Sweet Motivators

A veteran teacher once told us first year teachers that "You should spend at least $300 on candy each year" as a form of classroom management.  I thought she was crazy.  She was dead serious.

Over $100 later, I totally understand.  I doubt I will EVER drop $300 a year on candy, but I do understand why she does it, even though there is a part of me that fundamentally thinks it is wrong to bribe children to answer questions or do the right thing.  If used sparingly, candy rewards can turn the entire class period around.  Here are my candy procedures.  You may or may not want to follow them.

1. ALWAYS have candy on hand.  You never know when you will need it.

2. ONLY allow kids to eat candy in your room if YOU give it to them.  If they are allowed to bring in their own or carry it over from another class, your reward will be old news.  A tootsie roll won't look enticing if they are already working with a bag of skittles.  On the other hand, a candy-less kiddo will do just about anything to earn a piece of that chocolatey taffy weirdness. #perspective. 

3. NEVER reward students for simply following an everyday class procedure....unless you want to intentionally leave a few students out for messing around.  Sound mean? It is.  But I betcha those kiddos tow the line the next day!

4. When giving candy for correct answers, do NOT cave and give candy to the entire class each time.  Because honestly, did they alllllll really earn it?  Next time they might not even try if they know you are a softy. 

5. (This is my Common Core Candy Standard) Make sure that the answers they provide are thorough and based on evidence.  You infer that the character is angry?  What's your evidence?  Partial answers do not earn a super juicy Starburst.  They just don't. 

6. Don't give candy out during a review game.  They're already playing a game.  Seriously.  They should thank their lucky stars they aren't doing a worksheet.  Having bragging rights is way better than candy anyway. 

7. ALWAYS test the candy for quality of taste.  I find that planning periods work well for this step.  It also allows you the privacy of stuffing your face without shame. 

8. Keep them on their toes.  Throw a few sour candies in a bag of sweet candies for some interesting reactions. :)

Have a good one!

-Mrs. Combs

Dollar General is for Losers

Alas, Spring Break is over.  Even though I loved the time off, I can honestly say I was ready to go back.  I realize that you probably do not believe me, but it is true.  All I needed was a little time away to miss them- just like in any relationship.  It is healthy.  Very healthy.

Over the break (ok...so it was the last two days of break) I made some changes to my classroom that I really like!  I have never felt like I really nailed the desk arrangement, but I think I have settled for the following setup- much like my mentor teacher from Keys. :)  The only thing I dislike about it, is that with my "larger" classes, I have to use the bottom left desk, which is basically in no-man's land.  So far I am using it to my advantage- I banished a student with a terrible attitude and another student who is a highly energetic talker.  Maybe someday I'll let them rejoin the tribe.  For now, however, it gives us all a little peace and quiet.

In addition to changing the seating chart, I also created a reading corner.  I had attempted this once before, but I never really committed.  I have MUCH work to do before it is complete/cute- right now it  is simply a bean bag, pillow, and a rug.  Either way, the kids think it is cool. I am hoping to use it as a positive motivator.  Focused readers get to hang out in the reading corner.  Hope it works!  On that note- if anyone is wanting to get rid of throw pillow or bean bags, I will take them off of your hands!  (Obviously color coordination is not one of my priorities.)

The next element that I added is not super neat or cool...it is just an assignment calendar.  I've been needing one for a while- not necessarily for the kiddos who are IN class- those are posted on the Promethean board- but for those who were absent.  "Did we do anything important yesterday, Mrs. Combs??"  

*Eye roll*  Of COURSE we did something important!  Even when I have their assignments gathered and placed in the "missing work" folders, they STILL ask me- most of them without ever checking the folder.  Hopefully if they see the calendar plus the assignments, I will receive few questions that drive me insane.  That is the goal.  Less insanity.

This bulletin board is definitely my most functional board.  Objectives, missing work, calendar, creed- they all fit.  The two strips that are circled in green are my magnificent Spring Break find!  I discovered these little dry erase guys at Dollar General for less than a dollar a piece.  I teach two levels of Language Arts, so this works perfectly and does not take up much room.  

Oh yes.  Apparently shopping at Dollar General is looked down on by some students.  I had no idea it was uncool to do before today.  I tend to go off on wild thought trails with my 4th hour, and when I mentioned that I had found them at DG, I was instantly ridiculed by a young man who scrunched his face up as if DG was beneath him.  Every day I get a little less cool.  Sigh.  At least I have a lot to lose.

I digress.  Back to classroom changes.  One of the biggest changes that I made was a change in procedures.  Until today, students would come in, grab their bell work notebook, and complete a short assignment.  After taking roll and drinking more coffee, I would walk around and give each student a mark IF they completed the work and worked silently.  After a week or seven, I would take up the notebooks and give them a grade based on the number of marks they received.  This worked really well and allowed us to refresh certain objectives.

Recently, however, I found out that some of my kiddos were not reading a book independently at all!  I spoke with my counterpart, and she suggested having each class read at the beginning of each hour.  Now, every student is already supposed to read during the first 15 minutes of the day.  We call this time MIRP.  Unfortunately, not all MIRPERS have ben MIRPING correctly.  I imagine that some of them sleep through it.  As a result, we are ditching our bell work notebooks and adding another 10-15 minutes of independent reading.

It.

Is.

Awesome.

With our old bell work routine, kids were required to grab their book and then put it away after they got a mark.  I would wager that I have said "Put your bell work notebooks up quuiieetttlllly" at least 17,803 times.  (That may not be an exaggeration.  I would say three times per class per day was the norm.)   Now that we are reading, however, the kids no longer have to get up all at once, which eliminates so much talking and rowdiness.   Also, the reading calms them down, which allows us to start class positively.  Of course I have a grading system in place and have to monitor them, but it is honestly one of the best changes I have made.  At the end of the week, students who were not reading at all will have read over an hour, and my last nerve is still intact.

I believe I have rambled enough for one day.  This week is our second dress-up week, and I am determined to be the most Hawaiiany Hawaiian at school tomorrow.

Aloha `auinala (Good late-afternoon)

-Mrs. Combs

High Tech

I realize that this is my second post of the day, but I'm just so excited about my newfound technology. I'm sure it's been out for a while, but today was my day to discover it! What is this technology, you ask? It's ThingLink: A website that allows you to upload a picture and add interactive elements to it such as text, videos, sound, links etc. It may sound lame, but I'm all about it. My class may not have the most uses for it, BUT I did find a way to use it to my advantage.  Although I feel like I do an adequate job of giving directions and setting expectations, there is always room for improvement.  If expectations are clear, kiddos won't need to ask 100 questions after!   Not to mention, these are things that we are graded on as teachers.

OKTLE11. Teacher gives directions that are clearly stated and relate to the learning objectives. 12. Teacher demonstrates / models the desired skill or process. 

Using an example of a genre assignment that one of my kiddos completed earlier this year, I've created a great way to be able to show my kids next year EXACTLY the kind of work I'm looking for.  In some cases, it might even be helpful to create examples of unacceptable work (in writing, possibly?).  If you follow the link below, you'll be able to interact with the picture.

Check it out!!

It's so simple, yet so great.  If I were to ever teach high school, I would probably create a few of these and let them explore them themselves- maybe as a checklist for the format of a paper....Did you indent?  Is your heading correct?  Font size?  See where I'm going with this??

-Mrs. Combs

Grudgeball

Ahh!  Spring Break is here!

Even though we didn't plan a trip, these past two days have been extra relaxing simply because I know that I have this entire next week to work on school things.  The most I've done this weekend in regard to school is sort through a stack of papers and read a few chapters out of our next novel.  The rest of my time has been spent hanging out with Kyle, exploring Bartlesville, and reading the ridiculously amazing (and long) book, Unbroken: AWorld War II Story of Survival, Resilience, and Redemption.  I'm not big into history, but I've learned so much about WWII by reading this biography of Louis Zamperini.  He was an Olympic runner, bombardier, and POW survivor.  Most biographies I've read are tedious and somewhat boring (Can I say that, as a teacher?), but this one has had me hooked!  More action than most fiction stories.  I cannot wait until the movie version is released in December.  If there is anything special planned for December 25, I may be out of commission.  That's not a big day, is it?

Anyway, there have been plenty of bloggable classroom moments come up recently, but I never seem to actually write the darn thing.  Some day soon I will write a blog dedicated to how awesome my coworkers are (seriously, though), and I'm sure I'll write a rant about state testing and how it has infiltrated every aspect of my brain/teaching.  I might even show off my Pre-AP kids' Holes projects. But not today.

Today I want to share possibly my favorite review game EVER.  (I realize that statement doesn't carry much weight, since I am "first year," but I do think I'll use this every year, for every grade.)  I found this game when I stumbled on to a fantastic teacher's blog.  We call it: GRUDGEBALL!

One of the things that many teachers struggle with is making sure that every student is engaged.  I've found that some hate working in groups, some don't work in the mornings, and some are way too cool for whatever is going on in the classroom at any given time.  I love this game because rather than encouraging them to participate, I was asking them to "calm down! Don't get so into it!"  The teacher from whom I stole this game said it perfectly, "What I needed to do was capitalize on the middle schoolers need to interact and torture each other."

The premise of the game is to answer questions correctly in order to knock other teams out of the game, rather than score points for your own team.  Hence, the name: Grudgeball.  I was worried that some of my kids might get really upset by it, but only 1/100 had an issue with it, so I'd say it was a success.  :)  The basic rules are below.  I could see this work wonderfully in high school.  Strategy would play a bigger part in who wins and looses.  In middle school, the only strategy is girls versus boys because "she said I like her and I don't so now I'm mad at her and her friends won't leave me alone and they keep texting me and saying that I'm dumb and so I snappchatted her and....." sigh.

Grudgeball

1. Divide kids into 5 teams.

2. On the board, make a chart that gives each team 10 Xs.

3. Ask a member of the first team a question.  If they get it right, they can erase 2 Xs from other teams.  They may split the Xs, or take them both from the same team.  No suicide!  (Make sure that the teams alternate who answers the questions.)

4. If they answer the question correctly, they also have a chance to shoot for an extra point.  I used my recycle bin and a plush basketball.  I made it a difficult shot so that very few made it.   If they make the shot, they can erase one more X!  (3 total).  If they miss, I still let them take 2 off.  Basically this step was just to get them out of their seats.

5. (I added this one) If a student doesn't know the answer, they can ask their teammates.  However, they can only earn 1 X if they answer collectively, and can't shoot for the extra point. I had to add this one after kids were embarrassed that they didn't know one.  It was too much pressure for some of them.

6. If a team is eliminated, they are STILL required to play.  In some cases, eliminated teams came back to win!  Here's how: Teams that have zero Xs still go through the rotation.  In order to get back on the board, however, they have to answer the question correctly and make the basket.  If they miss, they have to try again next turn.

Bumps will come up along the way, but just be creative in how you handle them.  Also, beware: the further along in the game, the louder the kids get- especially during the shoot-outs.  If a team has 3 Xs left, and their arch enemies are shooting to erase 3 Xs, the kids are very invested!

Welp, off to read more of my book!

-Mrs. Combs

P.S. If you're a teacher wanting better instructions and pictures, I'm sure the original teacher's blog is much more clear.