Starting Year Twenty-Three... Let's Do This!

As I reflect upon the start of my 23rd year of teaching I have so many thoughts. What will this year bring? What challenges will I encounter? What challenges will the students encounter? How can I support my students with so many unknowns coming up in the next few weeks.

But as I thought of these questions, I realized something. These questions are not unlike any other school year. Each year I start with my roster and my student profiles. I look at their strengths and where they need some gaps filled. I look at teacher notes from previous years and some advisory strategies that have worked in the past.  

Covid, distance learning, routines, tech... all of these things are obstacles. Obstacles to student learning. Obstacles to me being able to present information. Obstacles to building relationships.

Or is this just the perspective I've chosen to take? Are they obstacles? or are they opportunities?  When I started teaching (yes, back in the 20th century....) I worked in a third grade classroom with many students that had just arrived to America from Mexico. Many of them didn't speak English. Fewer of their parents did.  I was told that these were some of the obstacles I would be facing in the classroom.

However, I looked at it a different way. I used these 'obstacles' as opportunities. We had daily circle time. We talked about the calendar, weather, and school day. They all had to speak in English. When it was my turn I had to speak in Spanish (background: I had taken Spanish in college, but was nowhere near proficient.) It was probably the first time in their young lives they had an opportunity to correct an adult.  I still remember, many years later, the relationships and trust that was built. 

I had a student from that 3rd grade class 'find me' on Facebook a couple years back. She said to this day I was still her favorite teacher and that was her favorite school memory.  I had to remember that she was was almost 30, not the 9-year-old girl from my memories.  She explained how she was so scared of coming to a new school, but I made her feel safe and happy... and I made her laugh. The 'obstacles' I was told would get in the way actually helped build a successful relationship which lead to a successful year and a more successful long-term school experience for her. 

So as we trek into the great unknown that will be the 2020-2021 school year, I plan on keeping my perspective in check. There will be frustrations and difficulties. There will be anger and disappointment.  These feelings are real and valid. But there can be opportunity in challenge as well.  

I know I won't be 100% successful this year, but I can also say that I've never had a year that felt 100% successful. Tech will get in the way. Internets will drop. A student will miss a class. It's ok. Keep Maslow in mind. Work on the size of the problem. Keep moving forward.

To those starting up in the next few days or weeks, good luck. Whether you are virtual, hybrid, or in person. Whether you are happy or disappointed with the choice that has been made. Once those students are in your classroom, you have control over the perspective and the narrative. 

Front Loading the Gaming Experience

I hope everyone is having a great first week back (or is getting ready for an amazing first week back!) We've had a great start to the school year here in Central Ohio.  The weather has been amazingly mild (which is fantastic since I'm training for my first marathon), student attendance has been near 100%, and the gamification of my classroom is well underway!

Are you building excitement in your classroom? Are students dying to be called on in your class? If you are having trouble with this, read on!

We started our year with many of the team building activities I outlined in my past few blogs.  It really helped students and teachers learn names, set up a classroom culture of focused fun, and allowed students to get back into the routines of school after a summer off.  It was so nice to not even touch academics until the fourth day of school!

I also show my math class this video.  It is an amazing four minutes during which so many students, especially female students,  make incredible connections to the speaker.  It also destroys various stereotypes about 'math people.'

• "She's a math major? She looks like she'd be in fashion."  
• "That's so true - I always compare myself to everyone else!"
• "I never thought of it as being at different places." 

For math class at Marburn, we start with pre-assessments which have students check out on basic facts for all four major operations, as well as whole number, fraction, and decimal computations.  As a class we have decided to do an operation a day and follow it up with a mini game.

objective: don't die!

We talked about how math is like a video game.  Students had to face 'speed boss levels' for their 2 minute timed fact test and then take on 'mini-boss challenge' for their operations.  You'll get a challenge, and sometimes you'll beat the boss level.  When that happens you get to go on to more challenging levels where you use the skills you've learned to take down stronger boss levels.

If you don't defeat the boss, you get new items and techniques to be better prepared the next time you reach that end level!  Most of the students attached to this quite well.

Many have enjoyed the paradigm switch from "I didn't do well on the assessment" to "I need more power ups before I'm ready to beat that boss level."

I've also enjoyed impressing my new math teaching partner with my ability to turn any game into a classroom activity.

"Hey, Erika, we're going to play Clue today in math."
"Clue... in math? Can't wait to see it!"

Students came into class while some mystery music is playing.  They saw their names on the board in groups of two with the instruction of 'sit next to your partner.'

But what if my partner is the killer?

From there I went through the procedure that is outlined below, making sure to keep the drama going strong throughout.

Game: Clue
Materials needed: Clue (cards and suspect sheets), white boards and markers (or notebooks)
Prep: Powerpoint of various math problems

Procedure: Put students into groups of two or three.  One person is the first 'writer'.  Each group receives a clue card of suspects, weapons, and location, a mini whiteboard, a marker, and a high tech white board eraser (a tissue.)

Each group also gets a set of 'clue' cards based on how many groups.  The game has 21 cards, 3 of which are removed as the confidential 'answer.'  The other 18 cards are divided up among the groups.  This may mean that some groups get more initial clues than others, for example 6 groups would have 3 cards for each group, whereas 7 groups would have 2 or 3 cards per group.

Students should take a moment to mark off the clues they have been given.  After that, they should leave their clues face down where anyone in the room would be able to access them.  I generally have them 'fan' out their cards on their desk.

Put the first math problem on the board.  Students work as a team to get the correct answer, but ONLY THE WRITER may write on the whiteboard.  Other students can help, guide, and suggest, but the writer is in control.  This also means if there is a disagreement about an answer or procedure, the writer gets the final say.

After an appropriate amount of time, have the students hold up their white boards. Any students that have a correct answer will have a chance to gain more information.  The writer passes the white board to their partner (or the next student if there is more than two in a group) and stands up.  They take one of their clue cards and can walk to any other group and trade.  They put their card face down and take any of the other group's face down cards. I have a specific procedure for this to minimize arguments and issues:

     a) trading round all happens at the same time
     b) once you touch a card, that is the card you take
     c) you have 15 seconds to trade

During the trade period, writers that had correct answers may trade with ANY other group, whether or not that group got a correct answer.

We do this is 'slow motion' the first couple of times to get used to the movement.

From there the new writer takes over for the group, a new question is posted and the procedure is repeated.

As the game continues, some groups may get close to solving the mystery.  If a group thinks they have the correct answer I have them circle their guess, but the game continues without them announcing their accusation.  If time runs out, groups circle their accusaton on their answer card.

I generally then give out the homework and announcements, and really build the anticipation of the contents of the confidential envelope.

I also give any correct investigators this certificate with all of their names on it.  I generally wait until all classes have played and list all the winners on one certificate.  I also post the certificate outside of the classrooms.

As they get used to the game, I change the cards to ones that have a bit more personality - I'll use teachers from the school as suspects, rooms from the school, and school items (staplers, scissors) as weapons.  This really gets them even further immersed into the gaming experience.

I love the engagement that this game naturally builds.  Students start to develop strategies such as trying to track who might have the cards they need to see, convincing other groups that they want to trade with them, and discussing answers to ensure they can gain new information.  The anticipation and excitement builds as more clues get revealed.  I've also added variations to this game so that if a group can explain their reasoning they get a 'double trade' (trade two cards instead of one.)  You will NEVER see students SO EXCITED to WANT to get called on as when you say "this question can earn a double trade."

I hope some of you try out this game in your room.  If you do PLEASE let me know how it goes and what variations you use! I love hearing different 'mods' in the game world!

Team Building Part 2: Keeping It Authentic

"I showed them how to do it! The student's just aren't getting it - it isn't my fault!"

 What are you picturing?  A teacher explaining a math lesson?  Foreign language?

If you have been in education long enough, you've certainly heard (or maybe even said) something like that at some point.  As educators we know that you can't just 'present' material to have students understand it.  You can't give a lesson and expect them to master it.

This is my next point with 'ice breakers'.  So many times I have seen groups do ice breakers that go something like this:

"OK, the point of this activity is for this team to (insert random task)"

A couple of things might happen from here.

One person in the group quickly sees a basic solution, does it, and the facilitator gives some quick non-authentic feedback.

Alternatively the opposite could happen.  The team could be stuck, unsure of how to complete the activity.

So the facilitator does what any good teacher would do - he gives gives "a clue" and the group quickly sees the answer, and the facilitator gives some quick non-authentic feedback.

And then he surprised when they didn't get the relationship building they were promised.  He decides that 'team-building is just a waste of time.'

So often, teachers, leaders, and facilitators want to do the team building and ice breaking "stuff" as quickly as possible so they can get to the "important" parts of the day.  They want activities that can be done in ten minutes or less so that they have more time for people to be 'productive.'  They can't waste a single minute, let alone a whole class period on such useless activities.

But when have you ever seen an effective lesson hit the short and long term goals in just ten minutes?  Much like teaching a lesson, you have to ask what is the result you want?  Do you want students to memorize and be able to recall information on the short term?  If so, then an activity like the one above is a great lesson.  You won't gain any long term community, but you will have a short term celebration.  However, if you are looking to build long term relationships, as well as student success you have to put the same effort, planning, and processing that you would for a lesson.

Teachers have a difficult time letting students fail.  It isn't in our general nature.

As promised, here is the second activity that I use to help build positive relationships in my classroom.  This is a great activity for students as well as great practice to let you, as a teacher, to practice allowing students to fail.

Protocol: Helium Hoop

Size Limit: This activity works best for groups of 8-12.  You can break the group up into two and have them take turns.

Materials: a hula-hoop

Procedure:

1) Get students into a circle
2) Explain the task is to get the hoop to the ground with the following guidelines
3) Have the students make two fists with their pinky parallel to the ground
4) Stick out your index finger so it it pointing across the circle
5) Tuck your thumbs into your fist
6) Put your fists at hip level

Explain that in a few moments you are going to put the hula hoop so that it is touching everyone's fingers.  The goal is to get the hoop to the ground with the following rules:

1) Everyone must be in contact with the hoop at all times.  If anyone loses contact I'll grab the hoop and we'll restart.
2) Only your index finger may be in contact with the hoop.
3) The hoop must rest on everyone's index finger - no grabbing or curling around the hoop.
4) The hoop must be lowered onto the ground without it dropping.

The first time you do this activity the hoop will rise almost instantly.  This is an excellent game to play to help process blaming others and how your actions impact the group.

It is also a VERY difficult activity to facilitate - as the teacher your job is to let the group figure out the problem without giving major hints.  You have to let them struggle without getting completely frustrated.  Balancing the guidelines with how strictly you are enforcing them to maintain engagement without allowing them to 'check-out' from frustration.

Does this sound like what we, as teachers, need to do for students every day?

It is important to let them struggle - remember the goal isn't necessarily for them to succeed in two or three tries.  You are preparing them for a school year where they will have academic struggles.  There will be times that they will have group projects in which everyone is committed, but progress is still slow.  Let them reflect back on this activity on their struggles and think about how they eventually succeeded.

Team Building Part 1: Hi, My Name is Michael and I Have a Blog

How do you start the first day of a new year?  Is it the tried and true roll call - introduce yourself - explain your rules and expectations and then review the syllabus?  Do you have each child stand up, say their name, and a little something about him or herself?  Or do you start with a name game to get the students to get to know each other?

People have argued that name games are just an excuse to let kids get chatty.  That it becomes more of a social or party than a learning environment.  Or it leads to students being silent and the teacher doing all of the talking.

I can't disagree with this.  Team building, ice breakers, and all of the activities that teachers (or groups) use to build cohesion can lead to a disaster.  Like ANY good lesson, they have to be well planned and executed with clear objectives and structure.

One of the 'classic' name games goes something like this:  Everyone stand in a big circle.   OK, now we're going to do a name game.  You say your name and one thing you like. Then the next person has to say their name and what they like and then YOUR name and what you like.  This continues on until the 25th person has to say everyone's name in the circle.  Then you smile and look at the student that is in space twenty-five.

I feel you, kitty!

Admit it - reading that paragraph raised your anxiety... and it should.  There are so many poor educational models presented in this 'game'.

1) Limited engagement.  If I go third, I have to remember a total of two names... Then I'm off for the next twenty two rounds.  I don't have to say another thing for the rest of the activity.

2) Stress inducing.  The goal any good ice breaker is to lower students' affective filter.  This does just the opposite. Students that go early become bored.  Students that go later are panicked they have to remember dozens of names.

3) So much wasted time! Students spend almost the entire activity standing (or sitting) and doing absolutely nothing else engaging. Seriously. Twenty-two rounds of doing nothing.

Some may say "well it teaches them to pay attention and learn the names so they are ready when it is their turn."  I say it teaches them that as a teacher, I'm willing to let a student fail on the very first day of class... in front of everyone.

I am a huge fan of building community.  With my background in both Outward Bound and Expeditionary Learning and I know the importance of having students build relationships with each other as well as with adults.  Students should feel welcome on the first day.  They need to learn that it is an emotionally safe environment.

Tuckman's Stages of Group Development

This post will have the first of five activities I like to play in my class during the first few weeks to build these positive relationships.  These games allow students to take risks in a safer environment, allow students to get to know each other in multiple facets, and keeps them moving.  When a student makes a mistake in these activities the general reaction is fun giggles, not nausea and bathroom breaks.

Protocol: I have... (a modified version of 'have you ever...")

Procedure:

Students stand in a circle around a center point (I'll often use polyspots to mark the center and outside points)

• The person in the center (usually the adult to start) introduces him/herself 
• "Hi, my name is Mr. Taylor"
• The group greets the person by name
• "Good morning, Mr. Taylor" 
• "Hey, Mr. Taylor"
• "What's up, Mr. Taylor"
• The center person says, "good morning group" and says something that they "have" (I often use these examples when giving the rules so students have an idea on how they can get creative with the 'have' - that it doesn't have to be something 'physical')
• "I have a cat"
• "I have eaten pizza"
• "I have a love for math"
• "I have gone on looping roller coasters"
• "I have an addiction to twitter"
• From there anyone on the outside of the circle that also "has" that statement comes to the center and high-fives everyone that is in the center.
• Anyone on the outside says "nope not me!" and high fives someone on the outside.
• After high fives are exchanged, everyone then finds a DIFFERENT spot.
• Play is repeated until everyone has been in the center at least once.

Five reasons I like this activity:

• Everyone participates in each round. Even if you don't "have" you still get to high five
• Everyone get to share a tidbit about themselves on their own level.
• Everyone greets each other by name.  Greetings are so key to building community!
• Everyone is constantly moving - standing in different spots and next to different people
• Students get to see what they have in common with someone else - great way to make connections.

About half-way through the activity I will stop and have them look to their left and right.  From there I'll ask them to give me a thumbs up if they know the names of the person on either side.  Depending on the atmosphere I may have them do a quick handshake/fistbump and introduce themselves. 

Remember, though, ice breakers are JUST THAT! They break the top of the iceberg; they don't uncover the entire thing!  Students aren't going to learn everything about everyone in one activity, and they won't remember everyone's name after one game, but it is important to let them feel more comfortable to do so as the week and year progresses.

What games do you enjoy doing on your first day?  What games would you like me to discuss in the future?