Take a Pause when Things Get Nuts

Photo by Adam Birkett on Unsplash

In the beginning of my career, my default classroom strategy was from a les of power. I was the teacher, the students were students, they should listen to me. End of story.

Now that I am further along in my career, I would love to write that I have all the answers, but that's not true. I do have a tendency to resort to that dictator when I am stressed. This happened a few weeks ago.

When this happens, I feel awful. It is also not effective. I find that students at this school at this time are less likely to respond to that way as well. - Well, when it comes from me. It's not my nature to be like that.

One thing I have found to be effective is to open my computer and start writing a behavior note. I usually look up at the student while I am doing it and sometimes they notice, but more often, they calm down when they notice they are not getting a response.

This morning I listened to an episode of the Cult of Pedagogy Podcast that talked about a similar strategy. 

I should use this more.


The Cult of Pedagogy Podcast - EduTip 23: Calm an out-of-control class with a notebook.

Listening to Music in Class

When I first started teaching classes that were 1:1 devices, students would listen to music when they were working. 

I thought this was fine as long as they used headphones. I mean, I like listening to music when I work too.

Then I changed schools, and changed grades, and going myself in primary school. We were not 1:1, but my students frequently used computers for writing, research, or digital art projects. These students used to want to listen to music we well. Again I allowed it as long as they used headphones. 

I was then moved into a position of learning support where I could see many different classrooms and the different levels of agency teachers grant to students in classes. I was also able to observe student behavior from the sides.  It was shocking to see how much time students spent adjusting playlists instead of working. 

Time went on and I was teaching a coding course where students followed along. Students would all be at different points of the lesson and were required to again use headphones to listen to the introductions and follow along. 

The students I was teaching here ranged from grades one to six. When I'd check on on them, almost without fail, the younger students all had their volume to the max. They would argue when I'd lower it and couldn't understand why I was invading their space. 

I get it. I was being intrusive, not having played in a band, I know about hearing loss. They're too young for that. 

Those experiences changed my mind on music in the classroom. 

With these experiences in mind, I have paid more attention to it in the grade 5-8 classes I support. I see music being more distracting in grades 7-8.

The takeaway (one of the takeaways) from this article (https://www.psychologytoday.com/sg/blog/writing-for-impact/202407/music-to-write-by) is the following: 

If you want a creativity edge, listen to music before you write. Silence is then golden.

So, students work better with silence. 

How might we shift our culture to be more inclusive to students who need silence when working. When thinking? 

How can I advocate for this?

Tech Ideas for a BLM Learner

Photo by Waldemar Brandt on Unsplash

I got an email from a friend asking what kinds of activities I could suggest for an EAL / ELL / BLM student.

The request was for ideas and things the student could do independently.

Here are the ideas I shared back.

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1. Google docs voice typing. 

Write a few sentences that you want her to practice. Then below type 1, 2, 3. Have her voice type to practice her pronunciation. (Idea from 

EXAMPLE

I live in Taiwan. 

1. voice type

2. voice type

3. voice type

I live in Japan. 

1. voice type

2. voice type

3. voice type

2. QR code listening activity

When I taught Grade 1, I would select articles for students to practice their reading. I copied them onto paper and attached a QR code that led to me reading the article. 

For a middle school student, depending on her level, you might be able to find Newsela articles, give her the link to the article and your reading. 

Here is a few examples I made for my Grade 1 class a few years ago. 

 Audio Book QR Codes

3. Book Creator book about herself - she does the speaking

She could do a project in Book Creator introducing herself. BC allows you to record audio and it is really easy to share out your book after you are done. Here is an example, it's elementary but shows adding audio.

This could be done with whatever she is learning.

Or, if you want to spend a little time, you could create this kind of book for her.

4. Video diary

I was thinking it would also be good to track her progress by having her do a video diary.

5. Words Their Way Word Work

You could have her do some word sorts from words their way. You could have a recording of the pronunciation, then have her record herself saying the words.

6. App - https://iknow.jp/ (paid)

This is not free, but I used to use it. 

I think I would do a station rotation model of 3-4 of these activities. 

Another site I just thought of is elllo. It has a ton of English-learning activities on there. 

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What would your ideal classroom look like?

I am taking a course and was asked to create my ideal classroom.

I came up with the above after losing my original creation by hitting the back button, but the idea is basically the same:

• large tables in the middle of the room where students can work and have discussions
• seating around the edges where students can break off and have options to work
• the original design had whiteboards all around the room - this version has one whiteboard and screens on each wall (I'm not sure why I could only make one the second time.) Ideally, I would have whiteboards on every wall, and whiteboard tables/desktops
• after going farther in the course module, I wonder if iPad stations might be a good idea, but a 1:1 classroom environment might make that moot unless I had the need for cameras (and there is always a use for a camera)

Where are the students situated? Are they working independently? Are they working in groups?
The students move around as required by the project. They work both independently and in groups depending on the situation. I would imagine working at the middle tables during discussion/lecture/whole-group activities, then have the option to "break out" to the edge of the classroom to work in pairs or small groups. Alternatively, students would be able to work at the large tables as well.

Where are you situated?
I don't think I need a desk, although this year teaching grade ones I have found that I do need one. I imagine the classroom I designed to be more upper elementary, and it would be a 1:1 environment. I would have a laptop so I would be able to access student work from anywhere and work from anywhere. It is my teaching style, when teaching elementary, to be with students at all times when they are in the classroom, so as long as the large tables could seat me comfortably, I'd be happy having the extra room and no teacher desk.

Where are the tools/technology located? Are these locked up? Are these accessible? Are they used as a reward? Are they taken away as punishment?
I imagine the tools would be just that - tools to get the job done so the students would always have them. I don't believe in taking away tech, but I have been tempted to do so and I have threatened to do so. If tech is used correctly in the classroom, I think you need it to get the job done, so taking it away would be taking away the only way to complete the assignment/project/task.

Is discussion only developing when students are prompted? Is discussion open and fluid? Are you leading the conversation?
The discussion would be open and fluid. Of course, there would be prompts from the teacher when necessary, but discussions and inquiry is based on the students driving it forward.

Are students able to discuss with others prior to answering? 
It depends on what the goal of the questions would be at the time. Is the teacher's goal formative assessment? Is it to see how well students are able to share time? Is it to have students find the correct answer? Is it to debate theories? In general though, yes, I would allow them to discuss prior to answering.

Are students asked to draw upon prior knowledge? Cultural background/demographic relative to them?
Right now, at 9:00 p.m., this seems like a silly question and my first thought is that all questions rely on a connection to prior knowledge. Or, I might not be thinking enough.

Do you provide real-life examples prior, during, or at the end of the lesson?
I do give "real" examples when I can and when it is relevant. That could be at any time.