with a partner, small groups, or even as a whole class brainstorming session.  This
activity is part of my students’ first assignments as they come in the morning.  Students are asked to write an answer and then we discuss their responses as a whole class.
    Teachers should accept any answer that may be explained as a commonality,being sure students only deal with the attributes of the items and not what they could be or do.  For example, for “bell and whistle” I would accept both are “made of metal” or
“make a sound” but would not allow “I own both of them.”
    For a real challenge, have students write names of objects on a small piece of paper and put them all in a bag.  Each day select a pair of words and challenge the students to recognize “What do they have in common?”

Another Version
    “What Do they have in common?” may be taken one step farther.  Using a pair of words, the commonality must be expressed in one word.  Students must think of multiple
meanings and multiple uses of the words.

For example:   clothes and money > change   record and down > break
The game TriBond lists three words and the player must recognize what word is common among all three.
Word Chains
    Words Chains is an oral language game that encourages critical thinking by requiring students to think about items and classify items into categories.  The teacher gives a category, and selects a volunteer for the first word.  Then each next word must
start with the ending letter of the preceding word.

Category - Things found in the ocean
 fisH  > HerrinG  > Ghost craB  >  BasS  >  SanD  >  Darkness

To speed the game along, change the category once either group is unable to quickly answer.
Words Chains may be played in a variety of ways: one vs. one, small group vs.small group, half of class vs. half of class, or whole group.
Scoring: If you wish to keep score:
   1 Point - correct response
   -1 Point - incorrect or repeated response or unable to answer

    Words Chains encourages creativity as students try to connect words they know into a classification.  I use Word Chains as a short filler when the class is waiting in line and as a whole group thinking activity.

Word Chains Category Ideas
Something you would find in (at)  a(n)
    school   grocery store   garage   carnival   mall   doctor’s office   laboratory   hospital kitchen   sports stadium   restaurant   campsite   beach   television station   barber shop desert   skating rink   art class   purse   computer   toy store   library   car post office   amusement park   arcade   museum   cruise ship   National Park fire station   rodeo   zoo

things made of: glass, plastic, metal, wood, cloth
things that are soft, hard, fragile, strong, bendable, smooth, heavy, light
things that are bigger than …,  smaller than …, heavier than …
things that are connected with a holiday
subject area or the topic under study
geographic names  people’s jobs  cars   plants
electronic devices  transportation  furniture  clothing
things you wear  inventions  names   plants
capitalized words  games/toys  music/songs  animal

Words with Multiple Meanings
 A critical thinker looks at words and realizes many words may be used in
different ways.  Introducing this skill to students will improve their reading and writing.
When discussing word meanings the concepts of literal and figurative meanings must be
taught. [See Appendix for word list]

Classroom Use
Word A Day - Put a new word on the board each morning.  Allow students time to think about or look up the word.  Discuss later in the day.

Spelling or Vocabulary Lists - Look at the list (word) and ask students what words could have more than one meaning.

New Words - As new words are encountered in class, list them on the blackboard.
When you have that extra minute ask students if they remember the meanings or can use them in a sentence.
Keep this ongoing list in a corner of the blackboard.  Do not erase the words daily.
Erase the “old” words when the list becomes more than 5 - 7 words.  As the “old” words come down you may add them to a Word Wall, a writing bulletin board, or make a small card for each and put them in a box for future use.

Acronyms
    “Acronyms” is a linguistic critical thinking activity which requires some creativity.  Students must create their own meanings for common acronyms.  Acronyms are words made up of the initial letters of its meaning, such as SCUBA, self-contained underwater breathing apparatus and SNAFU, situation normal all fouled up.  Acronyms may be pronounced letter by letter, such as CPR.  Initialism is the term for an abbreviation pronounced as the names of the individual letters.
    This idea originated when I was wearing a shirt that said “NYC” in my fourth grade class.  Most students did not know what the letters represented and started coming up with their own ideas.  Their responses included; “Nice Young Children”, “Never Yell
Chocolate”, “Nine Yummy Cookies”, and my favorite, “No You Cant”.
    These abbreviations are everywhere and are part of our everyday life.  They are businesses (ATT, IBM, TWA), government agencies (NASA, CIA, FEMA), television networks (ABC, CNN, ESPN),  organizations (NATO, UN, NOW), items (BMW, CRT,
VCR),  jobs (EMT, CPA, RN), and a mainstay in sports (RBI, TKO, TD).

'Believe in What You Teach'

As teachers, we know all too well how tough it is to get (or keep) our energy level up to teach students who sometimes don’t want to learn. I’ve even heard students describe us (teachers) as being “just a speed bump to a grade.”

It is true that more and more students are not mastering the necessary basic skills to succeed. It’s also true that more and more students are taking their education for granted and not respecting the process and institution of learning. However, these obstacles also offer us an opportunity to make a huge impact on our students.

One of the cardinal rules of teaching is that students will not believe in you until you first believe in them and in what you’re teaching them.

As discouraging as some students’ attitudes are, nothing should negate the fact that as teachers, we have an opportunity to take a closed mind and replace it with an open one. In essence, that’s our number one priority…to get students to think.

Your class gives you a great opportunity to get students to open their minds and challenge themselves beyond their limits. You’re not only teaching them basic skills, you’re teaching them “life skills” – skills that will impact them well beyond the classroom. Unfortunately, if you don’t believe this is true, neither will your students.

To get yourself in the right mindset for teaching your class, skim through your learning objectives. Then ask yourself, “Would I have benefited from this material as a student?” If not, then you definitely should not be teaching the subject, because you will have no conviction in the classroom. And we’ve all heard the saying, “When it comes to children, you can’t kid a kid.” The same is true about students. Students can detect an insincere teacher faster than a fake I.D.

However, if you truly believe that the knowledge and information contained in your class has or would have proven to be beneficial to you as a student, then ask yourself, “How?” The rest is simple; simply take your conviction and passion, and then put it into the curriculum and class discussions.

The fact of the matter is, students will only care about your class to the degree to which you do. If you don’t care about a thing, that “thing” can and will become a burden on you. Likewise, if you do a “thing” for the wrong reasons, you become a burden on others. And quite frankly, if you don’t care, you shouldn’t teach.

'How to Teach and Motivate the Un-motivated Students'

It’s been proven that the number one reason why most students drop out of school (mentally and emotionally) is a lack of purpose (typically described as: “school is boring and a waste of time.”

Lack of purpose refers to a lack of clear, compelling reasons for “sticking with the program,” which results in the misuse and abuse of a limited resource called time. As a teacher, your job is to make sure that your students do not fall victim to this infamous culprit.

In actuality, there’s only so much you can do to emotionally connect with a student and save him from his own demise. Quite simply, there are things beyond your direct control.

Poor living conditions, lack of family support, peer pressure, and social problems are all factors that can negatively influence the school success formula for each student in your class.

However, there are indeed some things you CAN control in the classroom that can offset a lot of the negative issues students face outside of the classroom. In reference to communicating the importance of an education, the best thing you can do for your students is to model success in the classroom.

In other words, share your own methods, stories, strategies, and ideas for success. Also, don’t be afraid to share your horror stories on how you “used to be,” when you didn’t apply the concepts you currently teach.

If you’re currently struggling with a lack of motivation, tell them so, and agree to work through it with them as a participant in the class, not just as a teacher. The level of trust you will build with your students will be immeasurable, and at the same time, you will grow as a professional.

The key is that you must have conviction for the material and concepts you’re teaching. No one is going to believe the messenger if she doesn’t believe in the message – they’re inseparable.

Teach and lead by example. Have your students stop by and talk to you about the struggles they’re having with motivation. Assure your students of their self worth by separating them from their problems. Constantly remind them that failure is not permanent, but neither is success.

5 Things All Great Teachers Have in Common

The quality of someone’s teaching does not just refer to how much information they manage to get into their student’s heads or the results that they produce. It also refers to their technique and presentation. Many teachers have a fantastic amount of knowledge that would be greatly useful to students, but they have no idea of how to express it. Great teaching often has less to do with wisdom and skills, but more to do with their attitude to their student, their subject and their work. This article explains the top five characteristics of great teachers, and how to incorporate them into your own lessons.

1. Passion: Without truly loving what you do it is impossible to be really good at what you do. If you don’t adore your subject, then how can you expect your students to do the same? Never be afraid to show that you love what you are talking about, even if your students look at your like you are crazy when you discuss algebra with a look of love in your eyes. Your enthusiasm and interest will soon rub off on them.
2. Creativity: Students love a teacher who is able to make dull subjects more interesting by incorporating colorful and exciting printables into lessons or by making up games. Standardized tests and the constant offensive of new curriculums will be making this harder, but it is still extremely important. Simply teaching the given material to your students does make you a good teacher, but to be a great one, you have to be prepared to develop unique learning methods and custom lesson plans.
3. Flexibility: Being a teacher is a committed profession. If a student does badly on a test then you have to be prepared to offer yourself to tutor them after school. Make yourself available whenever you are requested and make this information public so that the students who need the most help know that they can get it.
4. Integrate: Everyday life is not left isolated, and neither should education. It doesn’t matter if you are the only one in the entire school who is integrating, you should continue to do so. If you aren’t quite ready explain complex algebra with music, then take small baby steps by integrating one lesson with another discipline and seeing how things go from there. If you search online there will be many teaching resources that will give you ideas that you can begin to build on. This skill is all about trial and error.
5. Connection: You cannot possibly hope to teach effectively without having a connection with your students. A solid and trustworthy connection needs to be built between yourself and each individual student that you teach. Strictly speaking, you are the representation of the knowledge that forms the connection. Over time, the students will come to trust you, but you have to be interesting. It was mentioned before that you have to possess true passion for your subject, but it should not be your only one. Take up hobbies such as writing, athletics or playing a musical instrument. That way you will have something in common with the students which help to break down any barriers in place by the student/teacher differences. You need to be able to connect with your students.