They Tried to Make Me Go to Vocab Rehab…I Said “Yes, Yes, Yes”

So, I think I am officially addicted to these little ASCD ARIAS books.

With Common Core looming over us all, one of my main goals for this summer is finally establishing a vocabulary routine for my students that works.

My Requirements for Vocabulary Routine:

  • It cannot take up more than 30 minutes of in-class instruction time (including testing) per week
  • It has to be organic, but still organized
  • I want to do about 5 new words a week
  • It needs to go beyond the old define, make a sentence, match them routine
  • It needs to be something sustainable all year long
  • I can’t kill myself with grading
  • It has to be fun and educational

I honestly thought it was too much to ask for.

And then in comes this handy little book by Marilee Sprenger.

You may have seen my review of another ASCD ARIAS book The Five-Minute Teacher by Mark Barnes–if not check it out here.    These little books pack a punch and attempt to give educators as much bang for their buck as possible.  They are relevant and could easily be read in on a Friday and incorporated into class on a Monday.  Vocab Rehab is definitely worth the 5.99 price!

Cool Ideas from Vocab Rehab 

  • Be purposeful about the words you choose
  • Ditch the 20 word a week lists
  • The goal is to teach vocab to the point where it is easily accessible…so that it actually becomes part of their working vocabulary
  • Ditch “Kid Language”
  • “Teach Up”–>aka use academic language and require your students to do so as well
  • Put words everywhere and celebrate them (I especially like the idea of putting words on the windows!)
  • Vocabulary can be taught and reinforced in 10-5 minute instructional blocks.  She has loads of ideas in the book.
  • Improving your vocabulary is all about connections: draw a picture, connect it to synonyms and antonyms, make it a song, act it out, play games, have fun with it!
  • Bring back the Word Wall–>I’m going to call mine the Wicked Word Wall for added alliteration.
  • Assessment should go beyond the small quiz and vocabulary should be incorporated in writing and oral assessment as well.

The Bottom Line:  Overall, I found this to be a perfect read for what I’ve been trying to do in my classroom next year.  I also think that some of her strategies could help with grammar instruction as well.  This book really made me believe that vocabulary instruction is important, fun, and doable!

The Best of 2013-2014: Web of Conversation

We all have our go-tos in our classrooms.  I thought I would share one of mine that has worked really well in discussion.  I call it a “Web of Conversation.”  When I was in student teaching, one of my fellow student teachers tossed the idea to me.  It wasn’t until last year that I ended up using it.

This is what it looks like:Image

I’m not claiming this as my idea or as a particular revolutionary idea, but it is a lot of fun and all my students look forward to this type of discussion.  As much as I love high-tech things, I also like low-tech options.  Some people use Harkness to moderate Socratic or full-class discussions.  I usually just sit us all in a circle, and throw around some yarn.   I usually sit down with a class list and tally people’s responses or write down particularly interesting comments from students.

What you need: 

  • Yarn ball
  • Group of students

Rules:

  • Only the person with the yarn talks
  • Soft passes to other students
  • Give it slack when doing a long pass or it will fall in the middle of the web and start a debacle
  • Everyone needs to have at least 3 strings looped around their fingers (talk three times)
  • You only loop it around your finger if you contribute to the conversation (meaningful responses)

Uses:

  • Socratic Seminar Discussion
  • To help track if students are responding in discussion
  • To make students feel literally and figuratively tied to the conversation
  • To notice patterns in conversation (lots of strings to only one or two kids means domination of conversation)

Things to Watch Out For:

  • Kids love bouncing the web up and down–it is a naturally reaction–nip it in the bud immediately
  • The yarn falls in the middle: everyone should then raise up the web and have a student walk underneath to retrieve
  • Wrapping it up: simply get the yarn towards the end of the discussion and just start rewinding it.  The students will let go of the yarn in the opposite order.
  • DO NOT HAVE ALL STUDENTS LET GO OF IT AT ONCE:  it will tangle, you will have to cut it.

 

I Need S’More Smore in My Life

The Smore is not just for summer bonfires, but all year long!  After reading The 5-Minute Teacher by Mark Barnes (check out my review here), I stumbled onto Smore.com.  This nifty site allows you to create online flyers for a variety of things.  Now, of course, I’m looking at its potential in the classroom.

Here is a quick Smore Flyer I made to introduce myself to my new students this year (I changed a few things for the blog):

Check it out here

Just a bit of my background and an introduction!

Just a bit of my background and an introduction!

So my kids know a little bit of my teaching style and how to get a hold of me.

So my kids know a little bit of my teaching style and how to get a hold of me.

There are even links to buy the books off amazon.

There are even links to buy the books off amazon.

To show off my eclectic music tastes :)

To show off my eclectic music tastes 🙂

Looks awesome, right?  It took me very little time to create this masterpiece, and I’m super pleased with the result

Advantages of Smore.com:

  • FREE
  • Unbelievably easy to use, even for the kids that are not techy
  • Easy buttons to embed multimedia
  • Slick, stylish look
  • Super organized and professional looking
  • Modern tools even on the free version
  • Able to embed videos, audio, and pictures easily
  • Easily embedded into classroom website (such as Schoology–>check out my review of Schoology here)
  • Very little guess work compared to sites like Glogster

Ideas for Classroom Use:

  • Create a wiki-esque lesson using Smore
  • Use it as an introduction to yourself or a subject
  • Make them for characters in a book instead of blogging
  • Student presentations on a variety of subjects
  • Use it as quick flyers for Independent Reading Projects/Book Reviews
  • Use them as monthly parent newsletters
  • Use them at the beginning of the week for “The Week at a Glance”
  • Use it as a mini syllabus “Class at a Glance”
  • Use it as a Unit Introduction
  • Use it in extracurriculars for flyers or promotion
  • Great way to introduce flipped classrooms
  • Use for fundraising promotion
  • Use for student introductions at the beginning of the year

The Bottom Line:  My kids will be using these a lot this year, and I am super excited to use these to present myself to my students at the beginning of the school year.  This is definitely a great addition to my teaching toolbox!

You Have 5 Minutes? Use It Well…

After stalking around one of my favorite educator’s blogs, The Nerdy Teacher, I found this book recommendation.  I just finished this nifty little book about creating a more student centered classroom environment.  One of the main goals of Mark Barnes short professional guide is to minimize lecturing and push students to learn more independently.

A little about ASCD:  This organization was formally known as the Association for Supervision and Curriculum Development.  These leaders in education innovation put out the ARIAS series to enable teachers to learn more about the new developments in the educational world.  What I really like about this 50 page book (and its counterparts) is that it is meant to be as inspirational as possible and still short enough to be read in one sitting.  I read it in the summer, but could easily have read it on a normal school weekend and started integrating his philosophy into my classroom on Monday.  I found this book to be truly worth the 5.99 price from amazon.

Cool Ideas from the The 5-Minute Teacher

  • You are less the learned philosopher of the class and more the coach
  • Make every second/minute count.
  • Let go of control by empowering students curiosity and independence
  • Structure and plan the class down to the minute to ensure you are changing things up and maximizing effectiveness
  • No teacher should lecture for more than 5 minutes.  Instead teachers should get students started and let them inquire, research, discuss, etc. independently and collaboratively.
  • Allowing students to self-discover information to make it more meaningful
  • That there is an art to learning when to shut up and let the kids do it on their own.
  • Barnes has a VERY large emphasis on video in the classroom–using video to introduce material or provoke questions/curiosity in students.

This book is really accessible, but of course, the best stuff I got out of it was the technology suggestions.  It gives some great resources for being able to engage students and allow them to work independently.  My two favorite were Smore and Padlet (both easily embedded into Schoology for students to use).  Mark Barnes also has a great website with awesome tech/teaching resources called Learn It In 5.

The Bottom Line:  I kinda think of this as dynamite.  Teachers light the fuse, back away, and let the kids’ minds explode with ideas and possibilities.  This might be a weird metaphor, but too bad…I like it.  So check it out and see how you can be effective in just five minutes.

Interested in Smore?  Check out my review of smore.com here!

Like The 5 Minute Teacher?  Check out my review of Vocab Rehab, another ASCD book!

The Best of 2013-2014: Carpe Diem!

Like many English teachers before me, I have had a secret/notsosecret dream for my teaching career.  I wanted to be Mr. Keating from Dead Poets Society.  I wanted to inspire, push kids to be their best, and be a teacher they remembered.  I wanted to be that person who made them stand on their desks and question their perspective of the world. I acknowledge this is a little egotistical and pretty idealistic.  My response to that: who better than an English teacher to wish this then?

I showed Dead Poets Society to my seniors after our unit of British Romanticism.  On the chalkboard I wrote CARPE DIEM in broad, sweeping letters and left it up there for the rest of the unit.  We discussed the poetry taught by Keating, and the character development and symbolism in the movie.  After the movie wrapped up, we had a large group discussion over the themes, Neil’s suicide, and Keating’s teaching methods.

Their final assignment was to write a poem in response at the end of the movie.  They had to read them at the end of the week, and I was extremely impressed with their connection to the theme of CARPE DIEM.  These were a special group of seniors.  They were kids that thrived under nontraditional teaching methods, and tried to connect the literature to their lives.  I taught this is April…in May I started realizing what I started.

As the weather broke, I started notice CARPE DIEM all over the school: they painted in on the rock outside the school; it was on their lips in the hallways; one kid even got a tattoo of it.  Even the kids who hated English took it up as their personal motto.  Now, this is no novel motto or idea…but for those kids in small town, Ohio…it was novel, it was revolutionary.

At the end of the quarter, I received many letters from my students calling me their Keating, thanking me for an unforgettable senior year.  It was all them, I told them…they were the ones that made their lives, these lessons extraordinary.

At the end of their final test, I was doing some last minute grading trying to block out their chatter.  Then I heard it…

“O, Captain, My Captain”

He stood on his chair, huge smile, blonde hair, CARPE DIEM tattoo.

“O, Captain, My Captain”

His whole table said in rounds.

“O, Captain, My Captain”

The entire first period stood on their chairs, looked down on their bawling English teacher with faces I’ll never forget.

This was truly an extraordinary end of the year…my teacher dream fulfilled in simply five years of teaching.  How do you bottle that?  How do you recreate that?  Should you even try?  Just take it as a singular moment of greatness?  I’ll never forget my last days at my former school, those last days with my seniors who seized the day.

The Best of 2013-2014: The Literary Banquet

I finished my last year of teaching AP this year.  I got a new job, and will probably not teach AP for a long time.  It’s pretty bittersweet to not be a part of this great class.

For those of you who haven’t taught it, AP English Literature is an English teacher’s dream.  Although you have to make a lot of decisions in terms of the curriculum, the caliber of student and the caliber of discussion are unparalleled. This is the class where students are able to connect personally with literature while still working on advanced analysis skills.  You can push kids to become so much more than they ever thought they could be. 

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One of the best experiences of my teaching has been the three years I conducted The AP Literary Banquet.  AP students already took the test, and were usually pretty zonked by the end of the year.  So, I always made their final our class Literary Banquet.  We celebrated our literary accomplishments with food and fun.  Here are the major components of The Literary Banquet:

  • We would all dress up like characters from the novels we read as a class.  I tended to be something kind of humorous—a drowned Ophelia, Big Brother, the green light from The Great Gatsby. My seniors were so in to this.  They were so convincing, and some of them utterly REFUSED to get out of character—I’ve encountered some pretty intense Victor Frankensteins and O’Briens. 
  • Students write letters as their characters to other characters attending the banquet.  They also have to present these letters in a creative, fun way.
  • Students MUST bring a literary inspired dish.  I have tasted Nurse Ratchet’s “Vegetable” soup, Myrtle Wilson’s love potion, and even Siddartha’s “Om”meal  cookies—all delicious.

It has always been a lot of fun, and usually a pretty emotional time with my students.  It is also when I gave my final speech to them, and presented them with their final presents: a notebook specifically picked out for each student with a letter from me inside.  These will always be some of my favorite memories with my students, and it always solidified the learning community created in AP.  Hopefully you find these resources helpful and inspirational!

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The Best of 2013-2014: Trust Thyself, Trust Thy Student

In general, I tend not to trust my students.  I trust they want to learn.  I trust youths in general.  However, I recognize that taking the easy way out is a pretty tempting option.  During tests, I take a lot of procedures to avoid cheating: testing folders, hand and arm checks, different versions of tests, putting all phones at the front of class, etc.  I usually level with them, make it a comical routine we go through, and hope that it avoids some sort of cheating.  Even my best students will take the SparkNotes way out, so I tend not to trust them and attempt to anticipate where they will try to cut corners.

However, today I want to talk about a time this year when I trusted students and it paid off immensely.

I taught Speech and Drama for the first time this year.  I had an exceptional class of kids who really put themselves out there in class.  They impressed me all year, and, so toward the end of the year, I made a ballsy decision: their final would be a one-act production (2 in all) that will be in front of the entire school.  The students would direct the production, cast it, memorize the lines, make the scenery…the whole shebang.  I gave them complete control of the class for about a month, and observed their progress.

Now, to give background, the Speech and Drama class was historically a blow-off class at my school.  They had people out of licensure teach the class, had few expectations for students, and most students didn’t take it seriously.  To go from that to what I expected the kids to do was quite a big step.  So, I took the leap, and crossed my fingers.  Now, the kids did a great job during class, but they were rusty even in the final week before the production.  We had no outside rehearsals, no outside prep time other than our in-class work.

 

I can’t tell you how many times I wanted to pull the plug—to say that we would just do it in front of each other.  Even up until the Wednesday before the performances (performed on a Friday), I didn’t know if we would go on.  I kept thinking that maybe I expected too much out of them.  In the end, against my “better” judgement, I trusted them.

They killed it.  Kids who had never set foot on stage brought the house down.  Even when we had some extra time at the end, they played rounds of the improv game “Party Quirks” to entertain the crowd.  They knew all the lines, acted with confidence, and handled themselves like professionals.  I made the stakes high, and they exceeded my expectations.

It’s teaching moments like this that make me so happy to be a teacher.  Sure, I didn’t have a huge hand in what they learned throughout this experience, but I afforded them the experience.  I trusted them.  Sometimes that’s all you need to do.  Students are so brave, so powerful, so capable, and sometimes you just have to trust that they will come through, that they will be extraordinary.