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ACTIVITIES FOR THE FIRST DAYS OF SCHOOL

First Day Hunt

To familiarize students with the school and personnel, I take students on a hunt for a certain goodie
(cookies, watermelon, etc.) around the school. Before school begins I hide the goodie somewhere on
campus and write out clue cards. On the first day of kindergarten we read the clues which take us around
the school, into the office, the library, restrooms, playground, etc. As we read the clues we look for the
goodie in all the places. The last clue leads us to the goodie. After the students find the treat they get to
eat it. We also then create a map of the school and create a book about our hunt. Kim, Grade K

I CANT Funeral

A great first day activity is the I Cant Funeral. Distribute a small piece of paper to each student for them
to write at least one thing they think they cannot do academically. Such as I cant do word problems, or
I cant read well. Collect the papers, place them in a shoe box or paper bag, and bury it in the school
yard. Or bury it away somewhere in your school or classroom to pull out at the end of the year. Have a
simple service with appropriate words such as Today, we bury our cants. We will miss them terribly but
we will learn to live without them. Nadine Poper

A Great Book to Start the Year

I usually begin the year by reading the chapter book Walter the Lazy Mouse by Marjorie Flack. This is an
old book that none of the children have ever read, so the story is always a surprise to them. Walter is very
lazy and never pays attention in school. He ends up getting lost, and meets three frogs. He tries to teach
the frogs what he knows, but soon realizes that he only knows the wrong answers since he did not pay
attention in class. He goes back home, returns to school, and becomes a good student himself, so he can
come back and teach the frogs correctly. I think its a great book to begin the school year. There are so
many cute art projects using mice that its easy to find a follow-up creative activity, too. Mary Ann
Oczkowski, 2nd Grade

All About Me Posters

On the first day of school, I have my students draw and color their name on a large sheet of paper. They
add things about themselves, including their birthdays and their favorite things to do. The posters are
then displayed on the wall in the classroom. Drucilla, Grade 3

Bookmarks

When the children arrive on the first day of school I have a bookmark waiting for them on their desks. I
ask them to make it as beautiful as possible as it will be very important to them throughout the year. Later
that morning we look at everyones bookmarks and talk about how we are all going to become even better
readers that year. Ashley DeMazza

Class Puzzle

During the first week of school I have my class create a puzzle. I cut a poster up and give each student a
piece of the puzzle. (Be sure to put a dot in one of the corners so that you know which side is up.) The
students put their name on it and decorate it. Then as a class we put the puzzle together on a bulletin
board. This is great for problem solving and cooperative learning. Every year the kids love it. Cheryl Pauly

Common Threads

Materials: ball of twine, kite string, or masons line One student (or teacher) has the ball of string and
shares one small fact about their life or an interest they have. Any other student in the classroom finds a
way to connect, and raises their hand. The student with the twine holds the end of the twine and chooses
where to pass it, preference given to students who have not connected yet. Each student who has
connected holds the string and passes the ball of twine. The object is to have all students share something,
creating a web that shows we are all connected through each other. The connections sometimes get
very fun and creative, and rewinding the ball of twine shows you a thing or two about how manageable
your class is! John Markealli

Cover Sheets

Many of the classrooms in my district are arranged in a way that groups 3 or 4 students together in
individual desks. On the first day, have the students decorate a plain manila file folder with their name
and any other decorative elements that they choose. Have the students place these in their own desk to
use as needed for cover sheets or open them and create their own personal cubicle for test times. L.
Parker

Dear Me,

Dear Me is a letter students write to themselves on the first day of school. Inside the letter they are to
discuss their feelings about starting a new school year, what they loved/hated about the previous school
year, and what they expect to learn this year. The requirements can be changed. The teacher collects the
letters to put them in individual envelopes. At the end of the year, the teacher passes out their letters.
The students read their own letter. This can lead to other activities such as sharing their letters, seeing if
their opinions changes a great deal. It is exciting to read all the letters to get to know the students,
understand where they are coming from, and what they expect. At the end of the year it is exciting to
observe the students react to their own letters (and share with others). Another adaptation is that I give
this assignment to the 6th graders. Then I give them the letters when they graduate the 8th grade. Some
students really get a kick out of reading what they wrote 3 years prior. Ms. V

Family Tree

During the first week of school my Kindergarteners help me to make a large tree out of Brown Butcher
paper. I encourage parents at open house to send in 2 or 3 family pictures to put on the family tree. We
then add leavesgreen for the beginning of school, then we change them as the foliage turns. The kids are
very proud to have picture of their families in the classroom. It also fits nicely in our All About Me
theme. Alyssa Robbins, Kindergarten
First Day Advice

At the end of each school year, one of my closing activities is to have my class write a letter to my next
class giving advice as to how to be successful in 2nd grade/my class I bind their letters together and I
usually read it the first day. Not only is it a hoot to hear their take on what makes ME tick, but its a very
good ice breaker.

First Day Letter

On the first day of school, I have a letter ready for each child. Although the letter is the same, each is
addressed with the childs name. In the letter I introduce myself, talk about my family, my summer
holidays and my hobbies. I then ask them to write back to me and fill me in on them. The students are
very interested in the personal life of the teacher at this age. The letter back gives a review of the friendly
letter format, gives me an overview of their writing ability and an insight into the child as well. Penny
Grade 5

First Day Name Puzzle

On the first day of school, I like to make a name puzzle with my students. I take a large piece of poster
board, and mark out lines that can be cut into pieces. Make sure that the puzzle will have enough pieces
for each student to have one. We all gather on the floor to write our name on the blank side of the poster
board. I write my name in the middle, and the students write their name in all different directions. When
I have free time, I cut the board into puzzle pieces. As a class we each find the spot where our puzzle piece
belongs. Tape the puzzle together after school, and post it on the wall in the classroom. When the students
return the next day, the will be excited to see the puzzle, and to show off their name. My kids have fun
talking and, working to put the puzzle together. Carmen, 1st Grade

First Day Nameplates

On the first day of school, I have enough pre-cut letters ready for each child to spell out their first name
twice. Each student is provided a sheet of cardstock cut to fit their name, and folded in half to form a tent.
The students then glue their names on both the front and the back side of the tent and stand the
nameplate on their desk. After this fun activity, not only does the teacher have a clear view of each new
students name, but the student can also see their name in print and can use it to copy from, match letters,
count letters to compare with classmates, etc. Darlene L., K-1st

First Days Activities

For the last several years, we have started back with students in the middle of the week. Those odd days
I have spent slowly introducing the classroom rather than begin active lessons. A new grade level and
classroom is so overwhelming there is so much so to see and do! I make a word search using my new
class list and have a crossword puzzle (or similiar seat work) available. I set out many math manipulatives
for free exploration. Learning Centers are a big hit in my roomso, I have really neat ones out that first
week. We spend those first days going over discipline, listening skills, and procedures. Even the first full
week of school, we go slowintroducing each text book one at a time. I dont even pass them out until we
are ready to use them. Lisa Slaughter, 2nd Grade
Fun First Day Activity

On the first day of school I have plenty of pre-cut letters in lots of different colors on a table. As the
children come in they find the letters to spell their names and glue them together. I hang these from the
ceiling! They really brighten up the room and look great for Open House! Usually this is the first thing they
point out to their parents. Shelly, 1st Grade

Introducing Science

A great introduction to Science at the beginning of the year is to talk about scientists. Give your students
a piece of white paper and tell them to draw what they think a scientist looks like. Let them have about
10 minutes or so to do this. Then instruct students to write on the paper what they think a scientist does.
Encourage them to use a word or short phrase. Ex. read, study, mixes things, experiments, observes, etc.
After a few minutes, have students put their pencils down and ask them to share different words that
they wrote. Ask the students, Do you read? Have you ever experimented with things? What about things
in the kitchen? Have you ever created something? Objective is for the students to realize that they are all
scientist. A scientist does not have a particular look. They are all scientists. Karen Wilson, Grades 3-6

Making An Important Book

On the first day of school I read The Important Book by Margaret Wise Brown. I review paragraph writing
and instruct them to write a paragraph following the same format as the book about themselves. I also
do the same. After the rough drafts are written they are to do a final draft and attach it to a white piece
of paper, where they add an illustration. All the pages are laminated and bound into a book. Students
reread this book throughout the year. It easily becomes a favorite. Students also enjoy reading the book
from the previous years classes. Robin Long

New Student Information Booklet

During the first few weeks of school, my class makes a book about the school. Each student has a page
about themself with a picture that they make themselves. I include pictures of important staff and faculty,
important parts of the school (gym, media center, computer lab, etc), and extra copies of the student
information from the beginning of the year. When a new student arrives, they take the book home for a
few days to help get familiar with the school. The students love this and it works great. Jennifer, Grade 1

Picture portfolio

Take a digital picture of each student on the first day of school. Insert into a Microsoft Word document in
which each student types or writes about what they would like to learn in second grade. Glue on the front
of a file folder and put samples of students work in it throughout the year. Take a picture of each student
the last week of school and have students write what they learned throughout the year. Glue on the inside
of the file folder. Use folders as a portfolio to send home at the end of the year.
Grade Level(s): K, 1-2, 3-5
Picture Rules

While introducing the class rules and expectations, I have a student model each desired behavior. I take
a digital picture of it and use them in a PowerPoint. I make a slide of each rule with the childs picture for
the background. I print the slides and post the picture rules on the wall. The heading for this is Model
Behavior or Welcome to Our Picture Perfect Class. Debbie Coria

Sentence Strip Unscramble

This activity is great to use the first day kids walk in, while you greet new students and their parents. Type
a short letter attached to an envelope inviting students to unscramble the sentence you have placed in
their envelope. Sentences like: Welcome to 3rd grade! Its going to be a great year! Im glad you are here!
Be sure to cut between the words like a puzzle. The students job is to place the sentence in order. S.
Crenshaw

Snowball Fight!

Students write three things about themselves on a piece of paper. Then they crumple the paper up into a
snowball. Students have one-two minutes to have a snowball fight. When time is called, everyone grabs
the closest snowball and tries to find the person who wrote it. They then introduce that person to the
entire class by sharing the three facts. If you really want to liven things up, join in the fight with your
class. Daphne Sherrod

Time Capsules

I have a Year 2 class (5-6 year olds). In the first week of school, we make time capsules (small cardboard
boxes) with pictures of What I want to be, Who my friends are, a print of their hands, a sample story,
and a sample of handwriting. We decorate the box with their name in glitter and hang them from the
classroom roof. They are exciting to open at the end of the year to see how weve changed! Kim Burdett,
Taupo, New Zealand

Toothpaste to Teach Respect

Before we discuss classroom rules I tell the kids we are going to play a game. Each group has a travel size
tube of toothpaste. First I tell them to squeeze all the toothpaste onto a paper plate. Then I tell them the
game is to try to get all of the toothpaste back into the tube without using any tools expect a toothpick
(including not using their hands!). Well, it doesnt work. I then tell them that the toothpaste is like words
we speak. Once we say an unkind word we cant put it back in our mouth. Then we talk about repecting
one another and our classroom rules. I heard about this idea from Dr. Dobson. Mary Beth Busick

True False Quiz


On the first day of school I give my new students a T/F quiz all about me. I have silly things in there like I
like to hang upside-down from trees I love Harry Potter books and My favorite color is purple. The
children take the quiz and then we go over the answers. I usually give a small prize to whoever gets the
most correct. Then it is their turn to write a T/F quiz for me about them. If there is time, I will try to answer
the quizes out loud so that everyone gets to know everyone a bit. I tell them I want them to pay attention
to punctuation and do the best they can on spelling as well, without putting too much pressure on them
about it. This give me a change to preview their skill level as well as get to know them.

Turning over a new Leaf

On the first day of school students see their names written on a leaf that is hanging from a tree in our
reading center. The quote, Turning over a new leaf is written on the board and we brainstorm ideas as
to what it means. Once the children have an understanding of the quote, they then write me a letter that
begins, This year I am turning over a new leaf. Last year I..and this year I want to. Many students
wrote about grades, and others wrote about wanting to change their behavior. Students feel better after
we have discussed that they are indeed turning over a new leaf because they are starting the new year
with a clean slate! Andrea, Grade 4

ICEBREAKER ACTIVITIES / GETTING ACQUAINTED


Autobiography Poem

The first day of school I tell my students that their first assignment will be to write a poem. I usually hears
moans and groans at this point, especially since I teach Math. I say that this will be the easiest poem they
have ever written because it will be about themselves. The first line is their first name, the second line is
three words that describe themselves, the third line is three things they like, the fourth line is three things
they do not like, the fifth line is three movies they have seen (could do books they have read, but movies
usually get a better response), the sixth line is three fears they have, the seventh line is three things they
like about school, the eighth line is two goals they have, the nine line is a place they would like to visit,
and the tenth line is their last name. You could adjust any of these lines to suit your classes. I sometimes
have to remind my students to keep it G-rated. I take the poems up and read them, and the next day I
have the students guess which poem goes with which person. I read the poems aloud, omitting the first
and last lines. I usually give bonus points to the one who gets the most correct. Emily D.

Back to School Back Pack

I introduce myself to my class by bringing a backpack to school. In it I put several things that tell something
about me: my favorite book, a picture of my family, a stuffed frog (since I collect them), a picture I have
painted, etc

After the students have arrived, we sit together on the floor to get to know each other. I start with myself
by pulling one item out at a time and discussing how it relates to me. I make sure the items can be handled
by the children so that I can pass them around. When I am done, I go around the circle and have each
student share one thing about himself or herself.

I also let the students know that they may visit the backpack and look at everything again during center
time.
I know of another teacher who sends the backpack home each day until everyone has had a day. The
student selected to carry the backpack home returns with 2 or 3 things and gets to share with the class.

Tamie Clark, 1st Grade, Jackson Elementary

Family Wreath

I collected family pictures of each of my students during our Introduction Day. I told the family I would
probably not return these pictures. I then took the pictures and made a family wreath, for the lonely
days or when the students just missed home. This was a huge hit with all the families and the children. I
placed the wreath in the home living area, and was amazed to see the students, all year long, go over to
the wreath and take time to admire it and their family. (Some families included pet pictures to put on the
wreath). On the last day of school I auctioned it off to a family and bought supplies for the class room. All
my parents wanted this keepsake. Joan G.

Get to know you bags

During Open House I give my new students their first assignment. I supply a white paper bag for them to
fill with five items that will tell the class a little about them. They fill the bags with pictures, magnets, small
stuffed toys, medals, past report cards, awards, etc. Throughout the first day each student will share
whats in their bag and why. I also fill a bag myself and go first. I show enthusiasm about every item that
they show, they love the individual attention! Bob Rickert, 3-2, 3-5

Getting Acquainted

GetI like to have some get acquainted projects for the first few days. One thing I do is when I send my
parents a welcoming letter, I ask that the children bring in a small bag of pictures and other small objects
that could be part of a me collage. These collages are a good springboard for the children to discuss
their unique qualities, and at the end of the year, they enjoy seeing how they have changed. We also make
schoolhouse picture frames for their first day of school photos. I cut schoolhouses out of oaktag, and the
children glue pasta on the frames. I spray paint the pasta frames gold. The parents love having this
memento of their childs first day when I give it to them on Back-to-School Night. Robin, Grade 2

Getting to Know Each Other

On the firat day of school do an activity to bring the class together such as a classroom survey. The
students walk around and talk to the other students and fill out a questionairre. At the same time they
are getting to know each other.
Pam Gates, Grade 7

Getting to Know You

During the first week of school I give my students a sheet of fill in questions that help me get to know
them. Such asif you had a secret and had to tell a friend, who would it be?, what is your biggest fear for
the school year?, what are you looking forward to? I like to give these back to them at the end of the year
and do it for the next year and see how their thoughts over the last nine months have changed. Stephanie,
6-8
Introducing the Teacher

I created a book about me on myself. I used photographs of myself as I was growing up. The photos
began at birth through high school graduation. I wrote a very simple story about what I wanted to be as I
was growing up. I used repetitive phrases and titled the story Can I, Dad?. On the first day of school, I
read the story to my students and reveal on the last page that the story was about me, their teacher. I
then put the book on the bookshelf and allow the students to read it whenever they want. Sherry L., 4th
Grade

Making An Important Book

On the first day of school I read The Important Book by Margaret Wise Brown. I review paragraph writing
and instruct them to write a paragraph following the same format as the book about themselves. I also
do the same. After the rough drafts are written they are to do a final draft and attach it to a white piece
of paper, where they add an illustration. All the pages are laminated and bound into a book. Students
reread this book throughout the year. It easily becomes a favorite. Students also enjoy reading the book
from the previous years classes. Robin Long

Me Puppets

On the first day of school (unlike the remaining days of the school year), the children are usually reluctant
to talk about themselves. We make me puppets using paper plates for the head, yarn for the hair, and
construction paper facial features, with a popscicle stick for a handle. Upon completion, we stage a puppet
show. The children hide their faces with the puppets and tell their classmates all about their families,
hobbies, pets, etc. Gail W., Grade 2

Names Word Search

In order for my students to get to know their classmates, I create a word search with the names of my
students. After all the names are found the remaining letters reveal the hidden message welcome back
to school. Denise Trimino, Special Needs 4th-6th grade

Our Favorite Things

On the first day of school, I introduce myself to the class, and I tell them that they are going to unscramble
some words that I have placed on the board. The scrambled words are a list of my favorite things, but I
do not reaveal this to the students. After the students have worked to unscramble the words, I ask for
volunteers to help reveal the unscrambled words. After all of the words have been unscrambled, I
challenge the students to name a category for all the words. If the students can not guess, I tell them they
have just discovered my favorite things. Then I let them create some scrambled words of their own. Each
students gets a chance to reaveal their list during the first days of school. Cara Koen, 3rd/4th

People in My Family Assessment

On the first day or shortly thereafter, I have the children draw a picture of their family, but the rule is:
only the people that live in their house. Its amazing to see how unsure some children are. It gives a lot of
good information to the teacher. For younger children, they dictate the names and ages of family
members, for older students, they can write them themselves. Barbara, 2nd grade teacher
Snowball Fight

I give everyone a white sheet of paper. Along with their name, I ask them to write one thing they are
excited about, one thing they are nervous about, and one thing they would like to learn. (They can draw
a picture if they arent able to write yet.) We wad it up and have a snowball fight with our paper. Then,
we all pick up a snowball and read the information. Next, we have to find who it belongs to. This is great
for getting to know each other and seeing what their fears and expectations really are. At the end of the
year, its usually what they remember most. Kelly Creed

Snowball Fight!

To get to know each other and have a ball at the same time, I always incorporate Snowball Fight into
my first day of school activities. Give the students a clean sheet of white unlined paper. Have them write
3-5 unique things about themselves. Tell them NOT to put their name on the paper. Next, have them
crunch the paper into a ball. Have them stand in a large circle around the room. Then allow them one full
minute to have an all-out snowball fight! When one minute is up, have them locate a snowball nearest
to them, unfold it, and take turns trying to guess who it is. They absolutely LOVE this activity! It loosens
them up real quick and they will remember it always. Many of my students tell me it was the best minute
of fun they had all year! Betsy Pollard

Teacher True/False Quiz

About a week after school starts I pass out a true/false quiz about myself. I have 10 statements about
myself, which deal with things Id like the students to know about me, and some random true facts that
they always think are false. Once the students have silently taken the quiz, we go through the statements
together. I ask them to raise their hand if they think a statement is true, then if they think it is false. This
part is fun for me to see what impressions they already have of me. I then tell them the correct answer.
They love it! Their homework assignment that night is to write a true/false quiz about themselves, which
I will then take. They can then grade how well I did on their quiz. I learn quite a bit about them by taking
their quiz. Amy Kirshen

Classroom Management Tips for Managing Behavior


Behavior Management

Submitted by: Pennie, 5-6 Grade

I use a vinyl pocket chart with a pocket for each child. It is called a Start Chart. We use both good and
bad marks in it. The idea is that each child is reaching for the stars, so I use laminated stars for the good
marks. I use brown buttons for the ground, bad marks. Each time the child does something nice for
someone else they receive a star. They also receive a star for an A on tests. If a child does something that
could harm another student or is directly disobedient they receive a button or have a star removed. They
can not have both stars and buttons in their pocket. They love to see how far up in the stars they can go
and dont want to be caught underground at the end of the week. Each week we count the stars and
the top boy and girl each get something out of my basket of goodies. The children learn to be thoughtful
and kind to others in their desire to receive stars.
Behavior Management
Submitted by: Chrisine Votel

Invest in a copy of the Tough Kids Book by Dr. Bill Jenson. It is not expensive and it it filled with wonderful
ideas for management at all levels. And best of all it is well written and funny and easy to read. It is
available from Soprus West. Happy Reading.

Cards/Positive Reinforcement
Submitted by: divey
Grade Level(s): K, 1-2, 3-5

My discipline procedure may sound a bit confusing, but I absolutely love it AND it is very concrete for
assigning citizenship grades

1. Each child is given a set of cards (2X3)put together with a library ring.Each set contains a
green/blue/yellow/orange/red card.

2. When a child forgets/breaks a rule, they move their card to the next color. A blue card is a
warninga yellow card is 10 minutes off recessan orange card is 20 minutes off of recess and a
red card is all recess and a student composed note home to the parents (signed by me/and
returned the next day signed by parent)

3. At the end of the day we do cards. I make a calendar for each child and reduce it so as to put 4
calendars on a page. I also, before copying, put a key at the bottom of the calendar assigning each
of our 4 rules a number. I ask each child what color their card is, and if its green, they get a star
for that day. If its a different color they receive a % on their calendar (blue:4/5yellow:
3/5.orange: 2/5 and red: 1/5) and then have the child tell me which rule they forgot and then I
note it on their calendar with the number from the key. (VERY good for having children remember
their actions for when they get home!)

4. At the end of the week, I put their average (?/25 points) on Saturday and that is their citizenship
grade for the week!

5. When the student gets 5 stars on their calendar (5 stars TOTAL..not 5 in a row) I circle that star
and they get
*a treat from the treat jar
*a happy note home
*they put a card with their name
on it in a basket/pocket chart
and they start over the next day. Each set of 5 stars is rewarded

6. When EVERYONES name card is in the basket/pocket chart, the class decides upon a class reward
(popcorn, extra 10 minutes at recess, babysit my beanie babies, etc) and then we start all over!

7. At the end of each month, I send home their behavior calendars (making sure to note on their
new calendars how many stars theyve earned toward their next
8. The parents can then, not only see their childs behavior for the past month, but also the rules
they forgot and when misbehavior occurred. WONDERFUL documentation when having to discuss
behavior with parents!

I have found that with this system, my class becomes VERY supportive of the children who move their
cards and encourage them to remember the rules. Usually, before too long into the school year, children
will begin to cheer when someone earns five stars, and when someone has been struggling to get that 5
all monththe cheers are awesome when they get their stars. Does wonders to encourage good
behavior!!!!!!!

Class Tickets
Submitted by: Patty

At the start of each day, each student is given 3 tickets. If a child misbehaves, isnt paying attention, or
breaks a class/school rule, I take a ticket from that child. Students can have a ticket taken during lunch
time, recess, or at specials. At the end of the day each child turns in the tickets they have left from the
day. I record this information. At the end of the week students who have earned the required number of
tickets can pick a prize from the treasure box. I also use these tickets as raffle tickets on occasion if I have
extra prizes or treats. I have found with this system that I am rewarding good and appropriate behavior
and not always focusing on the unacceptable behavior.
Grade Level(s): 1-2, 3-5

Code of Conduct

Submitted by: ldrsaacteachbw


Grade Level(s): 9-12

Usually a failure to understand a basic code of conduct leads to tremendous amounts of lost instructional
time especially among my younger students such as 9th graders. We have a simple six topic code. It
involves dress, lateness, preparation, respect staying in seats and raising hands. Breaking the rules is
rewarded with a lunch time detention that is half of their 45 minute lunch. It is spent block printing the
code on graph paper (no empty spaces no funny messages). Didnt fill them all in? Come back tomorrow!
It is aversive, a waste of the students time, serves the example that the students free time is as valuable
as the teachers instructional time and is somewhat educational if used as a discipline lesson. I call it the
kinesthetic approach. Afterwards I always ask which or how many of those six rules the student broke.
It can be done while you are teaching another class and is a deterent to poor behavior by setting an
example of the consequences. Benefit: You dont stay after school for detention! Make sure in your
detention notice to offer the student a choice of after school at 45 minutes or at lunch for 22 minutes.
They MUST get their lunch and eat it first. State the consequences of a detention cut. Have a space for
the lunch teachers to initial a time of leaving the cafeteria for your class. More than 2 of these type of
detentions is rare for a even your toughest case. I did have one attention starved student who got it 14
times though!

Counting Tickets (Token Economy)


Submitted by: Amanda Post

I used this system one year as a way to reward students for good behavior and hard work without going
overboard.
1. Use different colored tickets to represent 1s, 5s, 10s (I used the tickets that you can get on a big
roll. They come in colors like blue, red and yellow.)

2. Blue tickets are equal to 1, red tickets are 5, and yellow tickets are 10

3. Each morning when the students came in they were to count their tickets.

4. The first day we did this they counted 0 tickets. I would ask, What is 0 + 1? as I gave them a blue
ticket. The student would see that the answer is 1.

5. I gave each child a tin can covered in contact paper in which to keep their tickets. Each day they
would dump out the can and count the tickets. To earn 1 more, they had to recite the math
problem telling how many they have plus the one they would earn. 2 + 1 = 3.

6. As they progressed, they could trade in 5 blue tickets for 1 red ticket, or 10 blue tickets for 1 yellow
ticket, etc. This gave them lots of practice with counting, one to one correspondence, simple
addition, etc.

7. They could also earn extra tickets at other times of the day (but they didnt count them until the
next morning.)

8. I had an assortment of inexpensive toys in boxes labeled with how much they cost. For instance,
stickers cost 1 ticket, little plastic dinosaurs were 10, etc. For 50 tickets, they could be kid
teacher. That meant they could help me lead calendar time, point to words, keep the kids quiet,
etc. The kids really liked this. The more intangible items the better for you (saves $).. for instance,
getting a bean bag to lay on at rest time was 25 tickets That was another popular one!

Discipline
Submitted by: S. Young

At the beginning of the year I go over my rules and expectations for behavior. I am very clear and give lots
of examples. I even have a Top Ten David Letterman-style list of behaviors that bug me, (only its more
than 10), and I give a humorous test with one correct response and the other three choices kind of silly.
Then I post a chart with the students names. I tell them any behavior that takes my attention away from
teaching will result in being given a point on the chart. When students do misbehave I just say, so and
so, thats a point. I have found this cuts down on nagging. If a student has less than 5 points at the end
of the week that student gets a small treat like a jolly rancher and a special 10 minute recess at the end
of the day on Friday. If a child hurts another child, that is an automatic 5 points. With really unruly classes
I have taken away the rest of the weeks recesses upon reaching 5 points. I guess for a more positive angle
you could give the students 5 points and take away one when students demonstrate undesirable behavior.
Even annoying behavior such as forgetting to put a name on a paper can be corrected. Three times and
its a point and so on.

Disclipline Punch System


Submitted by: Tracey Jardine
Grade Level(s): 4

When a student is behaving badly, I say to them, Give me your punch card When they walk up, I get my
hole punch, place a punch on theyre card, write what it was for, the date and then put it away. If they get
a 100% on an Accelarated Reader test, spelling test, or any other test, I give them a sticker, and that
represents that the last punch that they got is covered up. Lets say its September (the beginning of the
year) and the # of punches to get is 10 punches. If they get 10 or more punches, they can not go to the
free time at the end of the week. (Every other week)

For low maintenance, cooperative behavior


Submitted by: Gigi Lax

Get rid of all the charts, rewards, gimmicks, etc. start your daily routine with a brief meeting in which
the students and you discuss community-building ideas, problems/solutions, and rules and guidelines for
the class. Use that time to develop vocabulary and role-play about concepts such as respect, cooperation,
and responsibility. Deal with individual discipline problems using a plan in which the child identifies and
writes the problem and a plan for a solution. For specific ideas along these lines, read books by Barbara
Coloroso and Ruth Charney.

Heres a great brain-based technique


Submitted by: April Hawkins

I have used classical music in my class to keep my students quiet and my sanity intact. I have used Tune
Your Brain With Mozart which works wonders. I have found that a combination of a morning review and
music helps increase attention and learning. I find this very important when dealing with students who
have special needs. There is a series of these CDs. I purchased mine through Amazon. Good luck to all
with the new school year!

Keeping Kids Attention


Submitted by: Annette G, Fifth
To help manage my students attention and the classroom behavior in general I purchased a large piece
of laminate from a local hardware store (Lowes, Home Depot has good prices). I had it cut into 12 x 12
inch pieces. Each child has one at their desk (at designated times) with an eraseable marker. As I teach on
a concept I may have them write an answer or an example and hold the board up. An example: during my
lecture on diagramming, I might call out a sentence and have the class diagram it and each student holds
up their board. This method has worked for me to keep their attention, and keep everyone involved in
the teaching/learning time. I also use these boards, A LOT, for games. The kids love it!

Let Students KNOW What to Expect


Submitted by: Alice Phillips
Have a lengthy discussion on precise expectations of your classroom. There will be few surprises when
children are forewarned about exactly how to do well in your particular classroom.

Managing Classroom Jobs, Behavior


Submitted by: Susan Conrad
I have a pocket chart with five rows, and five columns. Each column is labeled a day of the week, to be
used for daily helpers. Each row is labeled with moveable arrows attached to clothespins. The classroom
chores, such as Leader, Messenger, Clean-up are labeled and moved at the beginning of each week. Each
pocket is labeled with a velcro tag with each childs name. Each morning, the children place a blue crayon
to show they are present. I give out color changes for misbehavior. ( green time out) (yellow miss one
activity) (red miss two activities) (black office or call home). I explain these colors like a traffic light:
green go; yellow slow; red stop

Pennies from Heaven


Submitted by: Mrs. Leta Bell, Kindergarten, Tulsa Public Schools
Grade Level(s): K, 1-2

I use a penny board. I give each of my students five pennies on velcro. If they make a bad choice. I ask
him/her to show me a good kindergarten choice. If he/she hasnt corrected the behavior, a penny is taken
from him/her. If they keep all the five pennies at the end of the day my children know that when they
arrive the next morning a big sticker will be given to them. I have seasonal shapes hanging on my curtain
that they stick the sticker on. When they have 15 stickers, they are given the opportunity to buy something
at the store. I have collect small items all summer and have placed them in a four drawer filing cabinet.
The child chooses one item for their 15 stickers. This teaches them the concept you must work for what
you want. It helps them have good self esteem because they know they can be excited and share the news
about how they kept their pennies. I had one child that had such rage that he caused quite a problem.
However, this procedure has changed him completely and everyday I hear, Mrs. Bell Im going to have a
good day! Whats great about it that he accomplishes it. The children know that if they hurt another child
on purpose they lose all the pennies. Try it teachers, it works!

Quiet Classroom
Submitted by: Lisa
Grade Level(s): 6-8, 9-12

Teaching with a block schedule means that each period must have several instructional activities with
transitions between them. To ensure that the transitional times in my 7th grade science classroom are
quick and efficient, I use this management technique

In our building students are considered tardy if they do not arrive to their next class by the end of the
4-minute passing period between classes. I call this 4-minute period the students Pass Time. To help
manage student behavior during class, I write the words Pass Time on my chalk board. I explain to the
class that each time I erase a letter from the words, they owe me 15 seconds of extra class time after the
bell rings to switch classes. The first letter is a warning letter, but after that each letter counts 15 seconds.
If they have to stay to much extra in my classroom, they will be tardy to their next class. Accumulating too
many tardies will mean that they loose privileges in the school.

I dont have to ever raise my voice to quiet a class using this method. Simply picking up my eraser from
the chalk tray causes the students who notice to try to quiet the other students in the room. Very seldom
do I keep a class more that 30 seconds, and this is just enough time to make it inconvenient for them to
get to class on time!

Smart Skittles
Submitted by: lori
Grade Level(s): K

I do two things:
1. I use a jar of smart skittles that the children can earn when they are caught doing something
good or earn as a class after lunch and in the hallway.

2. At the end of the day the children mark off on a daily conduct cardstock sheet they keep in their
folder. They color the bubbles either green, yellow or red corresponding to the color they stayed
on for that day. This really works because they get to do the work.

Traffic Light Behavior Modification

Submitted by: wowpatse


I explain all the rules to follow and unacceptable behavior. Then I have a traffic light large enough to hold
all the students names on clothespins (close to the green area and use both sides). I also have another
board which has three phrases: STRIKE ONE, STRIKE TWO, STRIKE THREE. Everyone begins the day on
green light, I give students 3 chances before moving off the green light, after exhausting the 3 STRIKES
they move to yellow light area and then red. RED is the most extreme! If their behavior improves they
move back to green.

Transition troubles Gone


Submitted by: suz66
Grade Level(s): K, 1-2, 3-5

My class was having trouble with their behavior during transitions or walking in the hall. I wrote You and
Me on a T-chart and explained to the class how we had to work together for a happy classroom. When
the class followed a class rule, they got the point, when they did not, I got the point. Whoever reached 15
points first won. I have 2 baskets with prizes that we each had chosen. I won easily the first 2 times, my
prizes were to have them practice their handwriting for 15 minutes and multiplication facts for 15 min.
After my 2 wins, my class competitive nature took over. They have easily won the last few times. I now
rarely earn a point and the class has saved up their wins for larger rewards.

Working Together for Classroom Behavior


Submitted by: Claudia
In order to motivate the entire class to work together for great classroom behavior, I am designing a race
track with several pit rows on poster board. Whenever the class gets a compliment from the principal, a
parent, an assistant, or teacher, the race car will be advanced one space. If group misbehavior continues
after a warning, the race car is moved back to the nearest pit row. The race may only continue when the
class has earned the privilege back. When the class has completed the race, everyone receives a reward.
This really inspires kids to be quiet in the halls and enrichment classes because they are seeking a
compliment. You can even divide into teams and have more than one race car. I have done a much simpler
version of this reward system in the past. Using a large blank hundred board on poster board, I fill in empty
squares with stickers as the class receives praise. Stars are placed at different points on the chart. When
each star is reached, its time to celebrate. A big celebration is due when all 100 squares are filled with
stickers. However as class activities get loud, the stars are moved further away. Pretty soon the class gets
quiet if the think you are going to the star chart!

Classroom Management Strategies for ADHD Students


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ADD/ADHD Strategies

Submitted by: Unregistered, Originally posted at the Discussion Forums

Dealing with AD/HD kids is tough, and Im speaking both as a special education teacher and a person with
ADD. However, there are a bunch of things I have found that work with my students, at least most of the
time!

1. Since many children with AD/HD have other learning disabilites that tend to be masked by their
zany behavior, I would recommend having the boy tested. Maybe part of the reason he is out of
control is because the work is too difficult for him (or, alternatively, too easy.)

2. Give him Playdough or silly putty to play with while you are giving instructions, reading out loud,
etc. Or, let him draw or color. This may sound like letting him off the hook, but I have found that
many AD/HD people focus better and absorb more of what they hear when they have something
to do.

3. Get the whole class up and moving now and then. I like to have a two minute stretch in the middle
of every period. Or, you can use games such as Around the World to practice math facts and get
the kids moving at the same time.

4. Expect him to wiggle. He cant sit completely still, and even if he could, he would be concentrating
so hard on doing that that all instructions would go out the window. If other students are
distracted by him, put him in the back of the room so he can get up, lean against the wall, etc. If
he gets out of his seat and wanders around the room, make sure it is really interfering with
instruction before you make him sit down. I have a student who moves to a different chair about
every fifteen minutes, but the others have gotten used to this and he gets his work done, and
thats what really counts.

Fish!

Submitted by: Unregistered, Originally posted at the Discussion Forums


I have a student who is diagnosed ADHD. He crawls around, is often found on the floor in a daze, or just
walking around. I found that since I put a fish tank in the front of the room he is calmed by this, and I use
it as a reward when he does his work.

Ideas to use with ADD/ADHD students


Submitted by: Unregistered, Originally posted at the Discussion Forums

I am a veteran teacher who has just been diagnosed with ADD. I am having a better understanding of just
how confusing it can be. Imagine you had fifteen people who all wanted to say something to you, as well
as a song in your head. Now imagine that you cannot differentiate between whose voice is which; you
cannot filter out thoughts; and you have just eaten a big bag of M&Ms. It is a Frightening and confusing
feeling. (Led to a mental health breakdown with me.) While meds can help, as you can see with this boy,
they wear off, often at bad times.
Here are some things that I do to get me and my ADHD students through a day

1. Allow student to shift in his seat, change seats, or move around every now and then.

2. Provide quiet fidget toys. This is crucial during times when you want him to take in a lot of info
at once. The thing about this disorder is that it doubles a persons processing time. It comes across
as the kid not paying attention, being disruptive, or rude. (We get very defensive when confused.)
It does help, for whatever reason, to have something in the hands to fidget with or even (I know
this is an unpopular one) a piece of gum. By occupying the physical impulses, the brain works
better and can concentrate.

3. Written plans, goals, and contracts work well. A visual reminder can really make all of the
difference in the world.

4. Give the child important jobs to do, especially ones in which he has to do something physical.
Joe, could you bring this to the office for me? It is crucial that a kid with this disorder feels a
part of things. Also, when confused, a lot of ADHD kids will get angry or violent. A pre-arranged
signal between you and him could remind him that he is floating out, and if necessary, signal
that he needs to take a short walk to the bathroom or water fountain to cool down.

Strategies for ADD/ADHD Students


Submitted by: shansb, Originally posted at the Discussion Forums

I am a first grade teacher on the Ft. Peck Indian Reservation in Montana. I average about 4-5 ADD or ADHD
students in my class each year. Ive been teaching for 7 years. Here are some strategies that I have found
helpful.

1. Get the counselors, parents, etc. involved right away and document everything.

2. When you are on the floor, put a piece of tape in an X or a box for him to stay in. Explain that this
is his space and nobody can go in except him.

3. Keep him close to you. I would keep him at arms distance so you can keep a gentle hand on his
shoulder, desk, etc.

4. Many busy kids need something to touch while you teach to keep their focus. I put a piece of
sticky velcro (the soft side) on the underside of their desk. They can rub this velcro while you teach
and it helps with their impulse to move about.

5. Walking Papers. We give the student a 2 pocket folder and have him hold onto the left and right
side while we trace his hands with a black marker. This shows him exactly where his hands should
be when he holds the folder. He takes this folder with him any time he walks in the hallway, to
reading, to the OT, bathroom, counselors office, lunch, etc. This folder keeps his hands busy so
that he is not using them to hurt or bother someone else. It has worked really well with a boy I
have in my class right now. We give him a sticker each day when he has used it well and not
forgotten.

6. Ive used a sticky note cut into three, four or five strips on their desks. (We target one behavior
you want changed at a time.) Each time I have to remind them to sit still (or whatever the behavior
is), I take away a strip. If there are any strips left at the end of the day (or half a day) he gets a
sticker, computer time, to read a book (whatever he likes).

7. I have let students stand who really have a tough time sitting while they work.

I hope some of these ideas help you. Consistency on your part and established routines make a world of
difference. It also may be a good idea if you communicate with other teachers who come in contact with
him so you are all using the same strategies.

Rewards Classroom Management Tips and Ideas

BUGS
Submitted by: Margo, Kindergarten, Originally posted at the Discussion Forums
I just wanted to share something my school does at this time of year to help control the soon to be out
of school craziness that goes on. I have read in other posts where the kids are really starting to lose
their good behavior sense. About 6 weeks from the end of the year, all adults get a bunch of bugs
(Being Unusually Good). They are just pieces of paper with cute little bug drawings on them and the
initials BUG written across them. The idea is to catch someone, or groups of someones, or even whole
classes being unusually good. If you get a bug, you turn it in to your teacher and a total is kept. The best
is when you earn a class bug-it counts for the total number of children present at the time. At the end of
the week, we email one person our total bug count for that week. The class in each grade level who has
acquired the most bugs gets an ice cream treat. The runner up gets a special treat as well. The only
caviat is that I cant give my own class bugs. It must come from someone else thinking we are doing a
great job. This really works wonders. Before walking down the hall, I remind the class that we are trying
to get some bugs and they straighten right out. When monitoring other kids, all I have to do is mention
the fact that I have bugs to hand out and they quiet down, etc. The newness doesnt wear off because
each week is a new week and the kids strive very hard to be the bug winners. I hope I have explained
this well enough. Give it a try in your school and see if that end of the year excitement doesnt calm
down just a little.

Behavior Management with the Spirit of the Olympics


Submitted by: Jodi and Laura, 3rd Grade
To go along with the Olympics, my friend and I came up with an awesome idea to help you and your
students maintain positive behavior. We cut letter size manilla folders into eighths and put each childs
name at the bottom. These cards are then Velcro-ed onto the side of each childs desk for easy
reference and privacy. We put a piece of Velcro in the center to hold gold, silver, and bronze medals.
Each medal signifies a level of behavior. Gold represents a students who has stayed positive and on task.
Each day a students has Stayed Gold they will receive a certificate. If they stay Gold all week, they earn
extra recess or some other privilege. You can even reward students for staying gold all quarter or year. It
gives those students who are less than perfect an opportunity to work towards something positive and it
shows our appreciation to the students who are always well behaved. Its a great way to monitor
student behaviors and for students to self check!
Bug Bucks
Submitted by: TRC, 1st
The theme in my classroom is ladybugs (Im a collector). I keep a bag of small pre-printed tickets hand
called Bug Bucks. When a student is caught doing something positive in the classroom, he/she
receives a Bug Buck. The students place their bucks in a plastic container they keep inside their desks.
When a child has collected 10 bucks, they cash them in for a trip to the class treasure box. I also take
Bug Bucks as well. Students may have to give the teacher a buck for excessive talking, misconduct, etc.
This buck idea can be adapted to fit the theme in any classroom. In our first grade pod we have
everything from Bear Bucks to Cow Cash. This has been a very effective way of rewarding positive
behavior in my class!

Class Achievers
Submitted by: Tisha Frasier
This technique works very well with second and third grade. I use a chart from any teachers supply
store. I put each students full name on the chart. Students receive a check for transitioning smoothly
from one activity to another, following directions the first time they are given, staying on task and
completing classwork, etc. These are my classroom rules. There are approximately 24-26 boxes per
student. The first student to reach the end of the chart is the first place class achiever. I award the four
top achievers with a certificate of achievement and a bouquet of decorated pens, pencils and erasers. I
make it into a mini award ceremony by inviting the principal or other staff members. The whole process
includes pictures with me! They love it! Everybody wants to be a classroom achiever!
Grade Level(s): 1-2, 3-5

Community Bubble Gum Machine


Submitted by: Regina T
I use tag board to create a giant bubble gum machine. I draw three lines representing the rewards that
will come when the bubble gum is filled to each line. I use colorful dot stickers to represent the bubble
gum. When I catch them doing a good deed or following direction, they recieve a gumball to place in the
machine. They work together to achieve their reward. A reward could be popcorn and a movie, picnic,
etc.

COMPLIMENTs
Submitted by: Unknown
Cut out the letters for the word COMPLIMENT. Each time the class receives a compliment from faculty,
parents, visitors, etc. they earn a letter. Once the class has received all the letters to the word, reward
them with a special privilege. For example, popcorn/coke party, movie day, game day, or treats that
they like.

Compliments
Submitted by: Diana
Next to my desk, I keep a compliment jar (small glass fish bowl). I allow the students to put a marble in
this jar for any compliment the class receives from another teacher, parent in the school, or the
principal. When the jar is filled to the top they will be rewarded. I also allowed the class to pick there
reward so they feel they really acomplished something. My class chose an ice cream sundae party.
Grade Level(s): K, 1-2, 3-5
Credit for being on task
Submitted by: Beth, 2nd grade
I place book pockets on the corner of each students desk. Then I place a colored index card in the book
pocket. I explain to them that this card is their own credit card (they can decorate it if they wish) Then
as a see positive behavior in the class I hole punch the card. When the students obtain a certain amount
of hole punches (you can determine the number) they can choose a small prize on Fridays and then it
begins again on Monday. Just make sure only you have access to the hole puncher so it is not tempting
for the little ones to be sneaky!
Grade Level(s): 1-2, 3-5

Dipping for Dollars


Submitted by: Trudy
Grade Level(s): K, 1-2, 3-5

Ive used a behavior technique called Dipping for Dollars for the last 3 years, and it really works! I have
a large plastic jar filled with fake coins (make sure the kids cant see through it). Every child who has
good behavior during a day gets to take a dip from the jar the next morning. I also give dips for random
acts of kindness, showing responsibility, good citizenship and quality work. Each child has a small plastic
box to store their money in. Every morning when they get their dips (if they deserve any) they also trade
pennies for nickels, nickels for dimes etc When a child has saved up $5.00 they can turn it in for one of
these rewards: 20 minutes of free time, a pack of chewing gum, sit by a friend for a day, or sit at the
teachers desk for a day. Each day that the entire class gets a dip someone reaches into a container and
draws out a poker chip that has a number 5 or 10 on it. When the class has accumulated 200 Party
Points we plan a class party! Last year we had an ice cream party, a popcorn party, a Pokemon party,
and a game day party. The kids really like this, its inexpensive, and not a lot of work. Another great
benefit is that when it comes time to teach a money unit in math its a snap, because the kids have been
counting and trading their money every day of the year!

Good Work Coupons


Submitted by: A.Montgomery
This year Im going to try a great technique I heard of from a fellow teacher. At the end of the class, or
during class work, students working hard, staying on task, following directions, etc., will receive a Good
Work Coupon. They are to keep these in a safe place because at the end of the month or 6 weeks
grading period, we will count them up. The student who has the most coupons or has gathered at least
X number of coupons (you set the number) can choose from the gift box. Micheals craft store always
has $1 gifts at the front of the store. Pads of paper, stationary, bracelets, pencils. Ill also put all the
coupons into a basket and draw out a couple names. This works well and motivates those students who
are often overlooked by teachers dealing with discipline problems.
Grade Level(s): 6-8

I Caught Ya doing something great!!


Submitted by: Angee Duvall, Primary
Last year, I got so tired of always disciplining the bad kids and never giving enough attention to the
good kids so I came up with this plan. This has helped me reward those children who are always with
me, who are always listening, who follow directions, etc. And it helped me motivate those children who
struggle to try harder. I printed up some small, colorful 1-in x 1-in pieces of paper that are labeled I
Caught Ya doing something great! I keep a stack in my pocket all day long. Whenever I see someone
doing something great, I give them a Caught Ya. They put their name on the back and put it into the
Caught Ya basket. On Fridays, my helper of the day chooses one friend to stay in from recess and they
count the Caught Yas. They count how many each student has and put the numbers on a piece of
paper for me. They then place all the Caught Yas back in the basket for later. Knowing who has won,
they have to keep it a secret until I reveal the winner to the class (I usually do that right after lunch).
After lunch, I reveal who had the most and give a small prize (a coupon to the movies, a small toy, etc.). I
then take the basket and we draw three papers out of the basket. These students get a piece of candy. If
we draw out the same student two times, then that student gets two pieces of candy. It motivates the
children to get as many as they can because they never know when they might win!!! I then dump out
the basket, and we begin again. It has helped me so much with behavior in my classroom!

Jelly Bean Behavior


Submitted by: Leslie Whitehead, third grade teacher
Grade Level(s): K, 1-2, 3-5

I use Jelly Beans (or any other small candies will do) to reward children who are on task. Find a fun
container to store your goodies in. I found a really groovy rabbit with sun glasses that ejects the candy
like a gum ball machine. When I see that someone has followed directions well, is sitting quietly, and is
ready to start the next subject I reward them with a goodie. All I have to do is stand up front and quietly
point to the student and say one bean and the rest of the kids fall into line.

Keeping kids on task Fun Friday


Submitted by: Nancy, elementary
Grade Level(s): K, 1-2, 3-5

Every Friday, I set aside a period of time (about 1/2 an hour) for Fun Friday, during which time the
children can have free time for an activity of their choice (board games, and creative materials are
available, as well as the classroom library and exploration centers). This time is automatically theirs,
unless their behavior during the week interferes with the completion of a lesson or an independent task.
If a student fails to finish an assigned task to the best of their ability in a reasonable amount of time
because of behavior issues (NOT ACADEMIC DIFFICULTY, OF COURSE!), the assignment goes into the
Fun Friday tray. At the beginning of Fun Friday each week, I distribute unfinished work, and those
children have to complete the work before they can play. Its a real consequence, rather than an
arbitrary punishment, and it really works!

Movie Tickets
Submitted by: Mrs. Aleceia Reeves
Grade Level(s): K, 1-2, 3-5

I give out those small tickets used at the dollar movies or carnivals for good behavior, following
classroom and hallway rules, being kind and courteous (saying thank you, bless you, etc.), sharing
(without being asked), returning notes to/from parents, returning homework, ETC. The students are
instructed to put their initials on the back, and to put them in a safe place. (One year, my third graders
deposited and withdrew them from a class bank.) On Friday, we have a movie party, the students must
first purchase a ticket to see the movie (6 tickets), then they may purchase popcorn, soda, candy, etc.
with the rest. It sounds expensive, but I usually only purchased one pre-popped bag of popcorn, one
liter of soda, and cheap/on-sale candy.

Puzzling behavior
Submitted by: Karen

I take a small poster and cut it into ten jigsaw puzzle type pieces. I then put the pieces in a colorful folder
pinned to a bulletin board. When the whole class has really great behavior (ie works hard in groups
without any disagreements) they earn a piece. They may also earn a piece if they receive a compliment
from an adult on the whole class behavior. To keep it honest I tell them that I need to hear the
compliment from the adult. The aides in my building know I do this so they make a point of telling me
when my class is really good in the cafeteria or outside. The music and PE teachers also drop me notes
or e-mail me to let me know. When a puzzle is complete, the class earns a treat of some kind-candy,
popcorn, longer recess, or free trips to the treasure chest for everyone. It also makes a great year
around bulletin board since all I have to do is switch out the puzzle pieces in the folder. The caption
reads Good behavior puts it all together! To add to the fun I never tell the kids what the poster is.
They have fun guessing as I add pieces.

Student of the Week


Submitted by: T. Click, Haynesville, LA, 1st
My co-teachers and I have a student of the week. It works very well with us. What you do is keep track
of student behavior however you want (chart, tickets, etc.). At the end of the week, the student with the
most points, or least points depending on whether you keep track of positive behavior or negative
behavior, gets to be the Student of the Week the following week. A note is sent home with the child
on Friday stating that they may bring a picture or stuffed animal from home to put on their Student of
the Week desk. The special desk is decorated and is in a special place in the room. The student also gets
to wear a medal (you can find these pretty cheap at Oriental Trading)for the week so the other
students and teachers in the school can recognize their good behavior.

Table of the week


Submitted by: Leigh Johns
I award a table of the week prize to the table that earns the most beads that week. I use beads from the
crafts dept. and tupperware container for storage of the beads. Each time the tables are working
quietly, staying on task, keeping a neat table, etc., I award that table a bead. At the end of the week the
table with the most beads gets a prize. The prize may be 20 minutes in the library, a free coke at snack, a
prize from the prize box, etc. It has made my class want to work together!

The Helping Hands Can


Submitted by: Rena
1. Take an ordinary can (i.e., coffee, peanut, etc..) and decorate it to your taste. I use bright colors and
huge writing for the younger children. 2. Fill the can with popsicle sticks. Be creative! 3. Have the
children color or paint the sticks. Once the sticks are finished, label the sticks with the wonderful jobs
the children like to help the teacher do (i.e., running errands, line leader, pick a movie, win small prizes-
pencils, candy, erasers, pick a book of the day, etc..) 4. When an individual or team members are
working quietly, complete seat work, finished all homework, shows kindness and respect to others,
plays safely, etc.., a stick is drawn from the can and that child or children are rewarded with the job or
prize indicated on the stick. 5. It is also a good idea to make a chart to keep track of the children and
to post inside the classroom. This activity works great because everyone wants to lend a helping hand!

Why do students act so terribly when a sub is in????


Submitted by: Unknown
This year, I told my students that the sub would have Awesome Behavior coupons to give to deserving
students. When I return from being out, those student who earned coupons are waiting to get to the
Treasure Box. (Yes, the treasure box still works in the 6th grade!)

Teaching Strategies

Calling On Students
Submitted by: Sharon Riddle, 1st Grade
On or before the first day of school, I paint each childs name on a tongue depressor with colorful puff
paint. These sticks are kept in a small pail on my desk. I use them to call on students, pick a line
leader, decide who will read next, the 7 people who get to be up for 7-up, etc. Each stick is left out of
the pail after it is chosen until all sticks are picked. That way everyone gets a chance to do something,
and I dont inadvertently call on the same children who raise their hands first all the time. Then the
sticks are placed back in the pail and I start all over again.

Calling On Students
Submitted by: Amy Terry
Get a stack of 3 different colored index cards. Each color stands for a level of questioning (literal,
moderate, higher level thinking). Now put the names of your students on your cards. Their abilitiy level
will determine what color their name goes on. That way, you will ask questions appropriate for each
childs level. Then, after asking the child the question, put the card in the back of your stack, so each
child gets called on equally. Great method!
Grade Level(s): K-2, Special Ed.

Face Painting Tip for Teaching Anatomy: Nerves


Submitted by: Pearlie
When I am teaching the nerves of the head and neck in my anatomy class, I put my students into groups
and hand out a photocopy photograph of my face or the face of a famous person. Each group is to
complete a drawing of their assigned nerves on the photograph. They enjoy this exercise because it
gives them a chance to draw on my photo. They have fun and at the same time they actually learn the
details of the nerves.
Grade Level(s): 12+

Making sure students understand lessons


Submitted by: Gracie D.
At the beginning of the year, I give each student a laminated sheet of light-coloured construction paper
and an eraseable pen. When we have, for example, a math lesson, I have my students follow along with
equations on the board. They copy the equation down on their laminated sheets. When each student
has solved the equation, he/she raises the sheet in the air. This way I can easily see who has the right
steps and answer and who doesnt, thus making sure that those who have it wrong keep trying until I
see they have the right answer. And the fact that the sheet is eraseable means less paper waste in the
classroom!

STUDENT TEACHING SURVIVAL TIPS

Above and beyond


Submitted by: Mrs. Ivy, Grade Level(s): 7-12

Go above and beyond during your student teaching! Jobs are very competitive, so do everything to
stand out. Attend every meeting required or not, and volunteer to do anything and especially volunteer
to help with different clubs. I did this at my host school and landed a job for the following year beating
out many subs that had been in the district for awhile! It may seem hard, but it will pay off!

Advice for Student Teachers


Submitted by: mma215

As a current student teacher with an amazing cooperating teacher, I thought Id share some tips on how
to have a positive student teaching experience!

1. Let your cooperating teacher know YOUR expectations upfront. Most student teachers feel that
they dont have a say in what goes on, but you do.

2. Remind him/her (nicely) that you are there to learn a variety of teaching methods and that you
are trying to develop your own teaching style not necessarily just take on his/hers.

3. Jump in right away! Even if you arent supposed to begin teaching for a while get up and join in.
You will gain respect from the teacher and the students. Offer right away to do small tasks such
as grading papers or organizing morning work.

4. Treat the students as if you are the actual teacher. Many student teachers try to become friends
with them first and when it comes time to teach they have no control.

5. Go with your cooperating teacher everywhere! Sit in on parent/teacher conferences and see if
its okay to observe a child study team in action. This is all part of teaching and you should have
experience with this also!

6. Stay in contact with your professor or advisor on a regular basis. If you only see him/her on days
they are there to observe, you will be more nervous.

7. Always try your best! I know its scary to have people constantly observing you but if you are
doing your best whether or not they are there it wont be as scary!

8. Dont be afraid to integrate some of your own teaching techniques or classroom management
skills. Your cooperating teacher might just learn a new technique from you!

9. Try to get student input about your lessons. If you arent sure how your lesson went, ask one or
two students what they thought. Sometimes they have wonderful suggestions!
10. Always plan too much. Since we dont have much experience organzing lessons according to
class time, its better to have too much planned then to have the students sitting there with
nothing to do.

An Idea For Communicating


Submitted by: Cheryl, Grade Level(s): K, 1-2, 3-5, 6-8, 9-12
My education program had us in the classroom for three years to various degrees. This was great. One
tip that I can give for an effective way to communicate when time is short is to have a notebook/journal
that can be used by both the student teacher and master teacher. During observations/breaks I found I
had many questions, but no time to talk to my cooperating teacher. Instead of having all the questions
at once, we used a notebook to jot down questions/concerns. This allowed us each to read and respond
when time allowed. During my full time student teaching, we also had a weekly meeting scheduled so
that nothing was left undiscussed or with any confusion. The notebook served as a great reminder of
questions/struggles and triumphs that happened throughout the week. Keep your chin up and ask any
and all questions you have!

Be Yourself Dont Make The Same Mistake I Did!


Submitted by: Angela, Grade Level(s): K, 1-2, 3-5, 6-8, 9-12

My advice to you is to try your best to incorporate your newly learned skills about well balanced
learning centers groups, etc. I stuck to the curriculumn book, fell into the round reading trap, and when
the principal came to observe me she said she was disappointed that I had not formed learning centers
and group activities. I had so many new ideas. I could have shown her what a great teacher I could really
be! I think she got the impression I was just like her older generation of teachers, and that was not what
she was looking for. So please be fresh and innovative student teachers this is what principals are
looking for. I missed out on a job opportunity at that school that another student teacher has scooped
up. Learn from my mistake dont be a follower Be a LEADER!

First Meeting With Your Master Teacher


Submitted by: PILAR, K-8

As a student teacher, I found that my Master Teacher had very little info about me. I called her ahead of
time at my supervisors request. I made arrangements to meet my Master Teacher and new class a few
weeks before my assignment was to begin. This relieved me of a lot of the first day stresses such as
wheres the lunchroom, etc. ** In addition, I looked up the schools website familiarized myself with
who the principal was, the mission statement of the school and their SAT 9 scores. This gave me a good
understanding of the challenges that I would probably face in the coming weeks. ** I also prepared a
bio of myself for my Master Teacher and gave this to her at our first meeting. It included my name, e-
mail, phone number, block leader and supervisors name, and other personal information. In addition, I
was going to need to leave the classroom on certain days for seminars and indicated the dates and
reasons on the bio paper. My new Master Teacher was very grateful and I was pleased that we were
able to do this prior to my first day.
Flexibility
Submitted by: Lena, 1st

The only tip that I have to give on student teaching is to be very flexible with you cooperating teacher
because if you let their differences get to you than you will have an awful experience. I did not learn that
until later and I had an awful time!

Help is on the way!


Submitted by: Kim, 3-6

I stay confident! I plan my lessons ahead of time. Be friendly and be happy! Know what your doing and
have a sence of humor! It works! Also, help the teacher after school to see what it is like!

Ideas for helping student teachers


Submitted by: Karen, Third

My cooperating teacher went out of her way to help me. She not only went through her files, but
through the files of nearly every teacher in the building and pulled useful papers, unit plans and
anything I might possibly need to begin teaching. I have tried to do something of the same for my
student teachers. I have gotten a journal (usually from the school bookfair) and left it in the lounge with
a note asking all the other teachers in the building to share their favorite teacher tips. She got ideas of
all sorts-even recommendations on how much water to drink! For the student teacher I have this year, I
have taken several pictures of her and our students working. When she moves to a different grade level,
I will have the students help me make a scrapbook to give her so that she will always remember the kids
she has come to love. (BTW I told her I was taking the pictures for surprise pages to give to the kids at
the end of the year. I will do that too.)

Make the most of the opportunity


Submitted by: Cath (Pre-Service teacher in Australia)

I would just recommend getting as many resources as possible and asking heaps of questions. I also try
as many things as possible because you always know that you have your mentor there in case anything
goes wrong!
Grade Level(s): 5-6

student teaching
Submitted by: jennifer, MIDDLE SCHOOL

As a current student teacher I have come to realize that the best experience in teaching is to actually
teach. here are some tips for student teachers:

1. Get to know the staff around you. this will help to make you feel more comfortable.

2. Dont be afraid of making a mistake or asking any questions

3. Attend all staff meetings and parent meetings if possible

4. Always be professional you never know when a position could open up or who is watching you.

5. Enjoy this experienceyou will learn so much!


6. Always be willing to stay after school or come in early to help the students academically.

Student Teaching
Submitted by: Alice, Grade Level(s): K, 1-2, 3-5, 6-8, 9-12

As a peer teacher for several years, I have one major suggestion: communicate! Being new to our
profession, you should have a million questionseach day new ones and some you want to ask several
times. Do not be afraid to ask. Ask how the school prefers handling situations. If in doubt about something
happening under your supervision, tell a seasoned teacher (in our county, your peer teacher)a.s.a.p. Do
not be afraid to teach in your style or adapt suggestions to meet your style. Remember that you are in a
classroom to help the students and that other teachers and administrators are there to help you. Nothing
is accomplished without communication. I suggest my beginning teachers set up a resource binder with
tabs where they can begin organizing tips, websites, shared worksheets, procedural information, etc.
Always remember that sometimes it seems as though teachers are scrutinized for every action, every
minute, by everyone.

Student-Teachers
Submitted by: Leslie, 2nd and 4th grades

When I was student teaching, I had to work, as people many do. In the beginning of our education progam,
the advisors advised us not to work during our last year. We all thought whatever, we have to work.
Well, when that last year came around, it was very hard to work and teach. I was a nanny, so I was fine
during the day, but as soon as I was done teaching, I had to leave to pick up the kids. I hated leaving
immediately and not being able to stay and plan. If you do have to work, try and make your schedule fit
to where you can stay at least 30 minutes after! That will help out tremendously and take a lot of the
pressure and stress off of I dont know what I am doing!!

MOTIVATING STUDENTS
Answer Cards
Submitted by: Claudia, Fourth Grade
Answer cards are a great way to involve an entire class and quickly see whos on the right track. Place
inside a library book pocket 6 or more 35 notecards. Across the end of each card put one response. I
use A, B, C, D, and YES, NO. You may want to add TRUE and FALSE or others you need. The students
remove the cards they will need and hold their cards close so no one can see them. Then I state the
question and answers, repeat once, then tell them to think (wait a few seconds..), say get your
answer ready, now, show me your answer. All answers must be held up at the same time. You can
see in a second who needs help. If many are wrong say put your cards back and let me give a clue.
Then repeat the steps. The kids love this and they feel successful and involved. BONUS! Ive done this
several times during evaluations and I never fail to get extra credit for student involvement and
motivation.

Computer Time
Submitted by: Morgan, 3rd Grade
I have found that kids love computers, so I loaded some 3rd Grade games on mine and let them play. I
made a list going in alphabetical order to see who goes on first. They get to skip reading time to play an
educational game that I count for points in their grade. One student a day gets to skip. I suggest The
Learning Company as your main software because they have very educational games. The parents love
how the kids are learning but having fun at the same time. Sometimes it helps with their typing skills as
this will be needed for Middle School.

Fun way to practice & clean at the same time


Submitted by: Diane Daniel, 2nd Grade
Practice spelling, math or whatever, clean the desks and make the room smell great! Have students
clear their desks and give them a glob of shaving cream. I have my students practice writing spelling
words, math problems or whatever I choose that day. After finished, allow students the creative
freedom to explore the cream. When all dried up, sponge off the desks. Everything looks and smells
wonderful!

House Points
Submitted by: maxine, Grade Level(s): 3-5

Recently, I created an alternative to the popular Harry Potter and Hogwarts School. I renamed our
school the _____ School for Spirituality and Sainthood. Its a private Catholic School, so this was
acceptable. For the public school version, I created another name based on a fictitious animal mascot;
be creative.

The four Houses in the Harry Potter books were renamed for the 4 elements of antiquity:

Earth= The Groundwalkers, symbol: Apatosaurus, color: green;

Air= The Swiftfliers, symbol: a soaring Hawk, color: yellow;

Water= Waterbearers, symbol: leaping Dolphins, color: blue;

Fire= The Firekeepers, symbol: a burning wood fire, color: red.

Each student put on a Sorting Hat that I made from construction paper & decorated with the 4 colors.
They chose a slip of paper on which I had written the House name. Obviously, I divided the number of
students into the 4 Houses beforehand. During the sorting ceremony, they went to a plain piece of
paper mounted on construction paper of their House color and signed their name. After all were sorted,
I maded a colorized list on my computer Word program and mounted them on a bulletin board with
their House symbols and names grouped separately.

They have responded to the earning of House points, which I award for behavior I want to reinforce such
as cleaning up, listening to directions, neatly written papers. I do not award points for academic work.
The whole system of Houses encourages friendship & loyalty, just as in the books. Only none of Houses
are negative, like Slytherin. They are only calling on the students strengths. In my Catholic school, I
based the 4 Houses on the 4 Gospel writers, Matthew (the ox= Oxenstrength House green), Mark (the
lion= Lionsheart House-brown or yellow), Luke (the Angel=Angelclouds House-blue) and John (the
eagle=Eaglesclaw House-red). Have fun!

Novel Study
Submitted by: Maureen Graham
At the beginning of the year I give each of my students a white painters cap with their name on the
brim (purchased at Michaels). They can wear the hats while reading in class. As they read novels
throughout the year for their individualized reading program and complete activities on them, I write
the titles of the novels on their hats in coloured permanent marker. The more novels they read and
report on, the more titles on their hats! At the end of the year I give them fabric paint to decorate their
hats and then they take home a permanent record of the books they enjoyed in grade four.
Grade Level(s): 3-5

PowerPoints
Submitted by: Cathy Carroll, Secondary
Students love to make PowerPoints. This not only will get the students involved but even weak students
love to create PowerPoints. The student learns so much about the subject and the technology of
creating the PowerPoint. Works quite well in my English III classes.

Reading Treat
Submitted by: Kellee Meyer, K-1
I have made a bus for my classroom out of a large box. I have painted and decorated complete with
number plate UCANREAD2. Inside the bus (it has a door and windows) there are cushions. Throughout
the day when a student is working particularly well I hand out a bus pass. This is a little home-made
badge with a bus on it. That student whenever they read during the day is allowed to read in the bus.
Usually there is a maximum of 2 students issued with these passes.

Scavenger Hunt
Submitted by: Elizabeth Bert
When trying to get my 6th grade students interested in reading about current events and active
newspaper readers, I decided to create a scavenger hunt. They got lists of terms or people to find in the
newspaper and the first group done was rewarded. They ended up realizing how interesting and easy
reading a newspaper is and up to date in current events.
Grade Level(s): 6-8

Attention Getters
All Set?

Simply say to the students in a loud voice All set? They answer, You bet. (Beth)

Alligator, Alligator

To get students attention loudly say alligator, alligator the kids reply CHOMP as they slap their
hands like an alligator mouth. (Ruthie)

Attention Gaining Strategies

Four ways to gain the attention of the class.

When youre within hearing range of a few children, say in a normal-level voice, if you can hear
me, clap once, if you can hear me, clap twice, etc usually I have the whole classs attention
by the 4th time or so sometimes Ill throw in a wierd direction like if you can hear me, touch
your nose the kids enjoy it and it works pretty well.

Ive also seen teachers who will do a clapping pattern and the kids copy again, this gets them
paying attention quickly something with clapping seems to get kids attention fast.

One of the teachers I student taught with had a little bell shed ring to get their attention.
Simple solution.

Another one Ive seen is simply saying 1-2-3 Eyes on me. You have to be a little louder, but it
usually works or simply counting 1, 2, 3, etc really slowly, but loud enough that they can
hear you.

(clarnet73, Originally posted at the Discussion Forums)

Attention Getters

I use a stirring drum to get the attention in my classroom. I got it through a web site called
Storytellin.com. It is $20 but does the trick every time, I will not teach a day without it. My own 7 and 11
year old love it too. It is a peaceful little musical nopise but they stop what they are doing and come to
the circle time. We use it when we have guests and it hushes the entire crowd, even students who do
not have it in their classroom all the time. It saves i=on the voice and can be painted or stained. (Robin
Calhoun)

Doorbell

I have a battery operated doorbell that I push when I need the students attention. It chimes six times
and allows them that time to hear and respond. You plug in the chime part into the wall and can walk
around with the part that you push, having it at your fingertips at all times. You can buy them anywhere,
Home Depot, Walmart, etc. (Marly Parker)

Ears

When I want students attention, I simply say ears; to which the students reply in unison open sir.
They also know that they are to be facing me, not talking, and listening for further instruction. The
students enjoy this, because they get to speak in unison, and those not responding are easily
identified. Grade Level(s): 6-8 (Art F.)

Finding Nemo Attention Getter

Anyone remember the scene in Finding Nemo when Nemo gets initiated into the order of the fish tank??
This one came from a fourth grade teacher. #1 When students are talking too much I quietly say, shark
bait Those that hear me reply: Brew ha-ha! and we repeat this as many times as it takes for the rest
of the class to get in on the cheer. We end it by getting quieter and quieter until they arent talking at
all. The kids like the secret code and it gets their attention without raising my blood pressure from
frustration. (Munchkin)

Give Me 5

Something that I use in my classroom is give me 5. All I have to do is hold up one of my hands with
palm facing out like a stop sign. The fingers represent
1. Stop talking

2. Back against the chair

3. Feet on the floor

4. Hands in lap/on desk

5. Eyes on the teacher

You dont have to say anything and the kids are immediately fixing themselves. If you teach this at the
beginning of the year when you teach your standard procedures the kids will pick it up in no
time. (Carla, Originally posted at the Discussion Forums)

GIVE ME 5

GIVE ME 5! at our school means, STOP AND LOOK AT ME! five simple words that everyone at our
school can understand. We practice this in the classroom, lunch room, assemblies, etc. We all use the
same command so that anyone who might be in charge of a class or group of children can gain their
attention immediately. (Marlene Culpepper, Visually Impaired K-12 Teacher)

Great Attention Getter

When you need your grade-schoolers attention say in a loud voice: One, Two, Three eyes on ME!
Teach them to immediately respond in unison with a loud: One, two eyes on YOU! After their
response they should know to be quiet and attentive. Follow up can be verbal: I see Jailens eyes I see
Briannas eyes etc. Thanks for the tip Mrs. Rorick! =) (Tim Holtzclaw)

If you hear me.

I learned this from another wonderful teacher. It works great K-2. When I want their attention, I will say
If you hear me clap your hands. Those that didnt hear me will stop to see why they are clapping. Then
I will add to it, If you hear me snap your fingers, wiggle your nose, or wink, etc. (Missy Locke)

May I have your attention please?

I went to a workshop and the presenter used this to get our attention. I use it with my first graders, and
it is amazing how well it works. All I say is May I have your attention please? with my hand raised.
They have to raise their hand and stop talking. As soon as I say it, I start counting. They know that I
should stop at 3, but sometimes I have to count longer. The quiet ones will get on to the people that
made me go over 3. It works wonders!

MONKEY

Whenever I need my middle school students attention, or they are getting too noisy, I have a gorilla
that when you push his paw, it plays a song (20 seconds long) After 3 monkey plays, then they are no
longer able to do the activity and must go back to individual work. I got the monkey at Target. (Laura
Morris)

More Attention Getters


(czacza, Originally posted at the Discussion Forums)
flick the lights

clap a pattern

sing a song

rain stick

chimes/bells

Give me 5 signal (eyes on speaker, mouth closed, ears listening, hands still, feet still- kids hold
up high 5 sign)

Stop, look and listen

I can see that (name) is ready because (s)hes looking at me.

peace sign

whisper

The Eye

SALAMI!

Kim Smead gets the attention of students and nearby adults by saying, Salami! This is the signal for
Stop and Listen to Me. A funny word, but it works! (Kim Smead, First)

Displaying Student Work


Spotting Good Work
Submitted by: Sandra Fassett
I use a doggy name tag (the kind you put on their desks) and put it on construction paper. I laminate it.
Then with a erasable pen, I print a students name on the nametag. I then put all the students name tags
in the hallway. I space the rows so that work can be displayed. I keep this up all year long. I put new
work under the students name each week. (I use dogs because I have a dalmatian theme in my room.)
Grade Level(s): K, 1-2, 3-5

a variation of fishing line to hang work from ceiling


Submitted by: katarina, Kinder
I saw a teacher hang work from the ceiling in a truly creative way. She used colored yarn and tied one
end to the paper clip, and one end to a clothespin. On the clothespin, she glued a laminated cutout or
punchout relating to the classroom theme on either side of the clothespin. She then slipped the paper
clip in the ceiling (most schools Ive seen have the type of ceiling that allows for that.) She hangs them at
a length that is out of the way, but reachable without climbing up on something. All she has to do is
reach up and pop the work in or out of the clothespin. Not only is it quick, the punchouts provide great
colorful accents.

Displaying Papers
Submitted by: Delores Penn
I use a document protector stapled to a laminated sheet of construction paper. It is easy to remove
papers daily or weekly.
Grade Level(s): K, 1-2, 3-5, 6-8

Hangin Out Best Work


Submitted by: Debbie Estep, 4th
I found a neat and easy way to display my students work without making holes in the paper. I simply
purchased a bag of wooden clothespins, measured according to average size of paper. Using a hot glue
gun, glue the clothespins onto a bulletin board and then you have an easy way to display and then
remove work.

Homemade Whiteboards
Submitted by: Mr. G
Laminate white paper and create your own whiteboards in the back of the class. I use these for students
to create graffiti or tatoos of vocab words. Leave the pictures up until you need the boards again.
That way there is always student work up in your room.
Grade Level(s): K, 1-2, 3-5, 6-8

Mounting Student Artwork


Submitted by: Stacey Mitchell, Kindergarten Teacher
To have your students artork mounted more smoothly without crinkles and wrinkles, you will need
some Elmers glue, a paintbursh, and some water. Mix 1 tablespoon of glue with 1/2 teaspoon of water.
The mixture should still be thick, but not as thick as regular glue. Use a paintbruch to apply the glue to
the back of student artwork. Press firmly with your hand or a heavy book to smooth it out.

No More Hole-y Papers


Submitted by: Michele Dorrance, 3/4th grade teacher, Iowa
This is a neat idea that I read in an educational magazine. Buy the Large (Gallon size) ziplock baggies
they need to be large enough to hold a piece of 8 1/2 x 11 paper. Decorate a bulletin board with
whatever you choose and staple the individual bags to the board make sure to staple on the top and
close to the edges so that you can slide childrens work into the bags. Put each childs name under, or
somewhere around the bags and you can easily display their work without putting any staples in it.

Permanant Frames Alternative


Submitted by: Mary V.
Use a large piece of any color construction paper and draw a 1 1/2 2 border around the edge. Hold it
vertically and write the childs name in the bottom center of the border. Allow the children to decorate
the edges of the border using colored pencils, chalk, or markers. Laminate the frames. Cut a 1/2
horizontal slit in the top of the empty space and insert a large paper clip to hold the student work. (I use
2 paper clips to prevent curling of the work.) Now you can add and remove work easily.
Grade Level(s): K-6

Permanent Frames
Submitted by: Miss Paula, K-5
Give every kids their own permanent space on the classroom wall for displaying work (A4 size). Choose
beautiful coloured A3 paper. Use a marker to write each childs name as beautiful as you can in the right
down corner of the A3-paper. In the middle of the coloured paper, the kids latest/favourite pieces may
be neatly displayed on this permanent frame with their name.

Suspend Students Work


Submitted by: jenny
We placed screw eyes in the ends of several 4 foot dowel rods. We anchored a toggle hook in the ceiling
and suspended the dowels with hooks and chain. The artwork can be attached to the dowels with
Idea Title Grade Description

Give Them Ownership 1-6 Start the year off right by giving everyone a job!

Welcome Back Sack K-6 A fun way to welcome your students back to school!

Appreciation Letter to Former Teacher 2-6 Excellent first day activity which also serves as an informal
assessment tool in writing

Morning Routine K-6 Setting these expectations right from the start promises to get each
and every morning off to a great start!

Create a "Welcome" Brochure K-6 A tri-fold brochure contains the information you need to get to
parents at the beginning of the year.

"Back to School Night" Scavenger Hunt K-6 Help kids and their parents become acquainted with your classroom!

Class Name Bingo with a Twist! 2-6 A bingo game where many kids win at the same time!

Letters From Last Year's Class 2-6 From one class to the next - letters of advice

Postcards Sent Home Prior to School Starting K-6 Make a great first impression even before the school year starts!

Writing Sample K-6 A simple sample at the beginning of the year, helps to show the
progress made by the end of the year!

Finding my Teammates! 2-6 A fun activity for students while you are greeting others at the door!

First Day Advice in a Nutshell! K-6 3 pieces of advice that will help your first day run smoothly.

"Guess Who ?" Cards K-6 Students will see how much they have in common as they guess who
the card belongs to!

ABC Book 3-6 The concept of alliteration shines through with this first day activity!
An easy way to get students working through the writing process.

Post Cards to Help Master Basic Skills 1 A postcard sent during the summer will help prepare children for the
first day of school.

Beat the Clock 4-6 A team-building activity that is great for the first day of school and
throughout the year

Class Mascot and Motto K-6 Ideas for a class mascot and motto that's sure to unify your
classroom.

Brown Bag It! K-6 A great way for students to get to know one another!
Puzzled About a New Year? 2-6 Students share about themselves and find that they really can "fit
in."

Self-Portraits K-6 Compare the first of the year to the last with self-drawn pictures.

First Day

Ideas!

fishing line, paper clips, yarn or as the children decide. We placed them in front of our windows over a
countertop. As items can be hung at different heights, you can display several items at once.
Grade Level(s): Preschool, K, 1-2, 3-5

This works for all students k-12


Submitted by: Diane, Grades 10-12
After a classwork, test or quiz has been graded and returned, I ask students who received an eighty (80-
100) or better to put their work into a special basket that I have on my desk. Those papers are hung in
the front of the class by a piece of clear tape along the edge of the blackboard. I hang the papers on an
angle so I get plenty on the ledge. The students love to see their work up.

Up in the Air
Submitted by: Lisa T, Year 2 teacher
A great way of displaying primary school work is to hang fishing wire ( or string) across the classroom
from a variety of places. If you have about 5 or 6 lines, it provides great spaces for the children to hang
up their work (either with pegs or sticky tape). This way, their work is displayed proudly for everyone to
see and it saves up alot of precious classroom space by being in the air! The children, the parents and
teachers love it!!

deas!
Idea Title Grade Description

Novel Response Ideas 3-6 11 ideas on different ways for your students to
respond to novels.

Student Evaluation 3-6 An excellent tool to find out where our own strengths
and weaknesses are in teaching. Encourages students
to take responsibility for their learning as well.

Goal Reminder Creatures K-6 Pom-pom creatures remind kids of what they're
working for!

Students Writing the Test 3-6 Kids will love seeing their own questions on the next
test!

Writing Sample K-6 A simple sample at the beginning of the year, helps to
show progress made by the end of the year!

"Stump the Teacher!" 4-6 A fun game to get your students to read and
comprehend information in the textbook!

Watching the Seasons Unfold! K-2 A big book about seasons created by the kids!

Practice Writing Dialogue 3-6 By using comic strips, you'll have a fast and effective
way of assessing dialogue!

Kids Teaching Their Parents! 4-6 A great communication and retention tool for
learning!

Kids Teach Tunes! 4-6 Your students will "get to the beat" with their new-
found knowledge!

"Left-overs...AGAIN!" K-6 Put a twist to the old-fashioned "shoe-box" diorama


with this fun assessment tool!

Follow-up Letter to Parents After K-6 An example of a letter to parents after a test is sent
a Test home.

Practice Writing Dialogue 3-6 By using comic strips, you'll have a fast and effective
way of assessing dialogue!

A Penny For Your Thoughts! K-6 Encourage thoughtful questions and responses with
this easy penny method.
101 Things Ive Learned So Far In Teaching

by Terry Heick

The title is self-explanatory and the context is fairly clear. Well, actually it probably shouldve been title
101 things I think I think about teaching, because what I think I think changes almost daily. Here we
are nonetheless.

101 Teaching Tips, Half-Truths, And Random Musings

1. Its okay to close your door sometimes.

2. If the students arent responding, do something different.

3. Resist generalizations, e.g., theyre just not getting it, or theyre doing great. There is no
theythey are 25 unique students and unique levels of performance.

4. Do not focus on standards. Focus on the thinking habits of your students.

5. Students will remember little of what you taught them, but will never forget the way you make
them feel.

6. Curiosity and questioning are the roots of all learning.

7. You are a professional. Strive to project that image at all times, even when you think no one is
looking.

8. Be reachable to students after they leave your classroom. (Start a facebook teacher page,
Google+ community, twitter account, etc.)

9. Doggedly pursue uncovering what students actually understand through unique assessment
forms, rather than focusing on their performance on the assessment.
10. Pick three or four students per class as general signposts, and use them to guide your
teaching.

11. Worry less about teacher actions, more about learner actions.

12. Help your students publish.

13. Differentiation is not about learning styles, but about different learning experiences for different
students with different needs.

14. Its okay to teach differently than the teacher down the hall.

15. Smile because of what you do, not how your day is going.

16. There is a degree of showmanship to teaching.

17. Eat lunch with students, and sit (or stand) with them at rallies.

18. Strive for diversity in everythinginstructional strategies, digital platforms, media forms,
grouping strategies, etc.

19. Dont try to change too many things at one time.

20. No matter their appearance, actions, or behavior, talk to parents as equitable partners in the
learning of their children.

21. Know that its okay to be a crazy teacher.

22. In all but the most obvious situations, resist trying to change a team, department, grade level, or
other pocket of school culture. Lead by example, not words or directly challenging.

23. Learn to listen to othersreally listen instead of thinking of whether or not you agree, or
waiting for your turn to talk.

24. Thank others constantly. You never know what theyre going through. Also, no matter how bad
it gets, someone somewhere would do anything for your job. Be humble and gracious.

25. Find a mentor.

26. Youre never as good as you think you are; youre never as bad as you think you are either.

27. Value team-building activities.

28. Dont stereotype 21st century learners. Theyre nothing as a group, only revealing themselves as
individuals.

29. Know your own biases.

30. Help students see their own potential.

31. Realize that students are growing up in a world decidedly different from the one you were
educated in.

32. Visualize the way a lesson or activity will go before teaching it.
33. Wait for quiet before you begin speaking. Have a simple, polite and consistent method of
gathering students attention before speakingsomething other than counting backwards from
5.

34. If youre planning formal learning sequences, use backwards planning.

35. If youre planning formal learning sequences, become fluent in curriculum mapping, scope-and-
sequencing, etc.

36. Learn your students names as quickly as possible, and then make sure youre calling them what
they want to be called.

37. Dont take behavior problems personally no matter their appearance. They never are.

38. Its not about you. Dont force your way.

39. You are not there to teach, you are there so that students may learn. This is an important
paradigm shift, but doesnt mean youre not accountable when theyre not learning.

40. Dont be afraid to switch content areas, grade levels, schools, or districts.

41. Teaching a content area that you dont consider yourself super knowledgeable about can better
help you understand teaching itself.

42. Focus on reading and writing no matter what you teach.

43. Be early to meetings. Everyone is as busy as you are.

44. Learn how to compliment without sounding patronizing.

45. What students go through at home is light years more important to them than todays lesson.
And thats okay.

46. Teach tolerance by modeling it.

47. Intentionally brand your classroom.

48. Focus as much on learning spaces as you do on processes.

49. Know the difference between declarative and procedural knowledge.

50. Use Blooms Taxonomy, 6 Facets of Understanding, or our own Understanding Taxonomyto
measure understanding.

51. Each day you have a finite amount of emotional energy. Use it wisely.

52. Never raise your voice.

53. Everyone is charismatic somehow. Know how you are and use it.

54. Use wait time creatively.

55. If you use sarcasm, be careful.

56. Dont compete with other teachers.


57. Actively participate in staff meetings no matter your mood or personal feelings.

58. Try blended learning, but start small.

59. Use analogiesor better yet, have students create analogies.

60. Concept maps are your friendsfor assessment, struggling writers, pre-writing, tracking
narrative structures, or simple navigating complex ideas.

61. Use technology to make the classroom walls transparent.

62. Use a wide variety of physical and digital media.

63. Believe in yourself and your students equally.

64. Its hard for students to learn from teachers they dont like no matter how much youd think this
shouldnt be true.

65. Have a great classroom libraryespecially in math, science, social studies, etc.

66. Be vulnerable.

67. Teach in the moment. When you leave school each day, that day is gone. Dont constantly teach
for some nebulous future or foreboding exam. Live and learn in the now.

68. Create reference sheets of commonly-used practices, formulas, graphic organizers, terms, etc.,
and have students keep those in their binders, or digitally.

69. Use write-arounds across all content areas to allow students to quietly build on one anothers
thinking.

70. Assume the best.

71. Do all that you can to not take work home. (Its possible.)

72. Be aware of how you look to othersstudents, staff, parents, etc.

73. Help your students outgrow you.

74. Focus on learning habits and Habits of Mind.

75. Become a master at asking questions. Then help your students become even better.

76. Focus on macro thinking patternscause-effect, compare-contrast, analogous situations,


patterns, systems, etc., so that you can help students do the same.

77. Pay attention if students never, ever seem to want to be around you.

78. If your ideas on teaching and learning arent evolving over time, something may be missing from
your workflow.

79. Use the walls of your classroom to reach out to students with words and images that resonate,
and then change it more than once a year. Its their learning space, not yours.
80. Have multiple, go-to methods of grouping students based on different needsreading level,
readiness, interest, etc.

81. Make sure your students are working harder than you do. If they arent, change that
immediately.

82. Change lessons and units annually.

83. Allow the students to know you as a person.

84. Create and use a YouTube channel for something. Its an incredible distribution tool.

85. Use twitter, blogging, or some other persistent method of staying in touch with teachers outside
your building.

86. Take chances in professional development.

87. Learn to tell stories, jokes, and riddles. Also use puzzles, paradoxes, moving music, and startling
images.

88. You often have to reach students emotionally before you do intellectually.

89. Model making mistakes.

90. Help students learn to play with content and ideas.

91. Get learners attention earlyearly in the year, in a lesson, in a unit.

92. Model not knowing.

93. Use positive presuppositions without patronizing.

94. Prove to students that you believe in them.

95. The most basic teaching pattern of all is show me, help me, let me. Consider using it.

96. Have students curate their own digital portfolios.

97. Anticipate misunderstandings.

98. Have multiple, easy-to-access data sources from inside and beyond your classroom.

99. Dont grade everything.

100. If youre not using some form of project-based learning, have a good reason.

101. Blend the physical and the digital; offline and online spaces.

101 Things Ive Learned So Far In Teaching; 101 Teaching Tips, Truths, And Random Musings

60 Ways To Help Students Think For Themselves

by Terry Heick
Motivating and engaging students is the goal of most teacherspriming them to receive instruction, or
otherwise align themselves to a pre-set process youve sketched out that you hope will yield a learning
goal you selected beforehand. But Ive also been thinking recently of how learning actually happens
the causes of learning. Learning events, maybe. Eh.

So I came up with 60 (of millions) of these learning events (for lack of a better term)circumstances in
which students seem to learn effortlessly. They can learn when they are coercedto start, to increase
the pace, to finish, to revisit. But what kind of conditions or contexts promote effortless learning?
Learning when they dont even know its happening? When theyre (essentially) tricked into deep
understanding?

How does this happenespecially when you have a very specific daily learning target youre trying to
meet in pursuit of an academic standard? Thats where curriculum mapping, learning models, and lesson
design come in. For now, consider the following events as examples. Templates. They may not lead to
the precise mastery of the standard or objective in your Carnegie unit or Hunters lesson plan, but
theyre thinking. And in these cases, rather than following your trails of breadcrumbs, theyre actually
thinking for themselves.

Thats a critical shift in the learning process. The more common approach is to ask a question in hopes of
perhaps causing thought, or eliciting an accurate response. There may also be projects, where students
over timecombine skills and both concrete and procedural knowledge to create and or fulfill the
requirements of a project. These all require thought, but its all within the framework or under the
scrutiny of the teacher and the planning. Its a matter of sequence.

A more accurate approach is the essay, where students have to take a position and defend it carefully.
(And is part of #10 on the list below.) In the essay, students have to think about what they think, and
then clarify why they think it. Thats definitely a student thinking for themselves. But it also depends
on the craft of writinganother kind of knowledge in and of itselfwhich can both reveal and obscure
the thinking.

What about something more precise? Tidier? Something that can be done moment by moment in any
classroom? Used in almost any lesson? Those are the ideas below. Well do a model for this idea soon.
Below are some examples of what it might look like on the ground.

60 Ways To Help Students Think For Themselves

1. Let them watch their predictions play out

2. Let them form theories, and immediately test and revise those theories based on observation

3. Give them the right collaboration with the right mind at the right time

4. Allow them to read with choicewithout guidelines or external pressure

5. Let them play with content or dynamic learning toolsno goals or prompting or rules (other than
basic common sense, safety, etc.)

6. Let them see the parts of the whole, and the whole of the parts

7. Help them realize the interdependence between content and themselves


8. Make sure they are motivated to know themselves

9. Help them serve others, and learn to value themselves and their own human utility in the
process

10. Help guide them to write about something complex, personal, emotional, meaningful, or
seemingly trite

11. Teach them to meditate (seeing without thinking during, thinking about thinking after)

12. Help them start with what they dont knowthis will guarantee that they think for themselves,
as it provides each student with their own launching pad

13. Allow them to navigate unfiltered sources of information

14. Encourage them to begin to separate basic epistemologythe differences between information,
knowledge, and wisdom, for example

15. Help them attempt to transfer understanding (prompted)

16. Allow them to attempt to transfer understanding on their own

17. Encourage them to believe they can, and make the choice to not be denied

18. Allow them to practice, practice, practice in the company of some kind of feedback loop

19. Teach them to make mistakes without blame

20. Help them explore something they see as mysterious, untamed, or socially disallowed

21. Allow them to receive learning feedback from someone just beyond their own level

22. Teach them to try to find the common ground between seemingly disparate positions

23. Encourage them to think critically about the what others perceive as mundane

24. Make sure they think frequently about complex ideas or situations

25. Help them to realize everything is infinitely complex when you see information as a matter of
perspective (this causes an endless chain of other realizations if theyre willing to consider it
long enough)

26. Encourage them to be bored and allow that boredom to sit

27. Allow their mind to wander

28. Encourage them to play video games or learning simulations

29. Teach them to set goals with extrinsic or intrinsic rewards

30. Help them sense an authentic need to know or understand

31. Ask them what they stand for, and why

32. Leave them alone


33. Make sure they hear something in multiple times in multiple ways from multiple perspectives
and voices

34. Help guide them to recognize the nuance in other peoples thinking

35. Help them to honor the limits of human knowledge

36. Encourage them to operate within their Zone of Proximal Developmentthe ZPD of that student
for that standard (which is really, really difficult to promote consistently)

37. Make sure they have meaningful choices at every step

38. Make sure they are given the support to self-direct their own learning

39. Encourage them to make things

40. Help them to see the value of their own performance

41. Give them personalized direct instruction

42. Allow them to hear a well-written lecture

43. Help quide them to think about their own thinking

44. Encourage theirs passions to lead them into spaces where learning can occur on its own

45. Help them honor uncertainty

46. Make sure they are able to establish their own relevancy for content

47. Encourage them to ask their own questionsand then ask better questions

48. Encourage opportunities for inquiry to meet a motivated mind

49. Guide them to dynamic spaces characterized by people, thought, and creativity (rather than
intricate policies, rules, and standards)

50. Expose them to something worth doing, and is expertly gamified

51. Help them to confront and internalize diversity and divergence

52. Encourage them to revisit their past mistakes, thinking patterns, and moments of genius

53. Guide them to seek self-awareness not content-awareness

54. Help them to not take anything too seriously beyond playful curiosity

55. Encourage them trust themselves to fail

56. Allow them to see their own progress

57. Guide them in studying patterns

58. Make sure they can explain the significance of an idea, skill, or other academic topic

59. Allow them to see or experience affectionate modeling


60. Make sure they are mentored with love

Image attribution flickr user woodleywonderworks

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